Frazer Worthington Frazer Worthington

Solutions pages 18-19
Elementary level

Materials

Abc Millies Saturday
Abc Speaking table
Abc Listening transcript
Abc Vocabulary grid
Abc Pictures

Main Aims

  • To provide practice of hobbies and sport in the context of talking about free time

Subsidiary Aims

  • To provide accuracy speaking practice in a question and answers in the context of free time activities

Procedure

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

- Stick the pictures around the room. - Students work with a partner to brainstorm words to do with the pictures. - Give the class two minutes to write as many words as they can think of. - Bring the class together to share their ideas.

Pre- teaching vocabulary (8-10 minutes) • To prepare students for the text and make it accessible

- Look at activity one page 18. - Check the vocabulary with the class. - Put the students into pairs. Act out one of the words. - Pairs guess and receive a point. - Check the pronunciation of the word. - Complete all of the words. - Have pairs complete the same activity with another pair.

Vocabulary study (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

- Hand each student a vocabulary grid. - Have the students work in pairs to complete the grid by ticking the relevant box. - Pairs check the answers together. - Class shares their answers.

While Listening (4-6 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

- Exercise 4. - Check the names of the people in the listening. - Play the audio once through. - Play again and have the students write their answers. - Pairs check their answers together. - Check the answers with the class. 1 volleyball / swimming 2 video games / board games 3 reading magazines / listening to music. - Focus on activity five. For a weaker class play the audio and pause after each sentence so they can hear them again. 1 into 2 keen 3 OK, prefer 4 really 5 boring 6 like

Post Listening (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

- Tell the class there are examples in the listening of the people talking about their hobbies. Emily is really into sport. Explain this is an example of showing your interests. Can you find more examples in the transcript? Hand the transcript to the students. Students find more example in the text. Andy - I really like board games / He loves war games. Clare - likes magazines / quite likes hip hop / Have the students share their answers with the class. Tell the class shortly they will practice talking about their free time. Focus on exercise five. Students turn over the transcript. Students complete the activity Play the audio and check the answers. 1 into 2 keen 3 OK,prefer 4 really 5 boring 6 like

Freer practice (10-15 minutes) • Students to talk about their free time activities

- Have the students write six sentences about their hobbies and interests. - Write on the board lexical phrases; keen on, not into, I am into..., I really like, I really don't like..., I prefer.... - Have the class write their sentences in their notebook. - Then have the class prepare for their questionnaire. - Hand the worksheet to the class. Demonstrate an example of how to complete the table. - Students complete the table with sports and hobbies and the people they want to ask. - Demonstrate an example with the class. Write a students name in the box with a hobby or sport. - Ask ' ....... do you like to play video games ? ' Listen for their answer and then tick the correct box. - Ask the volunteer to then ask you a question. They should listen and write it in their table. - Ask a pair of students to demonstrate. - Check the task with the students.

Break time (5-5 minutes)
Lead-in (2-3 minutes) • Retrieve and review vocabualry

- Lead-in and set the context by telling the students what you like to do on Saturdays. - Ask them to shout out things they like to do on Saturdays and write these onto the board. - Tell the class they are going to read about what someone likes to do on Saturdays. - Put the students into pairs.

Input • Provide exposure to the target language

- Hand pairs the pairs Millies Saturday description cut in half. - Tell pairs they need to work together to complete Millies Saturday. - Demonstrate how to complete the activity with the class. - First, pair up with a student, then read the first part of the text. The other student should listen and record the information. - Pairs then repeat the process until they have completed the information.

Noticing examples (5-7 minutes) • Students raise their awareness about the use of adverbs of frequency

- Tell the class their are a number of adverbs of frequency in the text. Here is an example; Write on the board, ' I always do Karate on Saturday morning'. Can you think of the rule? We put an adverb of frequency before/after the verb be. Can you find more examples for Millies Saturday? - Have the class find more examples. - Check the examples with the class. - Then see if the students can think of the rule. - Afterwards, focus on activity 2. - Have the class listen and complete the chart. Then practice saying the words with the class.

Speaking practice (8-10 minutes) • To practice asking and answering questions

- Focus on activity six. - Put the students into threes. - One student will act as the secretary they record the answers of the students. - Pairs ask and answer the questions in exercise six. One student asks the other, the student answers, the secretary write the answer. - Then roles change and the process repeats. - Tell the student they have five minutes to then prepare to write two sentences about their answers. i.e Minh never watches big sports events on T.V. - When the students share listen for the correct use of the main verb in third person. Don't correct this can be done later.

Feedback and homework (5-7 minutes) • Students prepare answers for next week.

- Have the class share an answer. They should write it onto a small piece of paper quickly. - Find correct and incorrect examples and write them onto the board. Do not name names. - Highlight the correct example and point out the use of the adverb of frequency and the correct verb form. - Ask the class if they can correct any of the incorrect sentences. Work as a class to complete. - Set the homework. - Complete activity 8 the 'You' section for homework ready for the next lesson.

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