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Reflections on the lesson plan about the collocations of "take"

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Reflections on the lesson plan about the collocations of "take"

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I liked the context and the lesson looks like a great start to introduce what collocations are and to explain how important they are in language learning. Thus, I’d like to use it, but with some modifications. The lesson starts with a context and I really liked it but ss mentioned in some comments, it might not interest our students, so I’d change it with a familiar topic depending on students’ age group. For example, in my context, I’d choose topics like going out on a first date or going abroad for the first time. I liked the first activity – underlining the words around “take”. This is a good activity raise awareness of students on collocations. Since the text provided context for students, the next activity (definition matching) would work well, too. But some explanations in the text might need to be revised so that they can better explain the meanings. I would ask my students to go back to text and circle the key words that help them find the meanings of these collocations. I think this way we can focus more on the meaning and the use, and help students when there is confusion regarding their meanings. The table completion activity looks promising in terms of introducing different collocation forms and related grammar; however, I’d change the activity like this: on one column, I’d put expressions indicating the type of collocation, and on the other one, some incomplete phrases (e.g. take (verb) + a/an/the (article) + noun = take the blame); then, I’d ask students to go over the collocations and put them in the write place on the table. This could be more helpful for them in terms of understanding the different forms and grammatical structures. I’d keep the sentence completion activity, but I’d change it a bit. In this exercise, the students don’t need to think about the meaning for some items; therefore, I’d change it in a way that students need to consider the meaning (e.g. the answers should be the full collocation, not just a preposition or noun). I’d probably ask my students if they know any other collocations of “take” which we can add to the table. This way, they can think of their prior knowledge critically. Apart from this controlled practice, the students need some more activities to internalize them. Therefore, I’d add a free practice activity so that they can actually produce something using these newly learned collocations. Asking them to prepare a poster/blog post about a similar topic (e.g. tips for first flight, job interview, etc.) could be an enjoyable way for them to practice the collocations they’ve just learned.

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I really liked the idea to teach collocations in a context. This lesson should be supported with clear visuals that students can guess the meaning without looking up the dictionary. Another idea is that we can add explanatory sentences for each collocation. In general, it is a well prepared lesson plan that I can use in my classes.

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Overall, I liked this lesson plan. Showing a film poster at the beginning of the lesson is a good idea to attract students' attention but we don't know the audience. If they're not adults or teenagers, this poster is a waste of time. The phrases are given in a context, which is necessary. There are a lot of activities for student-student interaction. I really liked the pronunciation part. I would change the production part in this lesson plan because I think it's not so creative and different. I would give them another topic which they can use these phrases effectively.

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This task is great for teaching collocations with take as it has matching meanings, the rules, and gap filling activities. I would also add making sentences with different collocations as a productive activity as well as role playing.

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Sibel Sezer                                                      I think the lesson is well-planned as many other lesson plans on the website “freeenglishlessonplans.com”, which I have already benefited from to get ideas for planning my lessons. Starting with the poster of a relevant film is something I would also do. I would even include a scene from the film. I like using audio visual aids to start my lessons as they are great tools for getting learners’ attention. I liked the idea of presenting the collocations with the word “take” in a context that could be relevant to learners’ life. My students are in their late teens and this topic is quite relatable for them.It’s a discussion-based lesson that allows students to practice listening, speaking and reading. What I would add up to this lesson plan is a writing activity, a productive skill activity that will ensure the internalization of the “take” collocations: writing a story or dialogue with the collocations.

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Sibel Sezer                                                      I think the lesson is well-planned as many other lesson plans on the website “freeenglishlessonplans.com”, which I have already benefited from to get ideas for planning my lessons. Starting with the poster of a relevant film is something I would also do. I would even include a scene from the film. I like using audio visual aids to start my lessons as they are great tools for getting learners’ attention. I liked the idea of presenting the collocations with the word “take” in a context that could be relevant to learners’ life. My students are in their late teens and this topic is quite relatable for them.It’s a discussion-based lesson that allows students to practice listening, speaking and reading. What I would add up to this lesson plan is a writing activity, a productive skill activity that will ensure the internalization of the “take” collocations: writing a story or dialogue with the collocations.

