Debby Debby

TP4_Debby Bermeo
Pre-intermediate level


In this lesson, students learn about the get collocations through a conversation about two actors. This lesson starts with a game called 'hangman' from them to brainstorm to set up context. This followed with a conversation where students will relate the lexis and the meaning. Students then will do controlled and freer writing practice of the collocations. In speaking activity students use the collocations in a less controlled way.


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Main Aims

  • To provide clarification and practice of get collocations in the context of dialogue

Subsidiary Aims

  • To provide written and then speaking practice of the get collocations


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

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.

Text work (6-8 minutes) • To provide context for the target language through a dialogue

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?

Clarification (10-12 minutes) • To clarify the meaning, form and pronunciation of the target language

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?

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

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.

Free Practice (6-8 minutes) • To provide students with free practice of the target language

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

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