Vocabulary (verb-noun collocations)
To test, clarify and practice the target language (verb-noun collocations).
To develop speaking skills with oral practice focused on the TL.
Procedure (39-55 minutes)
-T shows a picture of a man and a robot on projector and asks students to guess what the context is. -T gives instructions for lead-in pair discussion task: shows the handout, tells students to shortly discuss in pairs the three questions written on handout. You have three minutes. -T listens to students discussing, takes note of interesting elements. -T asks one or two students to share their point of view.
-T tells students they will now learn some vocabulary. -T gives instructions for collocation card game: asks six students to stand up and form a line at the front of the class.Tells them (and WC) they will be given a card each.Three will have red cards with verbs on them, the three others will have blue cards with phrases on them. They will read it and show it to the class. The class will then match the verbs to the phrases. -T checks instructions: first do you show or do you read? Read. Then? Show. Then what will the class do? Match. -Before giving the cards, T tells students it is OK if they are not sure. We will talk about it after. -T gives the red cards, then the blue cards. Students read and show them. -During the task, T takes note of any misunderstood verb-noun collocations. -When WC matched verbs to the phrases, T asks students to read them out loud. Tells students to go back to their seats. Repeats the exercise two more times (with different verbs and phrases).
-T gives instructions for MPF checking handout: shows the handout, tells students it is folded, you are not to look at the folded part. In the first exercise, there are six verbs, you have to find the meaning by matching each to A or B. Two possibilities. Choose the correct one. Work in pairs. - T checks instructions: are you looking at the whole page? No. Just exercise one. You match the verbs to? A or B. -T monitors, takes note of any meaning problem. -T shows answer key on WB. Clarifies meaning of some verbs if necessary. (first asks students to help each other, intervenes if still unclear.) -T writes "look after" on WB, says it, WC repeats, asks them where the stress is and marks it. Repeats "after" and asks students if the first syllable is long or short. Long. Shows the handout, tells students to unfold it.First, find the stress, mark it, then tell if short or long syllable. In pairs. -T checks instructions: will you say the words or just read them? say them, so you know where the stress is. -T listens to students pronounce the words, takes note of any pronunciation problem. -T clarifies pronunciation if necessary. (writes the verb(s) on WB, says it, asks students where the stress is, marks it, makes them repeat.) -T asks students to turn the page and answer the question quickly. Then, asks WC to give the answer. If T sees some students are not quite sure about the form, writes a collocation on WB, underline the noun and asks students what it is and to give other examples.
-T gives instructions for gap-fill handout: shows handout, tells students there are verbs in the box, the same verbs we have used before, and sentences with gaps. They have to write the correct verb in each sentence. Alone. -T checks instructions: are you writing any verb you want? no, you choose from the box. Working alone or in pairs? Alone. -T monitors, checks whether students are doing better than during test one and takes note of still unclear TL elements. -T asks students to check with pairs. -T shows answer key on WB and clarifies if necessary.
-T gives instructions: shows the handout, tells the students to discuss the questions in pairs. -T monitors, listens to discussions, notes some interesting comments. -T asks a few students to share their comments to WC.