What do you do in your free time? Novice Mid- English Template

Please Note: Many of the activities on the Pathways Project OER Repository were created by upper-division students at Boise State University and serve as a foundation that our community of practice can build upon and refine. While they are polished, we welcome and encourage collaboration from language instructors to help modify grammar, syntax, and content where needed. Kindly contact pathwaysproject@boisestate.edu with any suggestions and we will update the content in a timely manner.  — The Pathways Project

Looking for the Spanish Version of this activity to adapt for your language?  CLICK HERE

About the Boise State World Languages Resource Center (WLRC) Language Activity Repository

The activities provided by the Boise State World Languages Resource Center (WLRC) serve as foundational activities which can be adapted by any language and scaled up or down on the proficiency scale. Many of these activities offer an English Version that is “language-agnostic” to provide language instructors from around the country a platform to remix these instructional materials, infusing them with their target language and culture! The activities within the Pathways Project OER Repository seek to help students solidify their interpersonal speaking and interpretive skills through task-based situations or communicative activities. These activities should be facilitated in the target language for approximately 90% (or more), per the recommendation of the American Council on the Teaching of Foreign Languages.

How to use the WLRC Repository’s Activities:

1. Use the Activity as is:

Before you begin:

  • Most activities are 30 minutes in duration, unless otherwise specified.
  • Be sure to read through the activity description, and review the list of required materials. You will notice that the activity materials are also highlighted in yellow throughout the activity instructions.

If you have any suggestions about grammar, syntax, and content, please kindly contact pathwaysproject@boisestate.edu

2. Remix for Your Language Classroom:

When you are ready to begin remixing the activity, in order to adapt it for the needs of your language classroom, simply click the blue “Remix This Resource” button at the top of your screen. This will then take you to a screen with a NEW, editable version of this activity. The text provided in purple is a suggestion of what you might say to your students in the target language, and may be altered for different levels and age groups. All activities have “NCSSFL-ACTFL Can-Do” statements, a warm-up, a main activity, and a wrap-up.

Many of the activities include printable cards and other instructional materials such as Google Slideshows. If you would like to make changes to these materials for your classroom, follow the instructions below:

  • Google Slideshows:
    • To begin, go to File -> Copy to create an editable version of the slideshow.
    • Once finished with your changes, please complete the following steps to share:
    • Click on Share
    • Who Has Access
    • Ensure link sharing is on and allow external access.
  • Materials Saved as PDF: Please email pathwaysproject@boisestate.edu and we will provide you with an editable copy. Please allow up to two business days for a response. For YouTube videos and other websites, hyperlinks are provided. 

What do you do in your free time?


In this activity, students will talk about their hobbies and what they like to do in their free time. Students will learn how to describe their hobbies and what they like or do not like to do.  During the warm up, a fun game will help students to review vocabulary and the main activity will provide numerous speaking opportunities. 


Novice Mid


Pastimes, preferences, hobbies, free time activities

NCSSFL-ACTFL World-Readiness Standards:

  • Standard 1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
  • Standard 1.2 Students understand and interpret spoken and written (target language) on a variety of topics.
  • Standard 1.3 Students present information, concepts, and ideas in (target language) to an audience of listeners or readers on a variety of topics.

Idaho State World Language Standards:

  • COMM 1.1 - Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions
  • COMP 1.1 - Observe formal and informal forms of language.
  • COMM 2.1 - Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
  • COMM 3.1 - Present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media in the target language.

NCSSFL-ACTFL Can-Do Statements:

  • I can exchange information about what I like to do in my free time with a partner.
  • I can ask and answer questions about my hobbies while in a conversation.
  • I can share my reasoning for liking/disliking an activity.

Materials Needed:


1 Begin by introducing today's activity and the Can-Dos statements for today’s activity.

2.  Students will then play a Headbands Game as a warm-up.

3. Lab assistants will demonstrate by picking a headband card and place it on their head WITHOUT looking at it, as an example. Next, they will ask questions to the group to determine what word they have picked. 

4.After the lab assistant has successfully guessed their activity, they will ask the whole group some follow up questions about the activity. 

5.The lab assistant will have each student pick a card and repeat the same process. The lab assistant will ask the follow up questions, essentially guiding the entire group and not putting someone in the spotlight. 

6. Repeat with 3-4 different cards to familiarize students with the vocabulary. 

“We are going to review the vocabulary of this chapter with a game of Heads Up. For example, I am going to put a card with an activity on my forehead, and I am going to ask you all questions about the activity. You all will give me useful answers to help me guess the activity. Now, you all are going to play and we are going to help you guess which activity you have on your foreheads.”

Follow Up Questions 

(Reminder: should be done after a card is guessed): 

"Do you like _____________? Why or why not?"

"With what frequency ______________?"

"With who __________?"

Main Activity

1. Divide the students into 2 groups.

"I am going to divide you guys into two groups. Group one and two."

2. Group number 1 will be the sedentary group and group number 2 will be the traveling group. Each person in group 1 will be paired with someone from group 2.

Students should be set up like they’re “Speed Dating”, one in front of another.

"Group number 1 will stay in your seats and group number 2 going to be the traveling group. Students in group 1 will be in front of the students in group 2."

3. Each pair will have their own set of activity cards.

"Each partner is going to have their own cards."

4. Students will introduce themselves and then draw an activity card. They should ask each other questions about the subject and have casual conversation for 2-3 minutes.

"First, you all need to do introductions. Then, you need to take a conversation card. After, you are going to discuss the questions and have a casual conversation for 2 to 3 minutes."

5. After 2-3 minutes, people in the traveling group (group 2) will rotate so they have a new partner from group 1.

**After 2-3 minutes**

"Now, we are going to change partners. Group 2 stand up and change seats."


Ask students the following questions to finish the lab. 

1. What activities are popular at Boise State?

2. Are you in a club or on a sports team?

3. What is something new you can share about your partners in lab?

4. In the morning, what activities do you do? In the afternoon? In the evening?

5. What is your favorite series or movie?

6. What is your favorite store to online shop?

7. What do you like to do when you don’t have homework?

8. What is your favorite app between Facebook, Instagram, Snapchat,  or Twitter?

End of lab:

• Read Can-Do statements once more and have students evaluate their confidence. 
(Use thumbs up/thumbs down or download our student cards.) 
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs!

NCSSFL-ACTFL Can-Do Statements:

  • I can exchange information about what I like to do in my free time with a partner.
  • I can ask and answer questions about my hobbies while in a conversation.
  • I can share my reasoning for liking/disliking an activity.

Return to top