Jonathon Burch Jonathon Burch

Work collocations
Upper Intermediate B2 level


In this lesson, Ss will learn and review some work collocation structures and listen to a telephone conversation between two friends trying to arrange to meet up. The learned collocations will feature in the listening. Ss will conduct pre-listening (vocab matching activity), while listening (writing exercise), and post-listening speaking exercise(s) to practice both receptive and productive skills.


Main Aims

  • To provide gist and detailed listening practice using a text about a telephone conversation between two friends trying to arrange to meet up in the context of work

Subsidiary Aims

  • To provide fluency speaking practice in semi-controlled and freer exercises in the context of work


Lead in / context (2-3 minutes) • To activate Ss existing knowledge of the topic of the lesson and to generate an interest in it

To set context of the lesson, teacher will project two pictures on the board of two men talking on the telephone. One man looks busy, the other looks relaxed. Teacher will start off class discussion around the pictures, prompting Ss with questions that allow them to predict and think about the context, as well as some some of the vocabulary that will feature in the later listening exercise.

Pre-listening vocabulary matching activity (4-5 minutes) • To unblock key lexis needed to help students understand the text and complete the task

Teacher will tell ss they will be listening to a phone conversation between the two men they saw on the WB, Rob and Mike in a few minutes. Teacher gives out two sets of different coloured flash cards to pairs. One set for each pair. Flash cards contain broken up work collocations which ss have to match up in pairs. Ss can check with other pairs when finished. Teacher monitors for any errors and notes them down for delayed error correction. Then answer key is projected on WB. Students will then be called up to board to suggest definitions for complete collocations. Error correct if necessary.

Listening for gist (7-8 minutes) • To encourage ss to get general overview of the text.

Teacher will project 3 gist questions onto the WB: a.) Do you think Mike is happy in his job? Why?/Why not? b.) Why is Rob calling him? c.) Do they manage to come to an agreement? and Ss will be asked to read the questions before listening to the text. Ss should take notes and then discuss their answers in pairs after the listening. Teacher monitors and does any delayed error correction.

Listening for detail (10-11 minutes) • To practice listening for detailed comprehension

teacher will give out handout 1 with 8 questions for detailed listening. Ss will be asked to read the questions before listening and jot down their answers while listening. Ss then check answers in pairs before listening again. Answers peer checked again, before answer key is projected on WB. Teacher does delayed error correction following this based on feedback and monitoring during listening.

post-reading speaking task (6-7 minutes) • To allow opportunity to develop oral fluency on the topic

Teacher will then hand out strips of paper to each student, each containing a different question with a work collocation featured at the beginning of the lesson. Ss will then ask each other the questions on their paper in a class mingle and will be told to continue the discussion with follow-up questions. Ss can then swap papers if time allows and continue. Teacher monitors and does delayed error correction if necessary.

Freer speaking practice (7-8 minutes) • To provide an opportunity to personalise the topic in a freer speaking task

Teacher will then tell an anecdote about a job rejection in his own life at the age of 16. Teacher will then ask SS if they have ever been rejected after a job interview or if they have been fired. Ss will then talk in pairs about their own experiences. Teacher monitors and does any delayed error correction if necessary. If time, Ss will be encouraged to share some stories with class.

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