T introduces the topic of Free Time by writing it on the board and asking students what does it mean and what do they do. T gives Ss HO1 and asks them to match individually and then check in pairs/group T asks a S to write the answers on the board and WC FB. T then drills pronunciation, especially read /riːd/ skiing /ˈskiːɪŋ/ listen /ˈlɪsən/ running /ˈrʌnɪŋ/

T gives Ss HO2 and they will play the 'know, don't know and might know' game. Ss go through the list by themselves and then compare with their peers or groups. Stronger Ss are expected to help weaker Ss. T meanwhile writes the words on the board with stress marks (WB1). T gives each group some pictures and the must match them with the word on the board. Teacher drills and models pronunciation, especially clothes. | kləʊðz | (one syllable). Teacher finally asks Students if these words or phrases are verbs or nouns. İf its a noun teacher asks for an appropriate verb.

T draws a cline on the board (WB2) and asks Ss where should he write 'I love and I hate'. T then writes the following words and asks Ss to complete the cline individually and then in groups/pairs. I like... ...is/are OK I don't like... I really like... I quite like.... T asks individual Ss to put an expression on the cline and get WCFB T drills and models pronunciation, especially quite /kwaɪt/

T gives Ss HO2 and asks Ss to complete individually. WCFB

T starts a conversation on the WB using speech bubbles. Elicits the next bubbles for the students. (WB 3) T asks a student to model and drill with him. T arranges the Ss and asks the students to use the prompts from the HO3 to help them with their speaking.