Angeliki Angeliki

Intermediate B1+ level


The topic of this lesson is "time" and "time-keeping".Ss will take a test regarding their attitude to time-keeping (reading) and discuss the results (speaking). Ss will also discuss attitudes to time in their countries and activities that Ss think are waste of time (speaking). Board game with "time" (speaking).


Abc coloured, printed words
Abc lexis and phonetic transcription in A4
Abc pictures
Abc w/b
Abc HO3
Abc HO2 Adapted from Instone, R. New Inside Out Student's Book, Macmillan (2009) p.48
Abc HO1 Adapted from Instone, R. New Inside Out Student's Book, Macmillan (2009) p.48
Abc HO4 board game Sue Kay Inside Out SsB.122-123

Main Aims

  • To develop students´ skills of speaking for fluency in the context of attitudes to time and with the help of a board game.

Subsidiary Aims

  • To develop students´ skills of reading for gist and detail in the context of a test related to their attitude to time-keeping. To enable Ss to understand and use the following idioms related to time (the early birds catches the worm, there´s no time like the present, better late than never)


Warmer/Lead-in (2-4 minutes) • To set lesson context and engage students

T enters the class running and says: “I arrived just in ....!”. Ss guess the lexis “time”. T asks the Ss about attitudes to time in their countries. e.g. Is it acceptable to be late for a business meeting or for a class? How late is acceptable? Is it acceptable to arrive early? What does “five minutes” mean in Turkey and in other countries that you know?

Pre reading task (3-4 minutes) • To highlight and clarify useful idioms for understanding of the text and coming productive tasks

Ss match the sayings with the pictures and the explanations on the board. Then T ask Ss if there are sayings about time in their language.

Exposure/reading (8-10 minutes) • To provide a model of production expected in coming tasks through reading

Elicit “time-keeping” (being on time, not late) and focus on the questionnaire. Ss read on the questionnaire and decide on their own answers. Into pairs compare their answers.

Speaking task 1 (3-4 minutes) • To focus Ss on accuracy in speaking and give them semi-controlled practice

Ss look at the “What your score means” section (on the walls) and discuss whether they agree with the analysis or not.

Writing/reposting phase (5-6 minutes) • To focus on language use and on speaking for a specific information

Elicit “waste of time”. T asks the Ss to work in pairs and decide on at least three activities which are a waste of time. Start them off with some ideas on my own. E.g. chating on facebook when there is a deadline for an assignment, blow-drying my hair when it´s raining. Ss mingle to find another pair who has written same activities as a waste of time.

Board game with “time” (10-11 minutes) • To practice speaking for fluency

Explanations of game´s rules. Small groups of 3 persons so everybody has the chance to talk. Teacher monitoring and collecting errors.

Feedback and Error Correction/Closing (4-5 minutes) • To provide feedback on students' production and use of language

Fb and corrections of common errors, To give awards to the winners and close the TPs

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