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Oliver TP4 Technology vocabulary & reading
Intermediate B2 level


During the course of this lesson Ss will learn vocabulary that is related to technology. They will also get ample time to put these newly learned vocabulary to good use in a speaking activity. This activity will especially encourage Ss to use the vocabulary covered in this lesson.


Abc HO1 Grouping tech & machines into lexical sets
Abc HO2 Gap-fill exercise for vocab

Main Aims

  • Vocabulary: To provide clarification and plenty time for practice using various vocabulary learning techniques including visual, mime game, descriptions/definitions. Attention will be paid to follow the ECDW method.

Subsidiary Aims

  • Speaking: To provide students an opportunity to practice newly learned words using the productive skill of learning. Students will have a face-off of two opposing views as the main speaking activity. This will instill students with fluency and confidence when speaking with a partner or in front of a group of people.


Lead-in (5-6 minutes) • Have Ss get into the atmosphere of talking positively or negatively about technology. Build anticipation for upcoming tasks.

Depending on the number of Ss form groups (8 Ss or less: two groups, 9 Ss or more 3 groups) and show pictures related to technology and machines. Elicit the word technology. Explain that in their groups Ss are going to discuss and advocate ideas as people belonging to one of two/three age groups: University Ss aged 18-22 Retired factory workers aged 60+ High school graduated office employees aged 40-50 Ss are going to discuss and try to find the answer to the following question: How have machines and technology changed the world and your life? How have they made it a better and easier place to live? Consider the following areas Communication, medicine, environment T asks Ss to from each group to give feedback

Grouping vocabulary into lexical sets (4-5 minutes) • Without explaining the meanings of the vocab, to get Ss to group words into their respective lexical sets. To understand the vocab that they know and thus focus on vocab that is a bit more challenging.

Show HO1 with names of group names and the vocab that needs to be placed into each group. Tell Ss to place them into their respective group. Just monitor. There is no F/B for this activity.

Vocab ECDW (14-15 minutes) • Have Ss consolidate the meanings of target vocab in their minds through a guessing game, concept check to see if they have understood the target vocab correctly and to provide the pronunciation with stress and parts of speech

Eliciting: Ss will be put into a sequence (1, 2, 3…). They will they be asked to come to the front of the class (two Ss at a time). One Ss will explain the word that he/she got while the other Ss is getting ready. When the words is guessed explain Ss sits down and next Ss come to the board until words have been exhausted. Instructions: We are going to play a game. Here are the words you just used for grouping. Now you will come here and make your friends guess the word. You can explain it with words, draw it or act it out. You cannot say the word. When one Ss is finished the next Ss will come to look at his or her word. ICQ: Can you say the word to your friends? What can you do to make your friends guess the word? How many Ss will be here? Ss pick words randomly and make others guess. Concept Checking: Tell Ss that they are going to use the vocab from the first HO and fill in the blanks in HO2. Distribute HO2 give Ss 4 minutes. Students work solo. Teacher provides answer key on small pieces of paper. Drill and write: Teacher drills only words that are a bit difficult to say. Antibiotics, vaccination, genetic, engineering, vacuum, commercial, satelites Shows stress and parts of speech after writing word on the board.

Checking and adding vocab (5-6 minutes) • to have Ss error check their original groupings with a partner and to add as many extra words as possible in a limited time.

Ask Ss to recheck HO1 and see if there are any mistakes. Next group Ss into 3’s and explain Ss that they are going to add as many words as possible in two minutes Ss must write words on paper given to them by T using a marker 1 point for every correct word 2 points for every original word (one that no other group has. Maximum extra word for each group is 3. ICQ with the following questions: How much time do you have? 2 or 3 minutes? Is the maximum word for each group 3 or 5? Teacher times Ss. When time is up, ask Ss to display word one after the other. Have Ss decide if answers are acceptable. No arguing. Determine winner. Possible words for each word set: Energy: wind power, natural gas, petroleum, fossil fuels, coal, hydroelectric power Machines: factory robots, all kinds of motor vehicles, some household appliances. Medicine/Science: laser surgery IT: laptops, smart phones, tablet PCs, other gadgets

Discussing technology: good vs. bad (14-15 minutes) • Stimulate Ss to use their productive skills and have them practice the vocab they have acquired

Group students into Group Orange vs. Group Purple Tell that one group is going to discuss how technology has made the world a better place to live while the other group will argue the opposite. Ask Ss to focus on the areas of communication, health, transportation, and environment and also tell them to take notes Give 4-5 minutes for brainstorming 1 minute for each topic which will be argued against the other group. Monitor and assist where needed

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