Johanna Bermeo Johanna Bermeo

Vocabulary focus
Intermediate Repeat level


In this lesson, students review the first 3 weeks difficult and the most problematic target level words for their mid-term exam.


Main Aims

  • To provide practice of Vocabulary Revision in the context of business and culture through learner-centred activities

Subsidiary Aims

  • To provide students with an opportunity to review the vocabulary seen throughout the last 3 weeks for their Mid-term exam.


Guided discovery - Warm up (7-10 minutes) • To set lesson context and engage students

T will start by writing 17 words on the board and asking them whether they are familiar with them. Then, the students will be given a handout which is about placing the words in the chart (I know- I think I know, ı don't know) Later, Ss will move to the second stage. The words now will be cut in pieces of paper that Ss will have to stick on the board and separate/group them in the charts according to their form (Adjectives - Nouns - Verbs) (T will collect the phones in advance so they do not check the meanings in the dictionary) T and Ss will check the answers together.

Highlighting and contextualising (7-10 minutes) • To draw students' attention to the target language and make them produce.

In order to contextualise the words organised, the T will draw their attention with a new Handout that they will have to work on in groups of 4 as fast as they can. Here, the idea is to make the activity more contextualised into a competition by accommodate the words in the correct place. Some words spaces are filled with the definition and some with example, thefore the Ss have to complete it accordingly.

Clarification (15-20 minutes) • To clarify the meaning, form and pronunciation of the target language

This step is to check on the previous activity and the students examples of the words and correct the meaning of each as well as pronunciation. Ss will be asked to come forward to the board and write the examples that they worked on. Once that is done, the next stage is for all of us as a whole, check those examples and convey meaning, give synonyms and clarify doubts upon them. Here the T will also draw the attention on the difference between efficient and effective by giving 2 examples and asking them what each word should be and why and then giving the actual way to use them.

Semi-controlled Practice (8-10 minutes) • To provide students with practice of the target language through a Speaking activity

The idea here is that Ss can use the language studied in a speaking practice way. Ss will change their partners but keeping the same amount (4 people per group). Now, students will be given the words again in small pieces of paper and when the T claps they have to take the word on top and start using it in context, so every time the teacher claps, the student has to take a new word and include it into their speech. But, if the student gets stuck and silent for more than 10 seconds, he/she will have to pass the turn around and so on.

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