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I like how it starts. I like the idea of teaching collocations in context. I will add activate part where students can practice more. 

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I like how it starts. I like the idea of teaching collocations in context. I will add activate part where students can practice more. 

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I like the idea of teaching these collocations in a context, which is attractive for students at this age. Also the number of collocations is 10 which is also a good number of collocations to teach in one lesson.  After focusing on meaning with matching exercises, the lesson continues with focusing on form and then use. I would suggest doing some drama activities as using the words would help the students remember them more and they will have a chance to practice the new vocabulary.

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I liked the plan. I think it is carefully designed to teach the collocations. Starting with a picture or a video is quite engaging for students and it contextualises the target point. However, I also believe that the audience is important. If this is a lesson for adult learners, then there is no problem. However, with younger students it may not make sense. Besides, culture might a problem where it is not approved for a bride or groom candidate to meet the parents at a dinner. I also liked the pronunciation part of the lesson. Learners need the practice so that when they hear those collocations they can understand easily. What I would like to add to this lesson plan is a production part. I would ask my learners to write some tips for another situation such as visiting someone's house for the first time. In this way, learners will be able to use the target items in context and they will understand better. The new collocations will be internalised in this way.  

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I liked the plan. I think it is carefully designed to teach the collocations. Starting with a picture or a video is quite engaging for students and it contextualises the target point. However, I also believe that the audience is important. If this is a lesson for adult learners, then there is no problem. However, with younger students it may not make sense. Besides, culture might a problem where it is not approved for a bride or groom candidate to meet the parents at a dinner. I also liked the pronunciation part of the lesson. Learners need the practice so that when they hear those collocations they can understand easily. What I would like to add to this lesson plan is a production part. I would ask my learners to write some tips for another situation such as visiting someone's house for the first time. In this way, learners will be able to use the target items in context and they will understand better. The new collocations will be internalised in this way.  

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If you want to explore a language fully, without collocations it will not be possible. I would use this lesson plan; however, the production stage should be added so that we could evaluate how much students benefit from the lesson. In addition, without production there is no possibility for students to reflect what they learn and get feedback. 

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If you want to explore a language fully, without collocations it will not be possible. I would use this lesson plan; however, the production stage should be added so that we could evaluate how much students benefit from the lesson. In addition, without production there is no possibility for students to reflect what they learn and get feedback. 

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Elif

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For fluency in writing and reading; to sound like a native speaker, students need to learn collocations. As the activities in this plan create awareness on the words occur together in a meaningful context and let the students work on the same theme to practise what they have learnt, I would use this plan as it is. I would only add a production part where the students are asked to create a booklet on How to… Survive Meeting Your Partner's Parents for the First Time.

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Task: Analysis of a Lesson Plan- Collocations by Gülben Güngör

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Task: Analysis of a Lesson Plan- Collocations by Gülben Güngör

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1-The plan deals with meaning&use and grammar&form.
2-I would use it, but I have to change the topic/theme 'meeting with your partner's parents', since I teach young learners. I wouldn't focus on the grammar part of it.
Gülben

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Reflecting on the "collocations lesson plan" 

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Reflecting on the "collocations lesson plan" 

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I think this lesson is planned effectively and thoroughly. It can facilitate learning a number of collocations with "take" and the most significant benefit is that it can be adapted to be used with other collocations learners need to use. A final speaking activity where students could role play the dialogues as parents and thee couple could also result in some fun and memorable moments.

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It looks like a nice lesson plan to teach collocations with the activities in the plan; however, there could be more production or fun activities.

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It looks like a nice lesson plan to teach collocations with the activities in the plan; however, there could be more production or fun activities.

