Name: Alireza Yazdian • 25 May 2023 • Free time activities

Description
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.

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

Sub Aims
To provide listening practice for specific info
To provide review of simple present

Background

Class Profile
The Ss in this class are mostly adults between the ages 20 to 50! It's an evening class and therefore, some Ss might not be as energetic; some even switch off or get distracted quite
easily.

Assumptions
We assume that ss will have already learned and reviewed simple present.

Personal Aims
In this lesson, I am going to use a wider range of interaction patterns. I am also going to try to give more efficient instructions.

Timetable Fit
The lesson takes place from 8:15 to 9:00 pm on Thursday. It follows the previous lessons ss will have had about free time activities and simple present.

Anticipated Problems & Solutions

Problem - ss might find the topic a little boring and repetitive as they may have already talked about their leisure activities. Solution - if I manage to do a survey task with my ss at the end
of the lesson, they may feel they are doing something new!

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

Please see the following page for the lesson procedure

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Name: Alireza Yazdian • 25 May 2023 • Free time activities

Interaction
Stage Procedure Materials Time Comment
Pattern
Warmer/Lead-in Play a game (back to board) to get the free-time activities on the board.
To set lesson context and TL:
engage students read book/newspaper
watch TV
cook
go to resturants
go for walks
go jogging
drive to the sea WB and markers T-S 5-7
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 I talk alittle about what I do in my own free time.

copies of the
To provide a model of Then I say, "We'll listen to Sam and Moira talking about their free time. Please listen and
course book,
production expected in tick the things they do. Ok, do you tick the things they do or the things they don't do?" Ss
copies of the
coming tasks through listen to the recording twice and for the FB, first, I have ss check their answers with their
course book, Solo - PW
reading/listening partners and finally I choose one of the ss to play the role of the teacher and check the 8 - 10
copies of the - WC
answers.
course book,
Next, I give out the other photocopies, play the recording again and have ss fill in the
copies of the
blanks. For FB, I divide the board into 4 parts and have on student from each group come
course book
to the board to write their answers.

Useful Language I write some sentences on the WB and drill them (back-chain drilling) before we go on to
To highlight and clarify the next stage. I also use group drilling (men/women) and individual.
useful language for TL:
coming productive tasks In my free time
WB and markers WC 3-5
I like reading books a lot
I don't like watching TV
She enjoys going for walks
He doesn't go to the gym.
 Interaction
Stage Procedure Materials Time Comment
Pattern
Productive Task(s) I give out HO and have ss tick the things they do. Then in groups of three I get them to tell
To provide an opportunity each other what they do and what they don't. They listen to their friends and do a survey. I
to practice target have to demo it myself with a strong student before ss start doing it.
productive skills 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. Solo -
Handouts 12 - 15
GW

FB and writing I try to listen to ss while doing the activity to know some of their problems. Then I put them
To provide feedback on on the board and try to elicit the correct answers.
students' production and To wrap up the lesson, I get ss to write a paragraph about one of the people they have WB and markers TS - Solo 8 - 10
use of language 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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