Karen Chan Karen Chan

TP 2 Lexis
Pre-Intermediate level


In this lesson, students will learn lexis about modern and traditional collocations by presentation through a text (conversation). This is followed by lexis clarification where the MFPA of the TL is presented. Controlled practice is with a gap-fill activity followed by Freer practice with students sharing opinions of what they like about modern/ traditional things.


Abc Source

Main Aims

  • To provide practice and revise collocations about modern and traditional items in the context of an inter-generational conversation.

Subsidiary Aims

  • To enable students to develop their reading skills in the context of a transcript of an inter-generational conversation. To enable students to practice speaking skills using some vocabulary about modern and traditional items.


Welcome/ Warmer (1-2 minutes) • To welcome students and set context of the lesson.

Welcome Ss to the class. Show G.Slides with pictures of Modern and Traditional buildings in Mexico. Ask Ss "Does anyone know where this is?" (pointing to the modern building) T tell Ss "This is in Mexico City and is a modern building but I like the traditional buildings here." (point to traditional buildings). This introduces the concept of modern and traditional. T tells anecdote of using a telephone (with a circular dial and phone cord) when young compared to using a mobile phone now. This sets example for next stage.

Lead-in (2-3 minutes) • To engage students in the topic of the lesson.

Ss directed to open a link to Google Docs which will act as a workbook for the lesson. Ss are placed into pairs/ groups and answer these questions. What do you use that is modern? What do you use that is traditional? Ss go to breakout rooms. Ss given 2 minutes. T monitors discussions. Ss brought back into main session after 2 mins.

Feedback (OCFB) (1-2 minutes) • To enable Ss to share ideas with rest of the class.

One S from each group is asked to share their ideas from the discussion. T writes responses on G. Slides (annotate with Zoom).

GIST (exposure) (3-4 minutes) • To provide context for the target language through a text (transcript of a conversation).

T "hands out" text by asking Ss to go to page 2 of workbook. Ss read the transcript of a conversation between a girl and her grandmother. Ss complete a gist task after reading the text by opening a link to Google Forms where Ss will choose the summary which closely matches the text. Ss will be given 2 mins to complete reading and the gist task individually. Ss will then compare answers via private messages (with previous partner). Ss reminded to remember the name of their partner. ICQs: Do you remember the name of the person who you worked with before? Are you messaging that person? Are you checking answers? Ss will be given 1 min to compare answers.

Feedback (OCFB) (1-2 minutes) • To enable Ss to share ideas with rest of the class.

S from two pairs shares their answer with the class. T elicits/gives correct answer.

Intensive (highlighting) (1-2 minutes) • To draw students' attention to the target language.

T opens Google Slides and highlights TL in the text. "Go to page 4". Ss group TL into columns - Modern or Traditional - with their partner in breakout rooms. "You have 1 minute". ICQs: Are you working with a partner? How long do you have?

Feedback (OCFB) (1-2 minutes) • To enable Ss to share ideas with rest of the class.

Complete slide with S answers and group TL into "modern" or "traditional" columns. Elicit answers from Ss (one S from each pair).

Clarification (15-18 minutes) • To clarify the meaning, form and pronunciation of the target language

T covers MFP of the TL on Google Slides. Meaning of the TL is elicited as a whole class by getting Ss to answer CCQs (on the slide). Pronunciation is highlighted systematically - syllables, stress, linking, model then drill. (Pronunciation covered before form so Ss have the verbal skills to say TL when eliciting answers for form as a whole class). Form is highlighted with examples and getting Ss to pick the correct options (together as a class) on Google Slides.

Controlled Practice (7-8 minutes) • To concept check and prepare students for more meaningful practice

Ss given a gap-fill activity by opening link in workbook to Google Forms. Ss complete the task individually. Ss will be given 5 mins for completing the gap-fill. Ss then work in pairs to compare answers (in breakout rooms) for 2 mins.

Feedback (OCFB) (1-2 minutes) • To concept check and enable Ss to share ideas with rest of the class.

Each S asked to share answers with class (each S answers a different question). T elicits/corrects/gives out the answers to the gap-fill activity. If Ss don't understand certain items of TL, T asks CCQs as noted in anticipated problems and solutions to check understanding and prompt Ss for answers.

Freer Practice (2-3 minutes) • To provide students with freer practice of the target language.

Using the TL, Ss asked to work in pairs, and discuss: "Which item do you like?" "Which item don't you like?" Ss will be given 2 mins. Ss will talk in breakout rooms. " Go to page 6. Answer the questions with your partner. You have 2 minutes." T monitors discussions and notes any errors for DEC. Ss will go back to main session after 2 mins.

Feedback (OCFB) (1-2 minutes) • To enable Ss to share ideas with rest of the class.

S from each pair will share their responses with the class. T writes responses on Google Slides (annotation tools).

Delayed Error Correction (DEC). (2-3 minutes) • To clarify common errors and help with language they lack

T identifies common errors during monitoring of previous tasks and addresses any issues as required (such as pronunciation, spelling, any content from the lesson).

Extra Language Feedback (ONLY if time permits) (2-3 minutes) • To enable Ss to come up with more collocations for modern and traditional

If time permits: Ask Ss to give more examples of what is modern and what is traditional in their country. e.g. mobile phone, air conditioning, text message, emails, lights (modern) e.g. send a letter, hand held fan, telegram, candles (traditional)

Close (1-2 minutes) • To close the session and thank students

Thank Ss for coming and close the session.

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