Michaela Michaela

TP3 - LEXIS - Michaela Tomesova
Elementary level


In this lesson focused on lexis, students will study to verb + preposition + noun collocations in the context of a dialogue between two friends talking about their vacation plans. The students will read a short conversation to get the gist of the text and the meaning of the target language. The main focus of the lesson is the clarification of the meaning, form, and pronunciation of the lexis. The learning process will be supported and reinforced with a controlled practise exercise and a free speaking practice.


Abc Productive task
Abc Vocabulary MFP - On vacation

Main Aims

  • To provide clarification of verb + preposition + noun collocations in the context of vacation plans

Subsidiary Aims

  • To provide gist reading practice using a short dialogue with the target language collocations in the context of vacation plans
  • To provide practice of verb + preposition + noun collocations in the context of describing vacation plans
  • To provide a free speaking practice activity in the context of talking about student´s vacation plans, using the target language


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students in the topic of vacation activities

T introduces the topic: - "Today we have a vocabulary lesson. We´ll talk about the activities that we like to do on vacation." - T shares her screen with a Jamboard and shows Ss pictures of 5 different activities that we can do on vacation. - T confirms with Ss if they understand the word vacation - "Do you understand vacation?" "Is it like a holiday?" (Yes) - " I have a question for you: What activity do you like to do on vacation?" - T demos what Ss should do and shows her sticky note (with her name) and puts it on pic.3. She explains that this is her favorite activity to do on vacation. - T asks Ss to create their sticky note a write their names on it. - T shares the Jamboard link and students create their sticky notes. - Then, she asks them to put their sticky note on one of the pictures 1-5. "Which one is YOUR favorite activity to do on vacation? 1,2,3,4,5?" - Ss create their sticky notes and T asks quick follow up questions to individual Ss ("What is your favorite book? Do you have a bicycle? Which city do you want to visit?") *In case the group is large, T puts Ss into pairs in BOR and asks them to talk about which picture (1-5) they like the most and which activity they like to do on vacation. In OCFB she -nominates some Ss to share their answers

Gist reading task to present the TL in context (6-8 minutes) • To provide context for the target language through a written text with a short conversation

- T explains that now Ss will learn some new vocabulary - T shares her screen with the Google site and the gist task - T asks Ss to read the conversation on the right site - T explains that we want to know what activities they talk about in the conversation - T asks Ss to do Exercise 1 after they read - T explains that there are 2 pictures with different activities - T asks Ss to choose which picture (Picture A or Picture B) shows what activities the people in the conversation talk about. - T sends the link to the Google site via chatbox - Ss do the reading and Exercise 1 - T asks Ss to open their chatbox and write down their answer (A or B) and compare the answers with other classmates - T checks the correct answer in open class feedback by nominating a student to answer. If there´s an incorrect answer, T shares her screen again and shows in the conversation the TL phrases and the activities on the picture that describe it.

Clarification (12-13 minutes) • To clarify the meaning, form and pronunciation of the target language - collocations

- T focuses on eliciting the correct meaning of each collocation by using the sentences from the gist reading task. - T shares her screen with and offline word document - T asks CCQs. They include written questions, pictures, a timeline, and realia - T shows a couple of pens to demonstrate the meaning of a couple of - T ask the CCQs to the whole class and to individual Ss as well to engage all Ss - After clarification of the meaning, T explains the form of the collocation and elicits from the Ss that they are fixed and we cannot change them - T asks Ss what parts of the speech are the words in the first collocation. Each word in the colocations is color-coded to show Ss a pattern - All 4 collocations are color-coded and T asks Ss what do they notice about the colors. "Is this red word also a noun?" Yes - T focuses on the pronunciation as the last part - T models the pronunciation and does choral and individual drilling of the problematic phonemes - T elicits the stress and marks it with dots - T highlight the linking and drills with Ss - T elicits the correct intonation by drawing lines

Controlled Practice (8-10 minutes) • To provide controlled practice of the meaning and form of TL in different set of sentences about vacation plans.

- T will share her screen with a Google Form and a fill-in Exercise 2 - T shows the Ss the 5 sentences and demonstrates how they should complete the exercise in the first sentence by showing the 3 options and the correct answer - T shows Ss how they can click on the correct answers in the table and that only one answer is correct - T ICQ´s Ss: "How many answers are correct?" (Only 1) - T shares the link to Exercise 2 in the chatbox - Ss complete the exercise individually - T sends Ss to BOR in pairs to compare their answers - T check the correct answers in an OCFB - In case of conflicting answers, T refers back to the original conversation to show the correct form of the collocations

Free Practice (8-10 minutes) • To provide students with free practice of the target language by using the collocations in a personalized context

- T shares her screen with a picture where she shows the main discussion question "What are your plans for the next vacation?" with possible follow up questions where Ss can practice the TL - T explains that Ss will talk about the questions on the pictures in pairs in BOR - T demos the activity by answering the question using the TL * if there´s more time, Ss can discuss 4 different questions using the TL * if there´s less time, Ss can discuss just one main question - "What are your plans for the next vacation?" - Ss discuss the Qs in BOR - T monitors Ss, helps students if necessary, and takes notes for DEC - T does an OCFB on the activity and a DEC on Zoom Whiteboard - T elicits the corrections from Ss and provides clarification if needed - T closes the lesson

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