Andrew Luskus Andrew Luskus

Getting Together
Upper Intermediate level


This is a lexis focused lesson intended to teach students to vocabulary used in meeting with people. The vocabulary consists of different types of meetings (such as a blind date, a school reunion, and a dinner party) along with who you might meet at each such event (relatives, colleagues, or strangers).


Abc Blank Work Paper
Abc Projector
Abc Whiteboard
Abc Workbook Handout

Main Aims

  • To introduce new vocabulary to the class in the context of personal relations and get togethers.

Subsidiary Aims

  • To provide the students with semi-controlled reading practice as they look at the article relating to the four different ways of getting together. Due to the open ended nature of the questions, the reading skill used will be 'in detail', as the students will require a full comprehension of the presented text in order to discuss the answers.


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

The teacher will speak to the class about events of the past Friday. "Friday was a busy day for me. I had to wake up early to attend a business meeting. The meeting was very successful, so afterwards my colleagues and I went to make a celebration meal. We made pasta, chicken and a salad. Later that evening, I had a family get-together. My mother, my aunts, my cousins and my niece were there. We had a large dinner party!" Elicit from the sts what has just been described, aiming for "meetings" or "get togethers". If "get together" proves too difficult, write "get" on the WB and try to elicit from there, writing out the answer if necessary. Explain what "getting together" means.

Vocabulary Presentation (12-13 minutes) • To prepare students for the text and make it accessible

The teacher will display the vocabulary on the WB. Demonstrate how the items from category A connect to category B for the first one or two, and then allow the sts to come up to the WB, work together, and make the connections between them. This might suit a smaller group better. Alternatively, if the group is larger, give sts a handout of the two vocabulary categories. In pairs or groups of threes, students will solve which are related. Take a moment to go over the answers. Show the crossword puzzle to the sts, tell them to work in pairs (or groups, depending on class size) to fill in the answers. Give about 5 minutes. Check answers at the end. Optional - If there is time, go over the difference between "have, make, go on and attend". If time is not available, issue a handout on the topic for student review. Optional- Tell the sts that they are going to talk about a memorable 'get together' that they have been to. Place sts into small groups, 3 or 4, and have them touch upon: -why, when and where it was held -who was there -why it was so memorable.

Pre-Reading Task (4-6 minutes) • To get the Ss to think critically about the topic, and provide a lead in to the article

Write on WB: -Get to know new people -Get in touch with old friends -Meet a future partner Put the students into pairs and ask them to make a list of ways they could do these things. Give them 3 minutes, then compare with the class.

While-Reading/Listening #1 (6-7 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Instruct the students that you are going to give them a reading on different ways that people get together. Hand out the article and allow a few minutes for them to read it. After finishing the text, briefly ask the class: 1. Explain briefly how the people get together in each case. 2. What kind of people is each way most suitable for? Remember to act as an administrator: pose the questions to them and then try to turn the conversation into a student led one.

While-Reading/Listening #2 (9-10 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

To follow up on the article reading, inform the students that there is a list of questions for them to discuss. If time is ample, assign Sts into pairs. If time is an issue, group work of 3s or 4s. Give Sts the handout. The highlighted vocabulary may be difficult for some students. Hand out copies of the book (with the mini dictionary), or make copies for the sts for their reference.

Post-Reading (6-8 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Teacher's Note: This part of the lesson is not as critical as the others, as the main aim will have been achieved in the earlier tasks. If there is no time for this activity, that is fine, although it would be nice to do. Keep the students in their groups from the previous activity. Tell the class that in their groups, they will have a discussion. Alternatively, if time is short, open the discussion up to WC. Write on the WB (or tell the sts group by group as they finish): "Which of these ways of meeting people would you try? Which appeals to you least? Why?" "What would you say about yourself in three minutes if you were 'speed dating'" Is there anyone that you would particularly like to get in touch with through a website like Friends Reunited?

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