Name: Menna TP2 • 23 May 2021 • Collocations

Description
In this lesson, students will learn about a set of Collocations with take to practice speaking for fluency.

Main Aims
- • By the end of the lesson, students will have been better able to use a set of collocations in the by:
- introducing meaning, form and pronunciation of those phrasal verbs.

Subsidiary Aims
• To provide the students with the opportunity to practise speaking for fluency to use the collocations
with take.

Background
Class Profile
The students in this intermediate group are between the ages of 20-30. They come to Reach out Academy every
day for a two hour session. They are highly motivated and super active in class as they want to improve their
English to seek better job opportunities.

Personal Aims
 Be careful with the /i/ sound.
 Be careful with indirect speech
 Keep my TTT low while giving instructions.
 Provide accurate interaction patterns in the LP.

Anticipated Problems & Solutions:

P1: I might finish early.
S1: prepare a flexi stage

P2:Technical issues.
S2:Use my laptop to display the PPT.

P4:Ss might ask about some words that are not taught in pre-teaching stage.
S4: Prepare visuals and definitions for them.

P5: Latecomers still arriving when the lesson has started

S5: Be ready to start on time and integrate the latecomers as they arrive as much as possible.

P6: Ss might not have internet access to do test two online.

S6: Help them by providing them with my hotspot password.

Materials:
1. PPT
2. HOs (New-Cutting Edge)
3. Chocolate bars
4. Timer
5. Colored cards\pictures
6. Magnetics
7. Quizizz.com

The class is

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Name: Menna TP2 • 23 May 2021 • Collocations

Background
The class is a mixed group of adults. They have studied English at some time in their lives and are highly
motivated.

Please see the following page for the lesson procedure

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Name: Menna TP2 • 23 May 2021 • Collocations

Interaction
Stage Procedure Materials Time Comments
Pattern
Warmer/Lead-in 1.Display the link to the ss.
To set lesson context 2. Demonstrate the activity to the ss
and engage students 3. Tell ss you will choose some letters to complete the three words.
4. the words introduce our today’s topic.
5. Do the first one with ss (one letter). Online T-Ss
5. ss do the game individually first and then check together
6. after they check together and find the words “ Collocations with take “
game S 6-8
7. Ask them what does the word collocations mean? Give them 10 seconds to think. Board S-S
8. ss share their guessing in pairs.
9. T takes the feedback by asking two or 3 about the meaning.
10. tell them the meaning of the word collocations by giving them an example.
“ Make a mistake”
Test #1 1-Demonstrate the activity by telling ss here we have a table, it has letter A and B
To gauge students' 2-point at the words in letter A and tell them here we have some words
prior knowledge of 3-some of these words have their meanings here (point at letter B) and some of them don’t have
the target language 3-if the word has its meaning mark right and if it doesn’t have its meaning mark wrong
2. Do the first one with them. HO1 T-Ss
ICQS (New- S-S 6–8
1-Are all of them have their meanings here? No Cutting
2- Are you going to write anything mark right or wrong? Mark right or wrong. Edge) Ss-T
3-Are you going to work alone or in pairs? In pairs.
3. Then ask them to work together monitor from the back to check they’re doing the right task.
-Take the feedback from ss to know what are the difficult words they faced.
.
Teach 1-i will clarify the difficult words ( Take after, Take up a sport, Take part in, Take off, Take over, Take Colored T-SS 10 – 12
To clarify areas of the someone out for a meal) cards
target language CCQs:
1-Take after (phrasal verb) (picture) I take after my father in appearance and personality.
Pictures
where students had
difficulty in the first -Do I look like him? Yes. Board
test stage -In appearance only or appearance and personality? Appearance and personality. Markers

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Name: Menna TP2 • 23 May 2021 • Collocations

Interaction
Stage Procedure Materials Time Comments
Pattern
2-Take up a sport (Phrasal verb) (Context) I love sports and I wanted to play tennis, so yesterday I took
up playing tennis.
CCQs:
-Did I start playing or stopped? Start playing

3-Take over (phrasal verb) ( Definition) I take over the class

CCQs:
-Am I controlling the class? Yes
-Is anyone controlling it with me now or just me? Just you.

