marzieh marzieh

Marzieh kasiri, verbs and nouns that go to gether
intermediate level

Description

I am going to teach collocations that is language based. My approach is ppp( presentation, practice, product). Students frequently have problems with collocations for a number of reason; the most common being direct translation from their native tongue. and there is a point that you will find students up to proficiency level still have the odd lapse with this particular collocation.

Materials

Abc fill in the blank and talking about themselves
Abc power point
Abc choose the verb from the board

Main Aims

  • To provide students different types of collocations and present them their appropriacy. Collocation, or how words occur together in speech and writing, is an important part of speaking and writing fluently. To be able to produce native-like speech and writing, students need to know which words work together well. As the collocation plays an important role in the English language, I always spend much time on it in the class. finally I expect my students to produce sentences with an appropriate collocation.

Subsidiary Aims

  • To provide students practical and useful collocations for writing and also it really helps them to understand the listening with a heavy accent.

Procedure

context (2-4 minutes) • To introduce gradually the topic to the students and give them some tips to make their sentences.

My context is a party and different kinds of cloths and jewelries. I ask them if they were at the party last week or not. if yes, I ask "what did you wear? and why?"

My assumption • To be predominant to help the students and how to give them a feedback.

I assume that students know those 3000 basic words to communicate and convey their notion. And also they have known simple present, past simple, present progressive, future, past progressive, present perfect, passive, active teens and modal verbs. As they are at intermediate level, they also have known different parts of speech, countable and uncountable noun and etc.

Anticipating problems • To be ready to give each student some feedback on the task.

They may mismatch the noun and the verb. For instance, they may say "lose the bus", "discover a paper", "tell hello", "miss your way" and etc. I give them a feedback directly or indirectly to correct themselves.

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

Asking 2 or 3 questions from students if they had a party during the last week by showing some pictures on the board and motivate them to give me some examples.

Exposure (1-2 minutes) • To motivate the students and lead them to the topic indirectly

Asking students to come to the board and pick up their own verb they need.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

Checking the verbs which they have picked up from the board one by one and correct the word that is extra and they were supposed to cross it out.To clarify the students if they make a mistake to choose the verb.

Controlled Practice (1-3 minutes) • To concept check and prepare students for more meaningful practice

Asking students to do the exercise number 2 and fill in the blank individuality then compare the answer with a partner.

Semi-Controlled Practice (1-3 minutes) • To concept check further and prepare students for free practice

To observe them during the exercise and answer their question if they have problems with it. And also check them to work in pairs or not? do they accompany each other or not?

Free Practice (5-6 minutes) • To provide students with free practice of the target language

Asking students to do exercise number 3. they should ask and answer with a partner and make sentences with the collocations they have learnt. then tell the class loudly.

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