Name: sibel • 07 Mar 2020 • Vocabulary (verb-noun collocations)

Description
In this lesson, students will first be tested on their lexis knowledge, then will get clarifications on the meaning, pronunciation and form of language items they have problems with.They will
then have the opportunity to practice the target language through a controlled practice (fill in the gaps) and a freer practice (personalised pair discussion questions).

Main Aims
To test, clarify and practice the target language (verb-noun collocations).

Sub Aims
To develop speaking skills with oral practice focused on the TL.

Background

Class Profile
The students in the pre-intermediate class are Turkish adults ranging in age. Some of the younger adults have a professional occupation, some do not.The older adults are mostly retired
teachers. Class size ranges from 27 to 36 students. They started the course on Oct, 17. The group is rather enthusiastic and willing to take part in activities. The older adults prefer to sit at
the front, close to the teacher and the whiteboard, because of eyesight and audition issues. They tend to form the same groups (sit with the same people). One group is very active in
class (in particular Saime). There are a few students who are rather shy, reluctant to speak (one of them, Merve, says that although she is doing fine in writing, she finds it difficult to
understand when teachers speak.)

Assumptions
We assume students have already come across most of the verb-noun collocations of this lesson in their previous learning experiences, and are therefore familiar with most of the TL, but
might need some clarification as well as a bit of practice to reactivate their knowledge.

Personal Aims
I will try to reduce my TTT and provide a more student-centered lesson by engaging them in every stage of the lesson.I will try to monitor effectively in order to intervene only on elements
of the TL that students have problems with, therefore not spend time on unnecessary review.

Timetable Fit
In the previous lessons, students have had the opportunity to learn, review and practice the present perfect and past simple tenses with an entertainment-related lexis (music, movies,
TV). They will now be exposed to the simple future tense in the context of technology.

Anticipated Problems & Solutions

Problem: students might not be entirely fluent with all the vocabulary items presented in the lesson.
Solution: make sure, during monitoring, to take note of elements of the TL that students seem to have problems with and clarify it.
Problem: students might need to use the TL in a context they can relate to, to become more confident with the use of the TL.
Solution: provide a personalised freer practice to develop fluency.

Materials
Personalized pair discussion question handout (Sibel)
Personalized pair discussion question handout (Sibel)
Lead-in pair discussion questions handout (Face2Face)
Answer key for gap-fill handout (Sibel)
 Coloured cards with verbs and phrases on them (Sibel)
Materials
MPF checking handout (Sibel)
Gap-fill handout (Sibel)
Answer key for matching handout (Sibel)

Please see the following page for the lesson procedure

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Name: sibel • 07 Mar 2020 • Vocabulary (verb-noun collocations)

Interaction
Stage Procedure Materials Time Comment
Pattern
Warmer/Lead-in -T shows a picture of a man and a robot on projector and asks students to guess what the
To set lesson context context is. Lead-in pair
(technology, robots) and -T gives instructions for lead-in pair discussion task: shows the handout, tells students to discussion
PW 3-5
engage students (provide shortly discuss in pairs the three questions written on handout. You have three minutes. questions
them with group/pair -T listens to students discussing, takes note of interesting elements. handout
discussion questions). -T asks one or two students to share their point of view.

First test (diagnostic) -T tells students they will now learn some vocabulary.
To test students' prior -T gives instructions for collocation card game: asks six students to stand up and form a
knowledge of the target line at the front of the class.Tells them (and WC) they will be given a card each.Three will
language (with a have red cards with verbs on them, the three others will have blue cards with phrases on
collocation card game). them. They will read it and show it to the class. The class will then match the verbs to the
phrases.
-T checks instructions: first do you show or do you read? Read. Then? Show. Then what Coloured cards
will the class do? Match. with verbs and WC 8 - 10
-Before giving the cards, T tells students it is OK if they are not sure. We will talk about it phrases on them
after.
-T gives the red cards, then the blue cards. Students read and show them.
-During the task, T takes note of any misunderstood verb-noun collocations.
-When WC matched verbs to the phrases, T asks students to read them out loud. Tells
students to go back to their seats.
Repeats the exercise two more times (with different verbs and phrases).
 Interaction
Stage Procedure Materials Time Comment
Pattern
Teach (with MPF -T gives instructions for MPF checking handout: shows the handout, tells students it is
checking handout) folded, you are not to look at the folded part. In the first exercise, there are six verbs, you
To clarify areas of the have to find the meaning by matching each to A or B. Two possibilities. Choose the
target language where correct one. Work in pairs.
students had difficulty in - T checks instructions: are you looking at the whole page? No. Just exercise one. You
the first test stage. match the verbs to? A or B.
-T monitors, takes note of any meaning problem.
-T shows answer key on WB. Clarifies meaning of some verbs if necessary.
(first asks students to help each other, intervenes if still unclear.)
-T writes "look after" on WB, says it, WC repeats, asks them where the stress is and marks
it. Repeats "after" and asks students if the first syllable is long or short. Long. Shows the
handout, tells students to unfold it.First, find the stress, mark it, then tell if short or long
syllable. In pairs.
-T checks instructions: will you say the words or just read them? say them, so you know
where the stress is.
-T listens to students pronounce the words, takes note of any pronunciation problem.
-T clarifies pronunciation if necessary.
(writes the verb(s) on WB, says it, asks students where the stress is, marks it, makes them
repeat.)
-T asks students to turn the page and answer the question quickly. Then, asks WC to give MPF checking
the answer. If T sees some students are not quite sure about the form, writes a collocation PW 15 - 20
handout
on WB, underline the noun and asks students what it is and to give other examples.

Stage
Second test
Check students'
understanding of the
target language again
(with gap-fill handout) and
compare with the first test.
Interaction
Procedure Materials Time Comment
Pattern
-T gives instructions for gap-fill handout: shows handout, tells students there are verbs in
the box, the same verbs we have used before, and sentences with gaps. They have to
write the correct verb in each sentence. Alone.
-T checks instructions: are you writing any verb you want? no, you choose from the box. Answer key for
Working alone or in pairs? Alone. gap-fill handout, 8 - 10
-T monitors, checks whether students are doing better than during test one and takes note Gap-fill handout
of still unclear TL elements.
-T asks students to check with pairs.
-T shows answer key on WB and clarifies if necessary.

Freer practice Personalized

To provide students with pair discussion
freer practice of the target -T gives instructions: shows the handout, tells the students to discuss the questions in question
language (personalized pairs. handout,
PW 5 - 10
pair discussion -T monitors, listens to discussions, notes some interesting comments. Personalized
questions). -T asks a few students to share their comments to WC. pair discussion
question
handout

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