James Bocock James Bocock

Assessed TP 1
Beginner level


In this lesson, the students will review the present simple tense through an opening game. They will then identify specific free time activities in photos, listen to the correct pronunciation of the activities, compose their own sentences about their free time, and read and listen to a short interview of a rock band.


Abc Bad Day Rock Band Interview
Abc Free Time Activity Speech Recording
Abc Bad Day Rock Band Interview Recording
Abc Free Time Activity Pictures
Abc Simple Present Tense Verb Cards
Abc True-False Questions for Bad Day Interview

Main Aims

  • To provide scan reading practice using a text about a rock band

Subsidiary Aims

  • To review vocabulary related to free time activities.


Warmer (6-8 minutes) • To engage students and review previously-learned vocabulary and grammar.

T divides the class into two teams based on the English ability of the students. T explains that they are competing to be the first to make a correct sentence with the verb. If they say a complete sentence correctly first, then their team earns the point. Only two students do the activity at a time, and T attempts to pick two students who are of nearly the same ability. The two students who are involved in the activity stand up, T shows them the verb, and then waits on one of them to say a sentence. If neither one says a correct sentence, T gives aid and a point will not be awarded. After a sentence is provided, T writes the sentence on the WB. This is done for each verb card until there are no more cards remaining.

"Free Time Activity" Picture-Matching (4-6 minutes) • Increase and practice free time activity vocabulary

In order to transition to focusing on free time activities, hangman is played. T writes the blanks on the board for the words "Free Time." Then T writes "Activities" after the words Free Time. T asks the students for examples of free time activities. T gives the students the handout with the free time activity pictures from page 32, and the students work in pairs to identify the photos. T checks the students' answers with the whole class.

Pronunciation Practice of Free Time Activities (6-8 minutes) • Drilling students on pronunciation

T instructs the students to look at the pictures of free time activities while a recording of the free time activities pronunciation is played. T points to the activities on the handout as the speaker says them, pauses the recording between readings, has the class repeat the activity, and has one student say the activity aloud. This is done for each activity. If necessary, certain activities are drilled to ensure correct pronunciation.

Students writing about their free time (7-9 minutes) • Practice producing sentences about their own free time

T writes "I play tennis in my free time." on the white board. T circles "in," and to make sure students understand, T writes "When?" on the white board and elicits the response "in my free time?" T then writes "I watch TV a lot." T gives two examples to illustrate "a little" and "a lot." T draws a pie chart with one large section and a very small section, asking the class if the big section is "a lot" or "a little," and afterwards labelling them "a lot" and "a little." T draws a couple of stick figures, then several stick figures, and points to "a little" and "a lot." T writes a plus sign, followed by "I go to concerts." Then T writes a negative sign and asks the students for the negative. After waiting a moment and if T does not hear the correct sentence, then T writes "I don't go to concerts." The students are asked to write four sentences about their own free time using the previously mentioned free time activities. The students compare their sentences in pairs, and then T calls on a couple of students and asks them to read two sentences. During this time T is going around the class to check on the students as they write their sentences and make corrections.

Lead-in for Bad Day Interview (4-5 minutes) • Create interest in the listening and reading activity

T asks the class if they like music. T asks students what type of music they like. T holds up two pictures of guitars and asks what they are to elicit "guitar." T then asks which of the guitars is for rock music. T does the same activity for two pictures of drums.

Bad Day Rock Band Interview Reading and Listening (9-11 minutes) • Practice reading and listening for information

To prepare the students for the reading, T draws a house on the board and asks the students what it is. After the students say the word "house" T draws a few larger buildings, draws a line from one of the windows, and draws a family. T asks the students what it is. After the students say "flat" or if it takes too long, and T writes "flat" next to the picture of the family. T writes "Mike" and "Kim" on the board and elicits the students to say that those are names. Afterwards, T writes "Bad Day" and says that it is a rock band. T explains the listening is an interview with Bad Day. T asks the students to listen for Bad Day's free time activities. After students have listened to the interview once, the interview is played again, and T asks the students what Bad Day's free time activities are. Then T hands out the True-False questions for the interview. The students work in pairs and, after they have completed the hand-out, the class goes over the answers together. If a sentence is false, T asks the students to give the correct statement.

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