4-Take part in (phrasal verb) (Picture) ss are taking part in this class

5-Take off (Phrasal verb) (Antonym) I put on the scarf, but it’s hot I will take it off.
CCQs:
-Am I wearing it or removing it? Removing it.

2. Drill the pronunciation and write the form of the words.

3.. If any student asks about an antonym provide it, as that will help me in the freer practice.

Test #2 1.Prepare the online game on my phone.

Check students' use 2. Ask Ss about internet access, if someone doesn’t have I will provide them with hotspot.
of the target 3. After ensuring that they’re all online, ask them to go to my quiz.com
language again and 4. Ask them to enter the code.
compare with the 5. Ask them to write their name. T-Ss
first test 6. Ask them to press start, and do the questions as fast as they can. Quizizz.com S 5–8
7. Look at my phone to ensure that they joined. S-S
8. Press start on my phone.
9. Monitor and help when needed.
10. Encourage them while playing.
11. Stop, announce the winner, and give him/her chocolate.
Free practice 1-Divide them into 2 teams Student A and Student B HO2 T-SS 7--9
To provide students 2-Tell them student A will ask student B (New- S-S
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Name: Menna TP2 • 23 May 2021 • Collocations

Interaction
Stage Procedure Materials Time Comments
Pattern
with free practice of 3-you will mingle and ask your friends all the questions
the target language 4- you will ask all the people here
Ask ICQs
-Will student A ask student A or b? B
-will you ask each other 1 question or all of them? All of them
-how many people will you ask? All of the people
Cutting
3. Activate, monitor write down any error. Edge)
4. If Ss finish early ask them to swap.
Ss-Ss
5. Content feedback.
6. Error correction.

Flexi stage:

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Name: Menna TP2 • 23 May 2021 • Collocations

Language analysis- Lexis.

Lexis – write the word, word form (noun Possible anticipated problems: L1 Solutions to problems How will you check the meaning?
etc) – phonemic script and stress. interference/unknown sounds/false If CCQs write the questions and
Check a student’s dictionary to make sure friends/difficult sounds/concepts answers)
you know exactly what the word means in compared to other words
your lesson!
Example:
I take after my father.  Do you like to give people
(approving) money and things? Yes.
Pron: Pron:
Form: adjective P1:Ss might mispronounce the S1 : Model and drill chorally, groups,  Do you give your time to other
Followed by: sound /dʒ/ individually. people?
with something
to somebody P2: Ss might stress the wrong S2: Model and drill and highlight the
in something syllable. stress.

comparative: more generous

superlative: most generous.

Pron:
/ˈdʒenərəs/

gen‧e‧rous

Pron: Pron:  Does he like spending money?

Example: P1:Ss might mispronounce the S1 : Model and drill chorally, groups, No.
He’s stingy sound /dʒ/ individually.  Does he like giving things or to
(disapproving) people?
(informal)

Form:
Adjective
Followed by:

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Name: Menna TP2 • 23 May 2021 • Collocations

Comparative: stingier
Superlative: stingiest

Pron:
/ˈstɪndʒi/

stin‧gy

Example: Pron: Pron:  Can you trust him? Yes.

