To provide clarification and practice of get collocations in the context of dialogue
To provide written and then speaking practice of the get collocations
Procedure (32-41 minutes)
Students will see a Google Slide with three dashes for them to play Hangman and guess the verb (get). After this, they would see another slide with four photos and the verb 'get' in the middle for them to complete the collocation. I would elicit the answers with an example to model the exercise. This to begin the lesson by engaging them with the topic.
Teacher asks students to read the conversation for one minute and answer the question below to get the overall idea of the text for task 1. Teacher will review with the students to elicit the answer from them. Teacher asks students to read again the text and complete task 2 by answering the questions below choosing the correct collocation with get, for 2 minutes individually. Teacher will ask students to check their answers in pairs in breakout rooms for 2 minutes. Teacher does question 1 to model the exercise. ICQs: speaking or writing? Individually or pairs? While in breakout rooms teacher monitors. Teacher will review the questions with the whole class and discuss the answers. CCQs: getting married verb or collocation?
Teacher shows students a Google slide for them to work in pairs to match the correct meaning and photos of the collocations with get for three minutes. Teacher also will model the exercise and while monitoring while assign a slide for each pair. ICQs: writing or speaking? Matching or completing? Teacher will elicit the form of the collocations from the students and will explain the linking in pronunciation. Teacher will also clarify that phrasal verbs are strong collocations. CCQs: part of speech? Are rules for collocations? What are phrasal verbs?
Teacher explains students the task in which they have to complete the gaps individually for about 5 minutes. Teacher does question 1 to model the exercise. Teacher sends students to breakout rooms for 2 minutes to check answers in pairs. While in breakout rooms teacher monitors. Teacher asks students to discuss their answers with the whole class.
Teacher asks students to pick a card with the question on it and answer it to a peer in breakout rooms to practice speaking with the target language for about three minutes. Teacher will explain the activity and model the exercise. Teacher will ask students to share what their where told about the other peers. While Teacher monitors breakout rooms for free practice, Teacher takes notes for delay error correction. Teacher shares whiteboard to write down errors heard during the practice and correct them with the students