Luis Miguel Gonzalez Luis Miguel Gonzalez

TP 3-Lexis
Intermediate level


In this lesson, designed for intermediate students, they will learn and practice new lexis related to words with more than one meaning in the context of reading regarding the waste of food. They will work together on the following lexical items: Left, Marks, Funny, Figure. Given the level of the students, they are meant to have a guided-discovery kind of lesson, in which almost all answers and content will be elicited and then put into practice in both controlled and freer practice.


Abc Student's book Navigate B1 Pre-Intermediate

Main Aims

  • To provide clarification of words with more than one meaning in the context of Food waste

Subsidiary Aims

  • To provide students gist reading practice using a text about food waste in the context of in the present.
  • To provide students with speaking practice in a discussion in the context of Food waste, putting into practice the lexical items of the lesson


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

Students will be shown a quote from the famous author Jonathan Bloom about food waste. Then, some of them will be nominated to share their thoughts on the phrase. "To me, it’s sort of funny that wasting food is not taboo. It’s one of the last environmental ills that you can just get away with.” – Jonathan Bloom This introduces not only the topic but also an example of a word that has multiple meanings (funny)

Exposure (2-4 minutes) • To provide context for the target language through a text or situation

Students are presented with the text and read them on their own for 2 minutes. Following that, students are asked to say (as an open class) what the text was about.

Highlighting (2-4 minutes) • To draw students' attention to the target language

Students are shown the target language in context, picking out the sentences in which the lexical items were shown in the text. Students read the sentences and are asked if they had any knowledge about those words having more than one meaning.

Clarification (10-15 minutes) • To clarify the meaning, form and pronunciation of the target language

Students are instructed to work in BORs in order to do a matching pairs activity on Google Jamboard, and also, they will have to find out together the Form, Pronunciation, and Stress. They will have the four lexical items there and at the very same time 8 definitions. Each lexical item must be matched with 2 definitions. Seven minutes after being sent to de BORs, they will be brought back to the main room so that all the MFP can be elicited from them. After covering the basic MFP, students will be asked to say sentences using the words from the activity. During this whole stage, constant ICQs and CCQs will be made in order to ensure a smooth flow. * At the end of the whole MFP, students will be asked if they know any other way to use the vocabulary they were shown. If so, examples will be asked.

Controlled Practice (3-6 minutes) • To concept check and prepare students for more meaningful practice

Students will be shown the same sentences from the Highlighting stage with the same words highlighted but this time they will be given the two concepts of each word as well. What they have to do is to choose the meaning the words have in such sentences, judging by the context.

Free Practice (5-8 minutes) • To provide students with free practice of the target language

In order to practice their speaking skill, students will be given 3 open questions so that they can discuss them in pairs or groups for 5 minutes. Then, they will be returned to the main room and the teacher will nominate 2/3 of them to share their thoughts. Such questions contain the words seen throughout the lesson. * Do you think it’s appropriate to throw away fruits and vegetables that have a mark on them? Why/Why not? * Some countries in Europe and North America waste about 650 billion tonnes of food every year. What do you think of this figure? * Do you think that population growth has any effect on this issue?

Feedback (2-5 minutes) • To carry out the D.E.C and have students share if they learned something new.

The teacher will carry out D.E.C taking into consideration some mistakes that might have been made in the speaking activity. Following that, the teacher will ask the students to share if they learned something new or not.

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