Amelia Amelia

TP6 Vocabulary
Beginner level

Description

In this lesson, students review and practice a lexical set of collocations with the words "have," "do," and "go." Students will begin by exploring and reviewing the collocations they have learned in previous lessons, then will move on to controlled and semi-controlled practice identifying and producing them. Once the main aim of reviewing and providing controlled practice with the collocations is achieved, students will move on to freer practice with the vocabulary.

Materials

Abc Blank paper for drawing activity
Abc Collocations for Stage 3 board race game
Abc Powerpoint
Abc P. 70 Activity 5
Abc P. 70 Activity 4

Main Aims

  • To provide review of and practice using collocations with "have," "do," and "go" in the context of daily routines

Subsidiary Aims

  • To provide practice of the past tense forms of "have," "do," and "go" in the context of daily routines

Procedure

Stage 1: Warmer/Lead-in (3-5 minutes) • To set the context of daily routines and prepare for introduction of the target vocabulary

-On the WB, draw myself doing something from my daily life (do the housework) -Elicit what I am doing. If needed, write model sentence with blanks for collocation (Every Sunday, I____ the ____) -CCQ to check they understand "every": Draw a calendar, headed "January" and ask, "Do I do it one time? (no) Two times? (no) Then draw a check for each day, "every Sunday" -Give SS paper. SS draw what they do "every day" or "every Sunday" or "every week" (ICQ: Will you write? (no) Just draw--point to model on WB) -I select a few pictures and elicit what they are. I write a model sentence under it, using target vocabulary

Stage 2: Noticing/Exposure to Collocations (5-7 minutes) • To provide context for the vocabulary through visual examples, and to guide students in recognizing the colocations

-SS walk around the room and look at model sentences I wrote under the pictures they drew -Project images from p. 70 with target vocabulary. Draw SS attention to the sentences above the pictures. -A few SS read the sentences below the pictures (on WB and around the room). Drill WB examples as WC, and others as needed

Stage 3: Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of "have," "do," and "go" collocations

-Divide class into two teams -Project "have," "do" and "go" in three columns on the board -Each team has cards with one part of the collocation on it, with the verb missing (two different colors) -Teams race to the board to put the collocations under the right heading -The team with the most correct words on the board wins -Project a few pictures of some of the collocations. Elicit sentences to go with them, and write on the board next to the pictures ("What's this? Sentence?"). Drill as WC.

Stage 4: Prepare for Controlled Practice (Past Tense) (3-5 minutes) • To review the past tense of "have," "go" and "do" and prepare students for controlled practice with the vocabulary

-Project sentences with collocations with the past tense verb missing -Elicit past tense of the correct verb -Example sentences include vocab SS may need for the gap fill, "a mess," "go to the gym," "early." CCQ each one: -A mess: Is it dirty or clean? (dirty) -go to the gym: Try to elicit collocation, "What do I do there"? (do some exercise) if not, draw a house with a weight in it or mime some exercises -early: draw a timeline. Write a mark for "early," then write "on time" and "late" later on the timeline. Elicit "early" and write on WB -Drill pronunciation of each one (had, went, did) -Project model sentence for p.70 activity 4 and elicit first gap

Stage 5: Controlled Practice (Gap Fill) (8-10 minutes) • To concept check vocabulary and past tense, and prepare students for less-controlled practice activities

-Give SS p. 70 activity 4 gap fill -SS work individually to fill in blanks with past tense of collocations -SS peer check answers -Select SS to write answers on board -Check answers are correct. Mark any incorrect answers and elicit correct answers from WC -As needed, highlight the verb and the rest of the collocation on the board (since they separated in the sentences)

Stage 6: Semi-Controlled Practice (personalized gap fill) (8-10 minutes) • To provide further practice with the target language before moving on to freer practice; to connect target language to SS lives

-Project model sentence on the board. Fill out for myself. Tell SS to fill out the exercise with what they did -Hand out p. 70 activity 5 -SS work individually to complete gap fill -SS take turns telling each other what they wrote -Select a few SS to tell me what they did.

Stage 7: Free Practice, Mingling (time permitting) (5-8 minutes) • To provide students with free practice of the target language

-Model with S, "What did you do yesterday?" (answer). "Now ask me." (I answer) -Can write on board, "What did you do yesterday?" and "Yesterday I had/went/did..." and an example collocation, to encourage them to use the TL while speaking -SS take turns telling each other about what they did yesterday (can use their sentences from p. 70 at. 5, as modeled in previous stage) -When I clap my hands, SS switch partners (find a new partner)

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