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I think this lesson plan offers a contextualized teaching. However, the background knowledge of students should be considered before using this kind of text. The targeted students should have this kind of knowledge. I would definitely adapt this text according to my students. It may also be how to survive when you meet your professor for the first time. It may be fun and meaningful for them as they will go and meet their professors or advisors. The table is nice, but I think the teacher should check the students' comprehension on the text before moving on the vocabulary part. There are lots of words to teach, and maybe the amount can be lowered. I liked the vocabulary practice. The questions can be discussed in groups so that they can explain their ideas, experiences maybe with each other. This lesson is a loaded, and it requires a good command of metalanguage ,so I would definitely adapt it for my classes.

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I will definitely use this lesson plan for such a lesson with some slight changes. The poster will be a good start as it will be interesting for many students. Changing the beginnings of the sentences, as Meriç Hocam suggested, will be more helpful for the students to guess the meanings. I would prepare a Kahoot game for the matching exercise so that SS will be more eager to do the task. Table completion will be a good task to get the form and use and sentence completion will make things more clear. As a post activity, I would assign a different country for each group (3-4SS), give them some time to do a research about the family culture of the related country and ask for a speech that includes a minimum of 4 of "take expressions" from every group about their topics to see the use of target vocabulary.

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Meaning is provided within the context and it makes the learning more meaningful. Firstly, it focuses on the meaning and then the grammar. I think pair work promotes student interaction and active participation in the lesson, which makes learning memorable. While doing the pairing they discuss with their pair and explain their logic to each other. Testing in pairs encourages more clarification and cognitive process as they deal more with the words they learn better. Personalization of the topic foster acquisition and retention of the new subjects as they link it with their own life and emotions, it becomes more meaningful and memorable. Choosing the best tip crate a competition and it is a good challenge in the lesson. Students try hard to be unique and find a really good tip so they are motivated to use their full potential. It also fosters creativity and participation and linking it with real life makes the use of new collocations more authentic. Finally as a follow up a role-play activity can be added to encourage students’ active participation and to include fun activity as in their groups they will share roles and they act it out by using the target words.

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The choice of the topic is really nice and I think it is closely related real life scenarios. 

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The choice of the topic is really nice and I think it is closely related real life scenarios. 

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Overall, it looks like a successful lesson plan which aims to teach vocabulary in context considering many aspects such as form and use meaning and grammar. I would use it with my students with some minor changes. I would start with some scenes from the movie. Also, I would not focus on connected speeech and word stress during the lesson. For the production activity, I would ask them to do a roleplay in which one student would be a person who is going to meet his/her partner's parents and asks for advice from his/her friends and the other student would give some advice to his/her partner. I would also remind them to use at least three of the target expressions in their roleplay.

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Tim's Lesson Plan on Collocations / Pınar Şahin Durmaz

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Tim's Lesson Plan on Collocations / Pınar Şahin Durmaz

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In this lesson plan, I really liked the concept of the lesson: meeting your partner's parents for the first time. It starts with a movie poster and a discussion on tips for the people meeting their partners' parents for the first time. This is a nice warm up for the lesson, which stimulates the learners' background info about the topic and activate their schemata. Also, guessing meaning from the context is a great way to convey meaning because the learners discover the meaning on their own in this way. I also liked the form part, which is a mechanical activity where the rules are given. The students fill in the blanks by looking at the usage of the collocations, which gives them the chance to deal with the collocations in more  detail. However, in the production part where the learners are supposed to personalize the collocations by using them, the learners in this plan are actually repeating what they do in the warm-up part. Therefore, it might be boring for them to continue with the same topic. Instead of discussing the tips by giving examples from their own lives, giving students some identity cards or situations might be a good idea. In these situations, some people who will meet their partner's parents for the first time can be described (their personalities or lifestyle). According to these descriptions, students can discuss the best tips for each situation.

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Tim's plan is not flawless but it serves the purpose. In the first place there should be some lead-in questions regarding meeting the parents of one's partner. This a notion that may change from culture and culture. Having a wide range of international students in my class, I would definitely approach the situation differently. I would put it in a discussion first, elicit from students to find out that  if they have ever encountered or heard about such meetings and their consequences.
The rest of the lesson plan looks fine. I liked the way the collocations are introduced in a reading text. Asking students what they think they mean in 'match the expressions to their definitions' activates the cognitive process, and following that we see more informed and structural learning. It is a very well-designed, step-by-step approach, which kind of scaffolds learning.

