TIME-FILLERS FESTIVAL - what do you do with those 5 minutes to spare 'dangling' at the end of your lesson?

To fill time and to kill time are two different things. We opt for the former.
If you have a few minutes left at the end of a lesson, make the most of them:

* re-cap on what you have just done in class
* recycle the language your students learned recently
* have students reflect on their learning styles/preferences/needs/goals
* encourage students to make an action plan & plan their learning in the coming week
* activate students' thinking and/or creativity with puzzles, riddles or problem solving
* celebrate your students' learning achievements together

Test our 3 lesson recipes (below) with your students!


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1. Before the lesson, find 3 photos of different houses. Alternatively, ask students to:
* close their eyes and recall 1 house they pass by on their way to school
* look outside the window and choose 1 house

2. get students into 3 groups. Each group gets 1 photo (= 1 house).

3. Groups create/write a profile of the imaginary person who lives in ‘their’ house.

4. In the description students recycle the language they learned recently, e.g. professions, personality, appearance, daily habits, pet peeves, relationships, life experiences, best/worst holidays, future plans, past regrets, etc.

Freshly baked by Milada

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 Individually, students make up and write down a newspaper headline that illustrates/summarizes (choose one):
* their success in learning English
* their plans/dreams/ambitions/goals related to learning English
* their successes at work/school this week/month
* today's lesson

2. In pairs, students:
* share their headlines
* expand on them
* ask each other 1-2 questions to find out more (time allowing).

Freshly baked by Milada

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1. Get students into pairs and have them write down a real or fictional problem on a piece of paper, for example:

a. „We want to go to the cinema, but can’t agree on what film to see.”
b. „There’s a test tomorrow and we’re not prepared.”
c. „We have no time for school AND our hobbies.”

2. Pairs exchange their pieces of paper.

3. Pairs read the problem in front of them and come up with two solutions to it - one rational and the other one just the opposite - crazy, unusual, just different.

4. Pairs that exchanged their problems sit together.

5. They take it in turns to read out their problems, listen to the suggested solutions and comment on them – is any of the
solutions acceptable for them? If not, why not? What other problems can it pose? The pairs that suggested the solutions try to defend their ideas.


- before the lesson prepare the problems for your students to solve 
- if your group is on the smaller side, each student comes up with a problem & students do the activity in pairs
- list some functional language you'd like your students to revise on the board

Freshly baked by Beata

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Images: Pixabay