Esengul Birler Esengul Birler

TP8, How we really spend our time
Intermediate level


Students will read some passages presenting data about how people spend their time all around the world. It will be a jigsaw reading activity starting with reading and then moving to group discussions. First, SS will summarize what they read, afterwards they can comment on some certain parts that they found interesting, may be weird as well as making some comparison between their own country and other countries time-spending habits.


Main Aims

  • To provide detailed reading practice using a text about Everyday activities in the context of How we spend our time

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of how we really spend our time


Lead-in (1-3 minutes) • Introducing the topic

I will show some pictures to students on PP and make some sentences about how I spent my time both when I was younger and now. I will make some comparisons about it and then ask SS about it. Here, many different questions can be directed SS for an engaging lead-in, eg : ' When I was a kid, I was cycling so often, but now I can't, to be honest. Can you cycle? Do you cycle in your free time? There is no enough space in Istanbul to do it, isn't it?' (Students answers' may vary for positive and negative aspect.) 'Can you spend your time with your family? Nowadays, especially young people spend a lot of time on the internet, don't they? Are you the same? Do you cook at home or do you prefer eating out?

Pre-reading Task (1-6 minutes) • Introducing vocabulary

Here students will take a worksheet in pairs with six sentences on it. They will see the sentences and the words (bolded in the text ) they may not able to know. After that, they will be asked if they agree these statements or not? The unknown words will be elicited thorough some questions. 'Leisure time activity' ; For example 'I hang out with my friends when I don't work' or 'At the weekends, I really love relaxing and doing nothing' so they are ...........

Reading Task (3-6 minutes) • Detailed Reading

Students will be divided into two or three groups depending on the number of the class. If three groups can be arranged, each group will be given three passages to read in detail, but if two groups are arranged one group will take four and the other five passages. They will be given time to read and understand them. If they ask questions I will help SS to clarify the meaning.

Discussion 1 (1-6 minutes) • Fluent conversation

After the students finished reading, they will talk about the things they read within their own groups. They can talk about if they agree or disagree about some point of views and interesting realities. They also can make comparisons between other countries and Turkey. e.g 'I don't agree with the idea that people are working longer hours and have more leisure time than ever before. It is harder to spend more time with your family, when you work during such long hours.' and so on... Here, I will keep a low profile and listen to them while they are having conversation and If only needed, I will attract their attention to their key mistakes by asking questions and writing on the board.

Discussion 2 (5-10 minutes) • Re-arranging Groups

After SS finished their discussions in their own groups and having consolidated what they read together, each student in different groups will be numbered as 1-2-3-4. Afterwards, all ones, twos, threes will be gathered together to form their seperate groups. They will sit together and summarize their texts to the person who did not read it before. They can also ask each other agree/disagree questions about related statements in the passages. Moreover, they do not have to limit themselves with the information presented in the text, but they can also ask of each other questions inspired by the given text. e.g. ' How many minutes do you spend for chatting with your friends while you are at work?', 'Do you think it is a good habit or a bad one spending that much time on it?' and so on... They can take notes to remember what to ask and what sounded them interesting to have some argument about. Here, students will be monitored in a low profile and very key mistakes should be clarified by asking questions and writing the wrong collocations on board.

Web site designed by: Nikue