He’s trustworthy P1:Ss might pronounce the /ð/ sound S1 : Model and drill chorally, groups,  Can you depend on him? Yes.
like / θ/ individually.  Is he honest?
Form: adjective
comparative: more trustworthy
superlative: most trustworthy

Pron
/ˈtrʌstwɜːrði/

trust‧wor‧thy
Example: She’s sensitive Meaning: Meaning:  Does she understand people’s
Form: adjective P1: Ss might understand the word S1: Use CCQs to contrast. feelings? Yes.
 Followed by: sensitive here in the other meaning, 
To something which means
comparative :more sensitive easily upset or offended by events or
superlative most sensitive things that people say.
Pron:
/ˈsensətɪv/

sen‧si‧tive 

Example: Form: Form: Does he love to try new ideas and

He’s adventurous P1: Ss might confuse the spelling of S1: Write up both words to contrast the visiting new places? Yes.
Form: adjective this word with adventures. difference. Is he afraid of taking risks? No.
comparative 
superlative  Pron: Pron:

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Name: Menna TP2 • 23 May 2021 • Collocations

P1: Ss might pronounce the word the S1 : Model and drill chorally, groups,
Pron: same as adventures. individually to contrast the difference
/ədˈventʃərəs/ between the two words.

ad‧ven‧tur‧ous 

Example: She’s ambitious Form: Form:  Does she want to achieve her
Form: adjective P1: Ss might confuse the spelling of S1: Write up both words to contrast the dreams? Yes.
Comparative: more ambitious this word with ambitions.. difference.  Does she want be successful?
Superlative: most ambitious. Yes.
Pron: Pron:
Pron: P1: Ss might pronounce the word the S1 : Model and drill chorally, groups,
/æmˈbɪʃəs/ same as ambitions. individually to contrast the difference
between the two words.
am‧bi‧tious

Example: Pron: Pron: Does he have a natural ability? Yes.

He’s gifted P1: Ss might pronounce the sound / ɪ/ S1 : Model and drill chorally, groups, Does she have a talent? Yes.
Form: adjective the same as / e/ individually focus their attention on my
comparative more gifted mouth shape.
superlative most gifted

Pron:
/ˈɡɪftɪd/

gift‧ed

Example: Pron: Pron:

He’s such an arrogant man. P1: Ss might pronounce the sound / S1 : Model and drill chorally, groups, Does he think that he’s very important?
Form: adjective æ/ the same as / ɑ/. individually focus their attention on my Yes.
Comparative: more arrogant mouth shape.
Superlative: most arrogant

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Name: Menna TP2 • 23 May 2021 • Collocations

P2: P2: Ss might stress the wrong S2: Model and drill and highlight the
Pron: syllable. stress.
/ˈærəɡənt/

ar‧ro‧gant

Example: Pron: Pron: Does she care about people’s feeling?

She’s ruthless. P1: Ss might pronounce the sound / S1 : Model and drill chorally, groups, No.
Form: adjective uː/ the same as / ʌ/. individually focus their attention on my Is she kind? No.
Pro: mouth shape. Is she selfish? yes
Comparative: more ruthless
superlative most ruthless)
/ˈruːθləs/

ruth‧less
Example: He’s affectionate P1: Ss might stress the last syllable. S1: Model and drill and highlight the Do you show your love and care? Yes.
Form: adjective stress. Does he always express feelings? Yes.
Comparative: more affectionate
Superlative: most affectionate

Pro:
/əˈfekʃənət/

af‧fec‧tion‧ate

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Name: Menna TP2 • 23 May 2021 • Collocations

HO1

Adopted from Face To Face Student’s book Intermediate 4B.

1.Michael always brings us chocolate and pastries.

2.Omar can play football very well.
3.Kisti wants to have her own company by 2022.
4.Khalaf understands our feelings and problems and feels for us.
5.You can trust Hussien and depend on him.
6.My brother Yusef never gives me money or allows me to use any of his stuff.
7.My cousin Sara thinks that she’s always the best; she’s very proud of herself.
8.Nobody loves him, because he’s hard, cruel and only thinks how to get what he wants.
9. My brother always shows his love and care to his wife.
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Name: Menna TP2 • 23 May 2021 • Collocations

10.They often go on holidays to places I’ve never heard of.

a.affectionate
b.generous
c. stingy
d.sensitive
e.trustworthy
f. ambitious
g.gifted
h.adventurous
i. arrogant
j. ruthless

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