About today's practice
Hobbies are a Part 1 favourite and a great place to show some range of vocabulary. Watch for the student who says “I like sport” and stops — today we make every answer earn its keep with a reason and an example.
Part 1 has no planning time in the real test. Read each question and answer on the spot in two to three full sentences — that on-your-feet fluency is exactly what this builds.
Questions — Free Time & Hobbies
- What do you like to do in your free time?
- How long have you been interested in this?
- Do you prefer free time alone or with other people? Why?
- Did you have more free time when you were younger?
- Is there a new hobby you’d like to try? Why?
- Do most people in your country have enough free time?
- How do you usually spend your weekends?
More questions — build a bank
Your hobby in detail
- How did you first get into it?
- How often do you get the chance to do it?
- Do you do it alone or with other people?
- Has it taught you anything useful?
Free time in general
- Do you have more or less free time than you used to?
- What do most people your age do to relax?
- Do you prefer active hobbies or relaxing ones? Why?
- Is it important to have a hobby? Why?
Variety
- Are there hobbies that are especially popular in your country?
- Is there a hobby you used to do but gave up?
- Would you like to turn any of your hobbies into a job?
- Do you prefer spending free time indoors or outdoors?
- Is there a hobby you think everyone should try?
Example answers — short reply grown into a full one What do you like to do in your free time? I’m really into hiking. I try to get out into the hills at least twice a month, partly for the exercise but mostly because being away from screens and traffic clears my head completely. How long have you been interested in it? For about five years now. A friend dragged me along to a local trail one weekend and I was hooked — I’d never realised there was so much green space so close to the city. Is there a new hobby you’d like to try? I’d love to learn photography, actually. I take a lot of pictures when I’m hiking anyway, so it feels like a natural next step — I just need to learn to do it properly rather than pointing and hoping.
Pair-work sequence (~30 min)
▸ Interview · 13 min — A asks every question, B answers (~6 min); swap so B asks and A answers (~6 min). The examiner-partner keeps the pace brisk, like the real test, and resists chatting back. No planning — straight in. ▸ Extend & re-run · 13 min — New partner. Run the set again — but now every answer must carry a reason (“because…”) and one example or detail. Faster, more natural delivery. ▸ Feedback · 4 min — Whole-class: read out two answers you overheard that grew from one word into a full, natural reply.
Listen for / feedback: Mark any answer that stops at one word — push that student for a reason and a detail. Praise natural extenders: “Well, actually…”, “I’d say…”, “It depends, but…”. Note tense slips (“I go yesterday”) for a quick thirty-second correction at the end.
Flexibility: Short on time today? Assign the whole set as paired home practice — a quick voice call or an in-person run — and have each student record one answer to bring back. If the room runs ahead of schedule, this slots straight in after the wrap-up.