Chapter 7: Leisure

After practising the activities in this chapter, you should be able to:
1. Understand the importance of leisure.
2. Use wh-questions.
3. Use personal pronouns.
4. Use prepositions and adverbs of time.
5. Read and understand articles about leisure activities.
6. Pronounce the / and r sounds in words.
7. Write a summary.
8. Understand the difference between instructions and advice.
Keywords
• leisure
•relax
• fun
•free time
•time-out
•freedom
• health
• balance stress
9. Know the language for giving advice.
10. Speak within a time limit.
11. Use phrases to ask permission and make promises.
12. Use possessive and reflexive pronouns.
13. Use noun-phrase modifiers.
14. Respond politely to negative questions and statements.
15. Use the internet, a computer and an online dictionary.

Introduction

In this chapter, you will focus on leisure. Leisure is the free time that you have when you are not working, at school, doing chores at home, or sleeping. Activities often done by people during leisure time include running or playing sport, reading, dancing, listening to music or fishing. How do you make the most of your leisure time?
The importance of leisure
Notes/Hints
If possible, use the Internet to discover information on hobbies and leisure activities.
You may not have your own hobbies yet. Try to find one that interests you. A hobby can be very fulfilling and worthwhile.
Why do you think leisure time is important? In this section, you will discuss the importance of leisure,
and other questions about leisure time. You will use wh-questions and personal pronouns to find out about different leisure activities and hobbies. You will practise using prepositions and adverbs of time to read information about leisure activities and hobbies, and discuss the value of different leisure activities.
You will need:
library books about different hobbies
• access to a computer with Internet.

Wh-questions

Wh-questions are questions that begin with the words what, where, when, why, which or who. For example:
What is your favourite hobby?
Where do you spend your leisure time?
When do you have leisure time?
• Why do you not work all the time?
Which leisure activity do you think is most fun?
Who do you spend your leisure time with?

Activity 7.3 Use wh-words to ask questions
Work in pairs.
1. Take turns to ask and answer wh-questions about leisure time. Swap partners so that you ask your questions to as many different people as you can in the time provided.
2. Word your questions carefully, so that you find out:
what your partner does during their leisure time which activities they like most
which leisure activities they do not find appealing why your partners enjoy certain activities when they have leisure time where they spend their leisure time who they spend leisure time with.
3. Report your findings to the class.

Personal pronouns, prepositions and adverbs of time

When you asked and answered questions about leisure time you probably used personal pronouns, prepositions and adverbs of time.
• Examples of personal pronouns are I, you, me, he, she, they and it.
Examples of prepositions are to, from, through, across, over and on.
• Examples of adverbs of time are on weekends, at night, in the afternoon, later and earlier.
Remind yourself how you use each of the above parts of speech. Try to use these words as you continue working on this chapter.

Activity 7.5 Read about leisure activities
Work in pairs.
1. Read the article about leisure activities.
Having a hobby is important
If you don’t have a hobby yet, it’s never too late! An enjoyable hobby enriches your life. It provides entertainment for you during your leisure time and often at the same time, you learn new skills.
Did you know that your hobbies are important when you are applying for work? Your qualifications and exam marks give a new employer certain information, but your interests say a lot more about how well-suited you are to different types of work. Here are some examples of hobbies and their possible meanings:

Jigsaw puzzles and board games, especially chess, show that you are good at solving problems and that you are an intelligent planner.
Acting, shows good communication skills, while painting, pottery, drawing or cooking show that you are creative and can work alone.
Doing online classes, shows a keen learner. Reading may make you a good researcher. Looking after children can demonstrate that you are responsible. Sports can show that you are good at working in a team, are competitive, or that you look after your body well. Fishing or running may illustrate that you are patient and determined.
How do you find a hobby? Where do you start? It’s very simple actually. You simply try something new! Learning a new skill is always satisfying. You will soon realise whether or not you enjoy doing this new activity or not! If you do enjoy it, you have probably found a new hobby which will give you many hours of fun in the future.
Advantages to having a hobby include:
• making you more interesting, because you have experiences and stories to share and discuss.
• stopping stress, because you don’t think about everyday worries while you are busy with your hobby.
making you more patient, as it takes time and endurance to learn something new.
• building your confidence and self-esteem, as you develop new skills and enjoy something you are often good at.
• stopping boredom and time wasting, as you always have something to do, enjoy and look forward to.
• challenging you, because you are doing something new that interests you.

2. Copy and complete the table, writing short points on tne information you found in the article.
How to find and start a hobby
Why interests are good on a CV
Why having a hobby is important

Activity 7.7 Report back to your class
Work as a class.
1. Share your top ten hobbies with the class, giving a reason for your choices.
2. Say which part of the article you read on hobbies that you agreed with most. Explain why.

