Antony Gardner Antony Gardner

Elementary level


In this lesson Ss do a gist, specific information and detailed reading exercise in the context of taking naps during the day. The Ss then analyze verb+noun collocations from the text and practice and produce the pronunciation of them.


Main Aims

  • To provide scan, detailed and deduction reading practice using a text about taking naps in the context of a news article.

Subsidiary Aims

  • To provide clarification and practice of verb+noun collocations in the context of a news article on Metronaps.


Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

Put on board. How many hours sleep do you get a night? Do you feel tired all the time? In pairs Ss discuss for 2 mins. No feedback.

Pre-Reading/Listening (7-9 minutes) • To prepare students for the text and make it accessible

Show Ss picture of Metronaps. Put on the board: ---- - nap ---- - shower --- - drink What do you do in the picture? Elicit collocations. Put up weak form of 'a' in collocation then model and drill. READ THE ARTICLE AND CHECK YOUR ANSWER IN PAIRS. 2-3 MINS READ QUICKLY! Quick feedback.

While-Reading/Listening #1 (8-10 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Read the article in detail. Answer the questions in pairs. Clearly show the questions before passing them to the class. 4-5 mins. Class feedback on the WB. Do the Ss agree?

While-Reading/Listening #2 (8-10 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks.

Put the sentences in order of the story. Groups of 4. Individual group FB. Put on board. Do you have a nap during the day? Would you like Metronap? Ss discuss Feedback.

Noun+verb collocations (8-10 minutes) • To review collocations from the reading exercise.

In pairs review the text and find the collocations. Put spider diagram on the board with have, go and get. Eg. Have a shower. EXPLAIN INSTRUCTIONS BEFORE GIVING OUT HO. Give out handout for Ss to complete. Ss come up and write the collocations on the board. Do they all agree? ******Optional extra******write: a shower dressed breakfast classes a break lunch Ss decide as a group what spider diagram they go on. Teacher writes them on the board.

Review of collocations and drill pronunciation (6-8 minutes) • Ss review collocations learned and practice pronouncing the word.

Put playing cards on the table. 1 Ss at a time comes up and acts out the playing card for the Ss to guess. Ss puts the card on the board. At the end model and drill the lexis. Phonetic script weak forms: /tə/ = to /ə/ = a

Optional extra activity (5 minutes) • Teach differences in meaning of four collocations

What’s the difference between the underlined phrases? I go home at 6:00 and I get home at 6:15. I wake up at 7:00 and I get up at 7:05. Ss discuss in pairs then FB as a class. Write synonyms travel, arrive, open eyes, get out of bed above the collocations.

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