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Managing My Time TP6
Upper Intermediate B2 level


In this lesson students will learn complex vocabulary in the context of time management and 'timely tips.' Within this context, students will be exposed to suffixes and their impact on the spelling and stress of the word.


Abc Vocab Matching (self-made)
Abc Word Building Chart
Abc Gist/Detail Reading HO (b) and (c)
Abc Charades Slips (vocab word)
Abc Timely Tips Text

Main Aims

  • To provide clarification of time management vocabulary in the context of tips and advice

Subsidiary Aims

  • To provide gist and detailed reading practice using a text about timely tips in the context of work


Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

[Powerpoint image of "Mustafa" in his cluttered office] "This is Mustafa" (T describes the man in the picture to set the context) - he is always late - he never turns his work in on time - he has so many things to do, and he can't keep track T elicits responses from students to get them thinking within the context of the lesson: "What tips/advice do you have to help him get his work done on time and be more organized?"

Exposure (4-7 minutes) • To provide context for the target language through a text or situation

T will give Ss the text and HO b/c together -- Ss will read the text for gist "Work individually, read the text and answer the questions for part B (chesting). You have 3 minutes." ICQ: Are you unfolding the paper and doing the whole thing? No. ICQ: Are you working quickly or slowly? Quickly. FB: "Check your answers with a partner. Are your answers the same?" Elicit answers for part B of the HO (in order to gauge the level of clarification needed) "Do we all agree?"

Highlighting (5-12 minutes) • To draw students' attention to the target language

Ss will read the text a second time, for detailed information "Read the text a second time and discuss the answers to part C (chesting- gesturing of unfolding the HO) with the person behind you. You have 5 minutes." ICQ: Are you writing down your answers? No, discussing them. [T will monitor for errors and confusion] FB: Highlight the word 'prioritize' "How can you prioritize -- what are some things you can do to help you?" (referring to tip 1 about making a list & tip 2 about deciding on the best order) - T will elicit based on errors/confusion heard during monitoring

Controlled Practice (5-7 minutes) • To concept check and prepare students for more meaningful practice

"Work in pairs and find the bolded words in the text to fill out this chart." ICQ: Where are you getting the words to fill out the chart? The text. FB: T will project the answer key/complete chart (which includes stress) -- the chart will be used for the clarification of suffixes, pronunciation and stress [next stage]

Clarification (8-12 minutes) • To clarify the meaning, form and pronunciation of the target language

[PPT Slide 2] - T will ask 4 students (or more depending on time) to circle the suffix of a specific word on the WB ---T will write '-e' > -ly (responsible > responsibly) and '-ic' > '-ally' (realistic > realistically) on the WB and explain that "we usually replace ___ with ___ to make adverb." - T will elicit the meaning of words without the suffix (improvement/ improve, critical/critic) CCQs: "What does it mean to improve? So if someone is showing improvement, are they doing better or worse?" "What is a critic (food/movie)? So if someone is being critical, are they being sweet?" T will elicit suffix usage from Ss - "What do I add to the verb 'improve' to make it a noun?" (-ment) - "What do I add to the noun 'preference' to make it an adjective?" (-able) CCQ: --"Is a preference something I like better than something else?" Yes. --"I want an apartment with a view, preferably of the Bosphorus." > Will I only buy the apartment if it has a view of the Bosphorus? No. > Is a view of the Bosphorus my first choice as opposed to a view of the Zorlu Center? Yes. T will then drill pronunciation using the marked stress on the chart

Semi-Controlled Practice (4-6 minutes) • To concept check further and prepare students for free practice

To further clarify meaning: definition matching "Work in pairs to match the word in the box with the correct definition, write the letter on the appropriate line. You have 3 minutes." - T will monitor for mispronunciation of vocabulary (pronunciation drill before FB if necessary) FB: T will write AK on WB [c,i,j,g,h,e,f,a,b,d,k]

Free Practice (5-10 minutes) • To provide students with free practice of the target language

T will stand at the front of the class holding to bags with vocabulary words inside "Everyone get up and find someone you haven't worked with yet, once you have a partner, both of you come and take a paper out of different bags. Read the word and act it out for your partner to guess and then switch." ICQ: Are you showing your partner your paper? No. Can you speak? No. How are you getting your partner to guess the word? By acting. FB: Who's partner was a really great actor? Will [you] act it out for the class and we'll all guess? --close (10 min break)

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