Carri Hamilton Carri Hamilton

LP3: Vocabulary - Lexis
Pre-Intermediate level

Description

Vocabulary lesson on lexis of "look" and "look" collocations following the text-based framework.

Materials

Abc Slides: https://docs.google.com/presentation/d/1uDOKbHDhLecbOkE34uhfYmgDhtEUcrxvWbPCzqNh9s4/edit?usp
Abc Gist Task Form: https://forms.gle/T11ySHx16TZYRxyc9
Abc Dialog in Google Doc: https://docs.google.com/document/d/1mQgY7KD3jiiYX7UCrYwD5BqrHxqtlxddwHhwp-wBUX

Main Aims

  • To enable students to understand and use common “look” collocations/expressions accurately and appropriately

Subsidiary Aims

  • To expand students' vocabulary
  • To develop students' speaking fluency and active listening
  • To help students recognize and produce stress and connected speech in multi-word expressions

Procedure

Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

Have Ss look at the photos and ask: What is happening in each picture? (tourists looking at map, man looking for something, friends looking around). Introduce "look" phrases.

Exposure (5-7 minutes) • To provide context for the target language through a text or situation

Provide written dialog with "look" TL and tell Ss they're going to read quickly for the main idea. Go over gist question (What are Tom and Lisa planning to do together?) before Ss read. Ss have 2 minutes to read and do the gist multiple choice task individually (on Google Forms), then go over answers in OCFB. Use CCQs to explain why multiple choice options are correct/incorrect.

Highlighting (2-4 minutes) • To draw students' attention to the target language

Have Ss underlilne or highlight all "look" TL in G-doc with dialog provided. Show Ss correct version for Ss to check before moving on.

Clarification (12-15 minutes) • To clarify the meaning, form and pronunciation of the target language

Meaning Get Ss to categorize all TL according to meaning on G-Slide 5 individually (1 minute), then go over in OCFB. Then have Ss do synonym matching task on G-Slide 6 individually (1 minute) to teach/review more detailed definition. Go over answers in OCFB. CCQs: -If someone looks good, do they look nice or bad? (Nice) -Is good-looking about someone’s clothes or personality? (Clothes / appearance) -When you look for something, do you already have it? (No) -When you have a look, do you look quickly or for a long time? (Quickly) -When you look round, do you move and see different things? (Yes). Are you trying to find something specific? (No, just exploring) -Are you feeling happy or worried about something? (Happy) -Is it happening now or in the future? (Future) Show G-Slide and ask OC is examples provided are correct to address common TL meaning misunderstandings. That movie is good-looking. - That movie looks good. I’m looking around for my keys. - I'm looking for my keys. This salad is good. I’m looking forward to it. - I'm looking forward to having salad tonight. Form Have Ss match TL to correct part of speech on G-Slide 8 (1 minute). Go over answers in OCFB. To address common TL form problems, show G-Slide 9 and ask in OC if the sentences are correct. He is looking good man. - He looks good. He's a good-looking man. I’m looking forward to see you. - I'm looking forward to seeing you. I look for my car. - I'm looking for my car. Pronunciation OC: Show G-Slide 10 and have Ss practice saying TL aloud, noting linking when it applies. Then ask Ss where the stress is for good-looking (good LOOKing), have a look (have a LOOK), look around/round (look aROUND/look ROUND), and looking forward to (LOOKing FORward to).

Controlled Practice (4-5 minutes) • To concept check and prepare students for more meaningful practice

Have Ss work in pairs using BORs to complete fill in the blank with correct TL on G-Slide 11 (2 minutes), then discuss answers in OCFB, having each student read at least one complete sentence aloud.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

Show G-Slide 12 and explain Ss will work in pairs, sharing with your partner how you would finish each sentences. Put Ss in BORs and give them 4 minutes to complete. Monitor pairwork noting major errors for DEC. Then in OCFB, ask each student about their answers. For example, Tere, what are you really looking forward to? Make notes of errors and spend last 2 minutes in DEC.

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