Brainstorm as WC what Ss like to do outside of class in their free time. Demo my own free time activities.

Project the images on the WB and tell Ss they have match the vocab to the images. Give the Ss a HO with the images and vocab on. Monitor the Ss closely as the teacher needs to assess what vocab the Ss are already familiar with and the vocab they are struggling with. If some Ss are unsure about their answers, elicit the correct match by acting out some of the free time activities.

Go through the answers from the previous task one-by-one. Each time drill the pronunciation with the Ss - spend more time eliciting meaning and drilling the vocab that didn't seem obvious to the Ss (should have been noted during monitoring). Before drilling write out the phrase 'go to the cinema' and place a symbol above the word stress to show Ss. Make sure in the drilling the word stress is obvious. Make sure individual Ss are called upon to pronounce the vocab to make sure everyone is at the same level before moving on.

Project Ex 2 on the WB. Teach new phrases from the model sentences of the exercise: the preposition of 'in my free time' by saying 'we say "IN my free time"'; the meaning of 'a lot' by eliciting meaning for little/big/lots; the negative form of present simple 'I don't go' by making it obvious that I won't go there. Demonstrate what the Ss should do next by writing a model sentence on the board - indicate to them that should write. Ask them to write 4 sentences - alone. Afterwards, they can peer-check with each other in pairs. At the end of the exercise take a few sample sentences down and write them on the board - elicit corrections. Moving on to the next exercise, project the text on the WB and ask the Ss to read the text and answer Q3a. This is reading for gist so make sure they don't take too long. Gather quick WC FB and then get the Ss answering Q3b. Gather answers as WC and wrap up the lesson.