Ronza Saeed Ronza Saeed

Collocations of free time activities
Elementary level


In this lesson, students learn about the collocations of free time activities, the lesson starts with a discussion about free time activities and a game to check their understanding. Finally, there is some controlled practice through listening and handouts, also there is a free practice via a final role-play speaking activity.


Abc Power point / Projector
Abc projector + whiteboard
Abc Handouts
Abc Real Objects
Abc Speaker

Main Aims

  • To provide clarification, review and practice of Collocations in the context of Free time

Subsidiary Aims

  • To provide specific information listening practice using a text about Email photo in the context of Travel


Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

Greeting, Ask Ss to guess what have I got? or What I'm doing right now? Start to elicit from them information about the free time activities, ask the Ss about their free time activities randomly. What do you do in your free time? Do you like riding a bike? Do you like listening to music? Do you watch sport on TV? After eliciting the target language start to give them the test before showing the form on the WB.

Test #1 (5-8 minutes) • To gauge students' prior knowledge of the target language

Ask Ss to make groups of three, then give each group their hand outs and sticky notes to start to categorize each group of words to their appropriate verb to make correct collocations in the context of free time. Give clear instructions and ask them CCQ questions ex: Are you going to work in pairs or group? Are you going to write anything? Finally, collect the handouts and start to show them the feedback on the WB by electing from them.

Teach (10-15 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

Start to elicit from Ss and write on the board to show them the stress and the phenomenal symbol if necessary. Drill with them chorally and individually to show the intonation and the correct pronunciation, show them photos to simplify the meaning. Highlight the verbs to show the Ss the differences, mime and show gestures if needed. Prepare them for the next task the listening by showing them some photos and discuss about the meaning of each one then, give them handouts and ask them to read questions first alone before the listening.

Test #2 (8-10 minutes) • Check students' use of the target language again and compare with the first test

Ask Ss to read the email in their own and then discuss the questions with their partners, then open the audio and ask Ss to listen carefully and start to answer the questions alone then check the answers in pairs, ask them CCQ questions ex: Are you going to listen and write alone or in pairs? Are you going to check your answer with your partner or with the group? After checking with their partners ask them to look at the screen and check the correct answer, then ask which one was the most difficult? Check the new words and write on the WB to check the stress and the pronunciation. Drill several times and show them the rising intonation. Ask Ss to work in pairs and choose six activities that Trevor does and then open the 2nd audio CD1-69 to check their guesses correct or not. Finally, show them the feedback.

Free practice (3-5 minutes) • To provide students with free practice of the target language

Ask randomly Ss personal question, ex: Do you go clubbing? Do you always go swimming? Then ask Ss to work in pairs, ask each other about their free time activities and start to monitor to check their pronunciation.

Web site designed by: Nikue