Rebecca Hughes Rebecca Hughes

LP 4
Elementary level


In this lesson we will focus on verb collocations. The context will be meeting with friends, and I will adapt on this to link certain words together such as 'meet up' or 'play football'. After I have set the meaning and form and pronunciation, I will get students to practice for a more realistic situation which they may use in real life.


No materials added to this plan yet.

Main Aims

  • To provide practice of collocations in the context of meeting with friends

Subsidiary Aims

  • To provide gist reading practice using a text about meeting with friends and fluency using collocations


Warm up/Setting context (4-6 minutes) • To elicit what students may already know about collocations using a relative context

Have a picture in the middle of the whiteboard with three friends together. From this, ask students what are their names, where are they from and start to brainstorm. Ask students what they are doing and speak to their partners about it. Try to elicit any known collocations. Ask about the setting and what they might do with their friends.

Marker sentence (4-6 minutes) • To set a common collocation for the contexts

'I like to meet up with my friends before work.' If we say 'meet up', is this formal or informal? (informal) Would you say that you meet up with your boss? (no) What might you say if you were going to see your boss? (I'm meeting with my boss) Is this formal? (yes) Form - Subject + like/don't like/love/hate + to + base verb Practice pronunciation as fluently as possible and joining like+to and meet+up

Reading - sub aim (4-6 minutes) • To introduce collocation through a text

Have class read the text from the global elementary workbook. Do exercise 3 of reading and tell the students to finish the sentences with a matching activity. Have them work in pairs and then check with the pair next to them if they have the same answer.

Competition/ Board Rush (5-7 minutes) • to engage students and to check understanding

Set students in 3 teams. Have them line up in rows against the board. Have different endings or half collocations on the board. I will shout a verb, and they must grab the appropriate ending. Such as "see" they must grab 'a movie' or 'play' they must grab 'football.' ICQ's - Is this a race? (yes) are we going to take the paper or touch it? (take) If i shout play, what word will you take? (football)

Fill in the gap exercise/semi-controlled practice (3-5 minutes) • For students to practice what they have learnt in sentences

I will give the students a HO of a fill in the gap exercise. They will need to decide on the correct verb to use in each sentence. I will then have them CHECK IN PAIRS. After I will go through this by having them read the whole sentences out loud and fluently. Are we writing or talking? (writing) Are we filling in the gaps or making new sentences? (gap fill)

Find the groups (2-4 minutes) • Students can match their verbs with the correct endings

Give students a mixture of verbs and collocations which match these. Make it a little more challenging by having one verb to 2-3 endings so they will be in groups of 3-4 instead of pairs.

Pictionary (4-6 minutes) • Students are able to identify collocations and use them without speech (through pictures)

Students are given a collocation such as 'play football', they must then draw a picture of this and the rest of the group must guess what he is doing with his/her friends. They cannot speak for this task. The first group to guess, wins a point. ICQ's - Are we speaking or drawing? (drawing)

Free Practice (If time,,,) (3-5 minutes) • To engage students and prepare them to use what they have learnt in a real life situation

Ask the students to talk in pairs about 2 questions. Where do you usually meet your friends? What do you do when you meet your friends? Compare similarities and differences

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