Christopher Sanders Christopher Sanders

L&NT Chapter 12 Vocabulary __
Upper-Intermediate level


In this lessons, students will learn vocabulary associated with chapter 12 of the Listening & Note Taking coursebook. There will be some speaking practice to go along with the practice of the vocabulary while preparing the Ss for the activities in the 2nd block of the lesson.


Abc Whiteboard
Abc Speakers

Main Aims

  • By the end of the lesson, the students will have been exposed to the unit's target vocabulary and been given opportunities to practice them.

Subsidiary Aims

  • During the lesson, students will have an opportunity to practice their reading-for-specific-detail skills.
  • The students will have an opportunity to practice their group discussion skills in a pro/con argument to prepare for their upcoming speaking test.


Warmer/Lead-in (5-7 minutes) • To set lesson context and engage students

Ask the Ss to discuss a couple lead-in questions to activate schemata. Some possible questions: - Are there many international students at Sehir University? Where are they usually from? - What do you know about student exchange programs such as Erasmus, Farabi or Mevlana? - What does an international student bring to the university or the country in general? - Which countries attract more international students? - Would you like to study in the USA? If yes, why? - Why do you think more and more students prefer studying abroad in countries such as the UK or USA?

Exposure (5-7 minutes) • To expose the students to vocabulary

Teacher will tell the class an anecdote that includes most of the target vocabulary. While the students listen, they will try to identify which pictures might relate to the words he is using.

Reading Exposure/Controlled Practice (10-12 minutes) • To provide a reading passage with target words used in context

Ss will read an article discussing the pros and cons of studying abroad. After reading it, Ss will be asked to paraphrase some of the key points of the article (a task related to their writing lessons this week). Ss will check their answers with their partners.

Listening/Controlled Practice (4-6 minutes) • To give the Ss an opportunity to listen to the vocabulary used in context

***This is an alternative exercise and may be skipped as warranted*** Students will turn to page 123 in their Listening & Note-taking book and read sentences extracted from the lecture they will engage with in the next hour. They will try to predict what word belongs in each blank and then they will hear the sentences read aloud and check their answers.

Clarification (3-5 minutes) • To provide clarification on any of the target lexis

If students have any questions or issues with the target words, teacher will provide insight as needed. Some concept check questions can be asked at this stage if there seems to be some confusion. Possible questions: Q: (draw a line with a dip) What is this? Q: If you drink a big cup of coffee, what will happen to your energy level? If you hire a private tutor or start dating someone from Canada, what will hopefully happen to your English skills? Q: How am I walking? (walk steadily as though I'm on a tightrope) Q: The winners of Pizza Wars each week get a small prize; this is an ___? Q: Sociology, biology, psychology are examples of ____?

Semi-controlled Practice (8-10 minutes) • To provide an opportunity to practice with the target language

Working in teams, Ss will attempt to find synonyms and antonyms for the target vocabulary. For each relevant synonym or antonym that other teams don't have, they earn one point.

Free Practice (7-9 minutes) • To provide students with practice of the task language

In groups, Ss will discuss the pros and cons of studying in a foreign country for a year. While discussing, they will have cards with each of the vocabulary words face up on the table. Whenever someone uses one of the words correctly, he or she takes the card. The person with the most cards wins.

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