To provide practice of collocations in the context of getting on well with people
To provide fluency speaking practice using the target language
Procedure (34-44 minutes)
Teacher informs students about a video they are going to watch. Asks them to watch the video to answer the following questions: How many people are there in the video and what is their relationship like? Teacher plays the video (first 50 seconds). Teacher elicits answers from students and asks them if those people like to be together and if they get on well with each other for further discussion.
Teacher asks further questions on the topic: "How is your relationship with your neighbors?" "Do you think you should get on well with your neighbors?" Teacher elicits the the word "nuisance". CCQs: "When your neighbor has a dog which barks all night long, is this enjoyable?" No. "Does this situation annoy you?" Yes. "Do you think the dog is a problem?" Yes. Drills and writes on the board. Teacher hands out (HO#1) and tells students to match the sentences with their opposites. As feedback, teacher projects the answer key on the board for a further pronunciation study.
Teacher hands out (HO#2) a gap-fill exercise for a further study on the target language. Tells students to fill in the blanks using the phrases they have just studied. Students compare their answers in pairs, teacher monitors and hands out the answer key. If necessary gives a whole-class feedback. CCQs: "When you don't ask any personal questions and be interested in your own life only, what do you do?" 'mind your own business' "When somebody makes you very angry, what does that person do?" 'Gets on my nerves' "When you have lots of things to do and need help, what do you do?" 'Ask a favour of somebody'
Teacher plays the video (next two minutes) and tells students that they are going to watch it only once and to take notes what is happening in the video. Teacher provides students with prompts (HO#3) to help them while note-taking. After watching the video and taking notes, teacher lets students to go through their notes for one minute. Students discuss what happened in the video in pairs. Teacher monitors and takes notes. ICQs: "Are you going to watch the video again?" No. "Are you going to write everything?" No. "Are you going to take notes using this vocabulary?" Yes.
After students tell each other what happened in the video, teacher asks them how the story might end. Students try to guess, take notes of their guesses and then discuss what they think is going to happen in pairs. ICQs: "Do you know the end of the story?" No. "Are you going to guess the end?" Yes. "Are you going to talk to your friend about it?" Yes. Teacher monitors during the speaking activity and takes notes. When it is over, gets a few ideas from the students. Plays the video for the students to be able to check how relevant their guesses were. In pairs, students discuss the difference between their guesses and the end of the story in the video. After the comparison is finishes, teacher gives a whole-class feedback.
Teacher asks students how their relationship with their neighbor is. In pairs, students tell each other their relationship with their neighbors. Teacher monitors, takes notes and gives a delayed feedback.