Write about leisure activities

You have spent time discussing and asking each other about how you spend your leisure time. You have also read an article about why hobbies are important. Now it is your turn to write an article about leisure activities for others to read. When you read or report on your article to the class, be sure to pronounce your I and r sounds correctly.
You will need:
library books about different hobbies
• access to a computer with Internet.

Activity 7.8 Plan and write an article
Work in pairs.
1. Decide whether you are going to write your article for a newspaper, magazine or on the Internet.
2. Your article must explain how you spend your leisure time and how this helps you to avoid bad and dangerous behaviour. You can decide what your title is, but be sure to keep to this topic.
3. Use a mind map to plan what you will write.
• At the centre of the mind map write your title.
• On the arms coming from the heading, write your main points

On smaller arms, coming from the main points, write the details you want
to include.
4. Follow these steps to plan and write your article. Make it interesting for readers, by including stories, real life examples, colourful adjectives and descriptive actions words.

Step 1: Start planning. Understand the topic. Do research if necessary. Decide on your basic ideas or framework for the articles.

Step 2: Prepare a draft. Collect vocubulary interesting action words and adjectives. Plan how many paragraphs you will have.

Step 3: Revise what you have written. Improve your ideas and rewrite them.

Step 4: Edit your work. Correct all spelling, grammer, punction and word order. Change or delete anything that does not make sense

Step 5: Proofread carfefully. Do a final check to make sure that there are no mistakes in your writing. Write out neat copy

Step 6: You are ready to present. Read or present your writing to others or to let them read it thmeselves

Activity 7.9 Listen and respond to articles
Work in groups.
1. Take turns to read your article to your group.
2. Listen carefully when others read their articles. Respond to what you hear by:
• nodding your head
• asking questions making suggestions
• comparing leisure activities
• referring to earlier discussions you have had.

3. As you listen, check that other learners are saying their I and r sounds
correct them.
correctly. If they are not, once they have finished reading their article,

Summaries

A summary is a short version of the main points of a piece of writing or a speech. It can be written in point form, or as a paragraph. Often pronouns and adiectives are left out of the points and only the bare bones of the point remain. For example:
As one of her hobbies she makes beautiful jewellery from seeds she collects from trees, bushes and flowers.
Summary: She makes jewellery from seeds.

Activity 7.10 Learn about summaries
Work in pairs.
1. Study the summary examples on the next page.
• What do you notice about them?
•Are they written in full sentences?
•What information is included?
• What information is left out?

Do they provide enough information?

Activity 7.11 Summary writing
Work in groups.
1. Read your articles, on how you spend your leisure time, to one another.
2. Choose an article that interests you.
3. Try to remember the main points of the article. Summarise the article orals
4. The other learners can correct you if you are wrong about anything, and add any points that you forgot to mention.
5. Write your summary. Use point form or a short paragraph to write down
the main points.
6. Show your summary to your group, who must check that you have remembered the main points and not left out anything important.

Instructions and advice

Have you ever wanted to say to someone: “Don’t always tell me what to do!”?
Knowing the difference between giving instructions and offering advice is a useful life skill. Knowing when it is the right time to say something, is equally useful. Do you want to be given instructions the moment you wake up or when you arrive home after a long, hot walk from school?
You will need:
• library books about leisure activities
• access to a computer with Internet.

Activity 7.13 Provide spoken or written advice
Work in pairs.
1. You usually need advice when you have a problem or are learning something new. Discuss what you understand advice to be.

2. Role-play asking for and giving advice to each other. Think of real life situations where you might need advice about problems, for example, at home, with friends or family, with your body, with pets or at school.
For example:
• My sister is so lonely and sad, and she just won’t talk to me. I know a •
you suggest I help her?
hobby would give her confidence and help her make friends. How do There is a boy who keeps bullying my friend on the way home from our music class. I really don’t know what to do about it. Does someone have any advice for me, please?
3. Use the examples you used for your role-play. This time, write an email or a letter to your partner asking for advice. Your partner must carefully read your message and reply by email or letter, giving you advice. When you reply you will use phrases such as:
Have you thought of ..
What about ..
•May I suggest that …
•Couldn’t you …
•If it were me, I would ..
•How about …
Might it be a good idea to …
Perhaps you could.

Activity 7.14 Know the difference between instructions and advice
Work alone.
1. Arrange the following statements in the correct column of the table.
Sweep the floor, please.
Buy your ticket at the ticket office, rather than from the driver.
Balance work and leisure, and you will be successful.
•Run three times a day.
• I suggest that you try this size cap.
It might help to talk to your friend
about it.
• Throw the dice. Pay the driver for your ticket.
• If you arrive early, you will definitely get a seat.
• You must stand up straight.
• You must practise every day.
• Try using this pattern for the jersey.

