Aeneas Murray Aeneas Murray

TP 2. Collocations with 'Take'. pp. 82
Upper Intermediate. level


In this lesson, students learn about collocations using the word ‘take’ through the topic ‘Big Events’. The lesson starts with a couple of questions using collocations including the Target Language and a written dialogue where they have to underline the collocations. This is followed by clarifying Meaning, Form and Pronunciation where students have to match antonyms and synonyms with the right collocation, choose whether the collocations take the form of a verb and preposition or a verb and noun and underline where the stress is in the collocations and which words are stressed. Finally, there is some control practice where the students have to answer some questions using the right collocation forms and free practice via paired exercise answering one another question that include collocations.


Main Aims

  • To provide practice and review of Collocations with Take in the context of Big Events.

Subsidiary Aims

  • To provide fluency and accuracy speaking practice with the right form and appropriacy of collocations with take. in the context of Big events.


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

I've written up a couple of personal questions that should get them curious and willing to find out more. (

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

Gist Task: I've written a dialogue where the students will have to underline the collocations with take that they recognise. Answers:

Highlighting (2-4 minutes) • To draw students' attention to the target language

I'll explain that collocations like phrasal verbs are used frequently and are best learnt as lists.

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

For the meaning, I've chosen to check understanding by asking the students to match the right collocation with take to either an antonym (opposite word) or synonym (Like word) in each case there's an example in context to aid the students. ( For the form, I've created a form where the students will have to decide whether the collocation has the construction 'verb + proposition (object)' or 'verb + noun'. ( As for the pronunciation, I've asked the students to highlight the stress in the collocations and point out which words are stressed (Content words). If necessary, I'll use a model sentence and drilling. (

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

The controlled practice should take 8 minutes, the students will be answering questions on a form and they'll do this individually and then check their answers in pairs via private messages in the chat box. (

Free Practice (8-10 minutes) • To provide students with free practice of the target language

The students will work in pairs and question and answer one another using the collocations with take. They'll have 8 minutes and will be communicating via break out rooms. This will be followed by the final feedback and any checks for gaps of knowledge or miscomprehension. (

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