Julia Julia

Collocations with look
Pre-intermediate level

Description

In this lesson, students learn about collocations with look through guided discovery based on a conversation about planning for a holiday. The lesson starts with a discussion about what the students are looking forward to in 2021. This is followed by them reading a conversation between two people making arrangements for an upcoming holiday. Sentences from the conversation are used to clarify MFP of collocations with the verb look. Controlled practice is provided through a gap-fill exercise, and freer practice through pair work in which students ask and respond to a series of pre-determined questions.

Materials

Abc Zoom, Google Jamboard, Google Slides, Google Forms, Zoom Whiteboard

Main Aims

  • To provide clarification and practice of collocations with look in the context of planning a holiday

Subsidiary Aims

  • To provide speaking practice in asking and answering questions.
  • To provide gist reading practice using a text about two people planning a holiday.

Procedure

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

Teacher shows students a Google Jamboard with the question "What are you looking forward to in 2021?". Teacher demonstrates by answering the question herself, then elicits answers from students and writes them on the Jamboard.

Exposure (3-4 minutes) • To provide context for the target language through a text or situation

Teacher shares screen showing a conversation between two people and gives Ss 1 minute to read it silently to get a general idea of what it is about. She then asks 'What are Ann and John talking about / planning? Ss share their answer in the chatbox.

Clarification (12-15 minutes) • To clarify the meaning, form and pronunciation of the target language

Teacher shows sentences extracted from the conversation that use the target language. Meaning: Teacher uses CCQs to clarify meaning of the target language. Form: Teacher elicits form from the students and uses FCQs and examples to confirm. Pronunciation: Teacher pronounces the target language and elicits number of syllables / stress / changes in pronunciation from students. Practice is given through drilling.

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

Teacher shares the link to a Google Form with a tick-box exercise and four gap-fill questions. Students are given 4 minutes to complete the exercises individually, then T assigns them to breakout rooms in pairs to check their answers. OCFB with teacher eliciting answers from pairs.

Free Practice (5-6 minutes) • To provide students with free practice of the target language

Teacher gives the students pre-determined questions to ask each other in pairs, then assigns them to breakout rooms. Students practise the target language by asking and responding to the questions. Teacher monitors the breakout rooms, listening for errors.

Delayed Error Correction (4-5 minutes) • To enable students to understand and correct mistakes

Teacher uses the Zoom Whiteboard to write down errors overheard during the previous exercise. Teacher elicits corrections from students.

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