Nisha Nisha

Collocation in the context of making requests and offers.
Pre intermediate level


In this lesson, ss learn/ practice requests and offers in the context of dealing with a personal concierge. They also learn collocations related to the topic and how to ask for more time.


Abc Blue tack
Abc Board cards
Abc Board Markers
Abc Computer
Abc Hand written sentence cards
Abc Pictures
Abc Projector
Abc Speakers
Abc Whiteboard

Main Aims

  • To provide clarification and practice of language used for making requests and offers in the context of dealing with a personal cocierge and also the use of collactions related to the topic.

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a conversation in the context of making requests and offers practising the vocabulary learnt.


Warmer/Lead-in (10-15 minutes) • To set lesson context and engage students

Set up game based on using collocations. Show Flp1 with the collocation words: take, make, break etc. Hand out word cards to ss and ask them to place the words in the correct columns. Race between tables/ grps depending on the number of ss.

Exposure (12-15 minutes) • To provide a model of production expected in coming tasks through reading/listening

Focus on 1A, pg 138.Ask ss to complete the task individually and check answers in pairs. Feedback as an open group. Ask ss to look at the pictures on the same page. Ask: What do you see in each photo? Elicit details and teach useful vocabulary. Eg: table for two at a restaurant; a chauffeur opening the door of a car; singer performing on stage. Elicit collocation from 1A to match each photo. Focus on 2A. Read the definition. Ask ss to read the text and underline what they think a personal concierge can do. Elicit as an open group. Ask ss to come up with what they think a personal concierge can do.

Useful Language (20-25 minutes) • To highlight and clarify useful language for coming productive tasks

Focus on 3A. Ask ss to focus on what each client wants. Play the audio. Elicit from the ss. Ask ss to fill the blanks in 3B while listening to the audio clip. Ask ss to check in pairs . Feedback and corrections. In pairs, ask ss to complete 3C. Display answers. Change pairs. Focus on 4A. Demonstrate the first one. Ask ss to write down the correct sentences and not just number them in the correct sequence. Now match the questions with responses in 4B. Display answers on the board. Page 150. Ask ss to use the read the requests, responses and offers individually first. In pairs ask ss to turn take and ask one question each. Monitor and note for delayed corrections. Ask ss how they would request for more time. Display on a Flp chart. Just a moment; hold on; can you give me a moment?; hang on. Which is the most formal? Can you give me a moment? Complete exercise 7A in pairs. Use the words from above. Elicit from the ss. Listen to the answers and drill the phrases.

Productive Task(s) (15-20 minutes) • To provide an opportunity to practice target productive skills

Re pair ss. Ask them to use the conversation in 7A. Change the underlined words. Discuss with partner and practice. Demonstrate one or two. Ask ss to role play . Monitor and make notes for delayed correction.

Feedback and Error Correction (15-20 minutes) • To provide feedback on students' production and use of language

Feedback and correction. If there is time left, use conversations on page 151- 12.3 for practice.

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