Naima Naima

Collocations - work+for/in, Live+in/with/alone, go+on/by
A1 - Beginners level


In this lessons the Ss will learn how to use the collocations "work for", "work in", "live in", "live with", "go to work/school by", "go to work/school on foot". Ss will develop their productive skills with pair work and mingling activities.


Abc Images for Context
Abc activity 1 and 2 images
Abc activity 1 sentences
Abc Activity 3 image
Abc Activity 2 questions

Main Aims

  • To introduce the collocations "work for/in", "live in/with/alone", "go to___on foot/by___" in the context of two people meeting and conversing at a party.

Subsidiary Aims

  • To provide speaking practice and review of verb "to be" and "present simple questions"


Context - Lead in (1-2 minutes) • To introduce the context and get the Ss interested in the lesson/the topic.

The image of four people talking to a party will be projected on the wall. I will ask the students the questions: Where are they? Who are they? What are their names? What are they doing? The Ss should get that the people in the photo are at the party. They should come up with names. They should understand that they are getting each other for the first time and that they are talking.

Activity 1 - Reorder the sentences (10-15 minutes) • To introduce the collocations Ss will be learning during this class

Part 1 - Grouping Students will be divided into 4 groups (2 groups per WB) Name them "Group A,B,C,D) Write on the board the group name so they know where to stick the matching cards. (see WB sheet for Clarification) Part 2 - Demo Show them the picture of one of the "party guests" from the context photo. (on the picture there are other little pictures about his life) Say: what's his story? (it's a rhetorical question. You don't really need an answer. If Ss answer good, otherwise it's ok anyway. It's just to clarify to the students that the activity will be about him). Spread the cards on the floor. Pick one and look for the other matching card. Choose the card "He is" and the matching card "a lawyer". Take the cards and stick the sentence on the white board. Show to each group that they have their side of the WB and they need to stick on that side only. First group that finishes wins! Part 3: ICQ Do you put your cards here? (indicating a group and going to another part of the whiteboard) NO Do you write? NO Part 3 - Materials Give each group their set of card and the context image that shows the visuals for each sentence. Tell them. "Ready, Steady, Go!" Part 4 - Monitoring Check they are not using L1 Check if anyone needs further clarification Help if needed Note if there are any mistakes while using TL Part 5 - Feedback Once the first group finishes. If it's not correct, tell them "are you sure? check again" If they are correct. Tell them to help the other students. Once they all finish give them the Answer Key sheet to check the answers. If there are wrong sentences they should put an X next to it. If the are correct they should put a √ sign next to it. Part 6 - Pronunciation Let the students read the sentences one by one. Nominate students (not in order). Correct the pronunciation if there are mistakes. Drill full sentences, stressing on connective speech and contractions.

Activity 2 - Answer the questions (7-10 minutes) • To introduce some present simple questions and practice the collocations just learned

Part 1 - Grouping Ask the ladies to sit down and the boys to mix and sit down in a different seat. Part 2 - Demo Show the picture of the second person at the party. Next to her all images about her life. ask "what's her story?" (maybe they will remember from first activity) Point out a little image on the sheet and show the students. ask a student to read question n°4 "what's her job?". Make students guess and show that you are writing the answer on the question sheet. Now tell the students to "work in pair" using body language as well and to write the answers to the questions. Part 3 - ICQ Do you work alone? No Do you write? Yes Part 4 - Material Hand out the image of the second person at the party and the sheet with all the questions. Give only one image and one question sheet per pair so they work together and not alone. Part 4 - Monitor Listen to them. take a note if there are mistakes while they speak. (correct during feedback) Check if anyone needs help. Check if anyone is using L1. (ask to talk in English) Part 6 - For early finishers. Ask them to check the answers with those who have already finished. if there is only one early finishers ask him to check his answers going around the class. Part 7 - Checking answers + Feedback. Ask one student to ask the question. correct spelling if needed. Ask another students to answer the question. Don't ask in order (like students sitting to each other etc.) If there are wrong forms or big difficulties in spelling or grammar form write it on the board, drill if necessary. -> explain TL (so they can use it properly in the next exercise, which is a less controlled one) at this point they should have learned something from the exercises, pair work, eliciting and from stronger students. Check with them the full forms Use the lower part of the board (from Activity 1) to write down the forms. Make students work on it. Don't do it yourself. Call one of the strongest Ss to come at the board and ask him/her the difference between "work for" and "work in". ask weaker Ss to make more examples. Same with "live in", "live with" ask question to check if they understood -> CCQ section on language analysis grammar sheet.

Activity 3 - What's their story? (7-10 minutes) • to practice collocations in a slightly more free exercise

Part 1 - Grouping Change groups. Ask the ladies to stand up and mix and sit down again Make groups of 4/5 people max. Part 2 - Demo Show the picture of the last two people in the party image you showed at the beginning of the lesson to introduce context. Ask: What's their story? Keep the questions from the previous activity on the board. Ask the Ss to answer them for each person in the image. for example: What's his name? and write down _____ , what's his job? ask a student to say a job. Tell them to work in groups and write down every answer. Part 3 - ICQ Do you work alone? No Do you work in group? Yes Do you write? Yes Do you speak Turkish? No Part 4 - Material Give 1 blank paper to write to the weakest student of each group Give 2 images to each group. Part 5 - Monitoring Walk around. note down grammar/pronunciation mistakes (correct after activity) Check if anyone needs assistance Check that all students are on task Part 6 - Feedback ask each group to say a sentence for both people in the picture (so 2 sentences per group) correct if there are any mistakes

Activity 4 - Optional (7-10 minutes) • to produce conversation in the context of a party using the collocations and questions just learned.

Part 1 - Grouping Change the Ss seating arrangement. Ask Ss with white shoes or black shoes to stand up and mix. Part 2 - Demo Tell the students that they need to talk to each other and ask the questions about their lives: names, work, home, age etc. Do a demo with one of the students. Ask him a question. wait a reply. Tel him to ask another student a question. ask him to reply... and so on. Tell them to mingle and converse with each other. Questions: where do you live? who do you live with? Where do you work? etc. Part 3 - ICQ Do you speak to only one friend? NO Do you speak to more friends? YES Do you write? NO Do you talk in Turkish? NO Part 4 - Monitoring and participating if anyone asks you a question. note down mistakes check and correct after free activity. -> someone will need help finding the word for their job (for instance), be there for them if they need.

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