Activity 7.15 Give a speech with a time limit work in on your own and as a class.
1. Plan a speech. You must choose a leisure activity and say what the good and bad qualities of this activity are. Be creative and discuss your ideas before you plan what to say.
2. You must speak for longer than one minute but not more than two minutes
3. Plan your speech in a similar way to how you planned your article in
Activity 7.8.
Step 1: Understand the topic. Do research if necessary. Decide on your
basic ideas or framework for the speech.
Step 2:
Collect vocabulary, interesting action words and adjectives. Writ down what you plan to say.
Step 3: Improve your ideas and rewrite them. Get someone else to
listen to what you will say. Make improvements and rewrite you speech. Time your speech.
Step 4: Add or delete to make sure you keep to the allocated timing.
Step 5: Do a final check. Write out a neat copy. Practise saying your
speech. Time it again.
Step 6: Present your speech.

4. When you present your speech, another learner will time you and stop you if you have not finished at the two minutes mark.
5. Give one another feedback on the speeches. Say how they could be improved, made more interesting, or made longer or shorter to fit the
time limit.

Giving permission and being responsible about duties

Giving permission means approving, agreeing, or giving your blessing for something to happen. It is not only adults who give permission to you to do something. Every day you give permission to those around you, for example, to borrow your ruler or to come and visit you. How do you do this? How do you express yourself to give permission? Once you have permission to do something, it is your duty to be responsible and to carry out your duties reliably. This is known as obligation.

Give permission

There are certain words to use when you ask permission.
May I.
?
•
Would you …?
Can I please …
.?
• Do you mind if .
Is it alright if ..
?
…?
• Please may I…?
When you give permission, you use other words, such as:
Yes, of course ..
•
Alright …
Okay, you can …
Fine, you can …
• Yes, you may …

Activity 7.17 Give permission
Work in pairs.
1. Take turns to ask permission and to give permission. To do this you will need to create questions, and give the appropriate replies.
2. Swap partners and repeat the activity.
3. Take turns to write down all the words or phrases on the board that you used to:
ask permission give permission.

Obligation or duty

obligation means that you must take certain actions and cannot simply do exactly as you please. You may be giving advice about something; you may be enforcing a rule; or you may be telling someone to do their duty. When you speak about obligations, you use words such as:
• You must …
• I should …
• We ought to .
• You have to ..
She has to ..
I’ve got to …

Activity 7.18 Express obligation
Work in pairs.
1. Take turns to complete the sentences to say what your partner must do.
• You must
You have to .
• You should
You’ve got to …
• You ought to …
2. Work on your own. Write sentences saying what you must do. Start your sentences with:
I must .
• I should ..
•
I ought to …
I’ve got to ..
3. Work in a group. Make up sentences that say what obligations you and your family, or friends have:
• in the classroom
• at home.
4. Write your sentences, and compare them with those of another group.

Pronouns and noun phrases

Pronouns are words that can stand in the place of nouns. There are different kinds of pronouns.
• Personal pronouns, for example: I, you, he, she, it, they and we
• Possessive pronouns, for example: my, mine, your, yours, his, her, hers, its, their, theirs, our and ours
Relative pronouns, for example: which, who, where, when and that These pronouns link pronouns (or nouns) to a phrase that tells us more about them, for example: They saw the games that we bought.
• Demonstrative pronouns, for example, as, this, that, these and those.
• Indefinite pronouns, for example, none or some.
• Reciprocal pronouns, for example, each other and one another.
• Reflexive pronouns, for example: myself, yourself, himself, herself, itself and
themselves.
Noun phrases tell you more about a noun. They often come after a relative pronoun such as who, where or which. Examples:
They sailed in the Pacific, which is the deepest ocean.
She went to visit Lisa, who is her best friend.
This is the field where they played.

Activity 7.19 Use pronouns and nouns correctly
1. Work in small groups. Complete these sentences with possessive and relative pronouns.
a)
uncle loves to fish in
free time.
b) He has
own boat.
c) He goes out in the boat to
the water is deeper and colder.
d) Late in the day he comes home with.
e) We love to help him prepare the fish for
fish.
f) The fish taste so delicious
dinner.
g) Fishing is a hobby
they are cooked.
h)
useful to _
– hobby is not as useful. Is.
whole family.
_?
Compare your answers with those of another group. Correct any that are wrong.
2. Complete the following sentences with phrases that tell you more about the pronoun.
a) He is someone who.
b) She has a hobby which …
c) They spend their free time
d) That is the place where ..
e) It is our pet that …

Activity 7.20 Plan and perform a role-play
Work in pairs.
1. Take turns to play the parent and the teenager.
• The teenager must ask the parent for permission to go somewhere to do a certain leisure activity.
At first the parent is not keen to agree to this request.
The teenager must persuade the parent to give permission for it.
The parent must make clear what rules and duties the teenager must adhere to.
• The teenager must agree to be responsible and dutiful.
2. In your role-play, be sure to:
use different types of possessive and reflexive pronouns, and noun phrases
• ask and respond politely to negative questions.
3. Perform your role-play for other pairs and, if possible, also for your teacher.