Viktoria Kolb Viktoria Kolb

TP 3 _ Lexis _ Viktoria Kolb
Elementary A1/A2 level


In this lesson students will learn about adverb adjective collocations such as quite nice, really good etc.


Abc Task for free practice

Main Aims

  • To enable students to understand and use adverb adjective collocations with the adverbs really, quite, very

Subsidiary Aims

  • Practice fluency with the usage of the introduced adverb adjective collocations


Warmer/Lead-in (5-7 minutes) • To set lesson context and engage students

1. To start of I will ask students two questions that are related to the theme of the dialogue that students will later be presented with: - Do you meet with your friends often? - What do you do when you meet with your friends? 2. I will ask one of the students to ask me these questions and thus provide an example. 2. I will then split them up into BoR and instruct them to ask each other these questions. For this they will get 2 minutes. ICQ: Are we working alone or in pairs? Are we speaking or writing? Are we asking each other the questions? Do we have 1 or 2 minutes? 3. After getting back to class I will as 1 or 2 students to share their answers with the class.

Exposure: Text work with gist task (1-2 minutes) • To provide context for the target language through a text or situation

1. I will present the students with the dialogue on google forms and give them two options to chose from what this text is about. 2. I will ask them to quickly read it (20 seconds) and then ask one or two students to share their answer.

Highlighting: Text work with intensive task (2-4 minutes) • To draw students' attention to the target language

1. I will ask students to take a look at the first underlined adverb adjective collocation and illicit from them the form: adverb + adjective 2. I will ask students to individually look for the other collocations in the text for 1 minute. ICQ: Are we working alone or in pairs? Are we just reading or are we reading and looking for the adverb+ adjectives? Do we have 1 minute or 3 minutes? 3. I will then provide the students with the correct answer.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

1. I will share a link to google forms with questions meant to clarify the meaning and form of the collocation. 2. To clarify meaning I will use a matching activity. 3. To clarify form I will have students choose the correct structure out of given options. Then I will have a question asking if the structure can be changed. 4. They will be split into BoR and have 4 minutes to answer the questions together. ICQ: Are we working alone or in pairs? Are we answering the questions or just reading them? Do we have 3 or 4 minutes? 5. After the answers are checked in class. 4. In regards to pronounciation one collocation and go over them with the students. Eliciting from them if there is linking and where the stress is. Followed by drilling.

Controlled Practice (4-6 minutes) • To concept check and prepare students for more meaningful practice

1. A link to Google Forms with a gap fill will be shared with the students. 2. They will be split into BoR and given 3 minutes to work out the answers with a partner. ICQ: Are we working alone or in pairs? Are we filling the gaps or just reading the questions? Do we have 2 or 3 minutes? 3. Back in class the students will be provided with the answers.

Free Practice (12-15 minutes) • To provide students with free practice of the target language

1. Students will be set following task: Think of a place in the town or city where you are now that is: - too expensive or quite cheap - really beautiful or really ugly - too noisy or very quiet - very safe or quite dangerous 2. Students will then be asked to compare their places too each other by asking questions such as: X what place is too expensive or quite cheap where you live? 3. I will ask a student to ask me this question and thus provide an answer as a model. 4. I will then ask a student to use the second pair of collocations to ask the question to make sure they understood. 5. They will then be split up into BoR and told to ask each other the questions for 7 minutes. 6. When back in class one or two students will be asked to answer one of the questions.

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