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I think it's a well-designed lesson plan. It starts with a warm up and for eliciting the vocab, it has a reading passage where students can get the meaning by themselves.  The handout for the meaning is to the point and well designed. The grammar part is also simple and effective. I really liked that it also covered the pronunciation part. At the end, the controlled activity is good for practicing though a semi-controlled one would be more beneficial to the students.  

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I think it's a well-designed lesson plan. It starts with a warm up and for eliciting the vocab, it has a reading passage where students can get the meaning by themselves.  The handout for the meaning is to the point and well designed. The grammar part is also simple and effective. I really liked that it also covered the pronunciation part. At the end, the controlled activity is good for practicing though a semi-controlled one would be more beneficial to the students.  

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Elif KIRCI

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In general it's a well-organised lesson plan. The idea of using a film poster as a warm-up activity seems really engaging. He included variety of activities (discussion, reading, vocabulary practice) and in each section he led them to work individually or in pairs. The target collocations are given within a context which is usefu

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In general it's a well-organised lesson plan. The idea of using a film poster as a warm-up activity seems really engaging. He included variety of activities (discussion, reading, vocabulary practice) and in each section he led them to work individually or in pairs. The target collocations are given within a context which is usefu

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Collocations and lesson plan by Birgül Apaydın Eyiakkan

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Collocations and lesson plan by Birgül Apaydın Eyiakkan

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Lesson plan plays a crucial role in teaching collocations. If the teacher intends to help students build vocabulary and enrich their writing tasks through collocations for a particular lesson or part of a lesson, then it should be planned out carefully focusing on meaning and use as well as grammar and form. I would personally not attempt to teach them all in one lesson because it is not like “this is the time we learned them all” type of knowledge. When the right time comes up with the right words, in a contextualised manner, students will be more likely to grasp meaning and use, grammar and form eventually. Collocations should not be regarded something we stumble upon during a lesson, and spare time to teach them without a concrete plan in mind.
What I normally do before I plan my lesson if it is to include some collocations, I google it to search for sample lesson plans such as the one whose link can be viewed below.

https://www.myenglishpages.com/blog/lesson-plan-teaching-collocations-with-do-and-make/

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I believe Tim's lesson plan is really engaging and effective. The topic may sound appealing to my students because of their age. Also, I liked the way Tim is planning to give input. I would definitely use it in my classroom with some adaptations. My only concerns is about the number of the items. I believe it will be much better to focus on less items.

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As far as I have looked into the plan I'm satisfied with this plan. If I were to prepare a lesson on this subject, I would definitely prepare a similar one. All the steps are appropriate and useful for me. Maybe I would prepare a writing or speaking activity for further

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I liked Tim’s lesson plan. I will use it in my lessons with some little changes. First of all, I liked that the lesson starts with a film poster, engaging students and activating their schemata. After talking about the poster, I would ask them if they have had a similar experience. I work with middle school students and they love talking about these things. Some personalization like this will draw their attention and make them involved. I believe personalization at this stage is very important. The reading text is enjoyable and presents  the “take” collocations in a meaningful context. The underlining activity is also good for letting students notice collocations. As some of you also mentioned, maybe the number of collocations could be less, like 6 or 7. The matching activity is useful. Depending on the level and needs of students, some definitions could be given in a simpler way . The lesson plan handles focusing on the form of “take” expressions in a nice and clear. Sts elicit the rules themselves, and I know that it is both useful and enjoyable for them. The lesson plan ends with some controlled vocabulary practice and speaking. Here, I would try something different. I would finish the lesson with another production activity. Speaking or writing could be useful. I would give them a context like you have a British friend and s/he has a Turkish girlfriend/ boyfriend. S/he is going to meet the parents.  What advice do you give to him/her? They may discuss with their partners or write an email, using at least 3 “take” collocations that they have just learnt.

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l believe it is pretty useful lesson plan in terms of its grammatical and contextual input. lt is a good idea to start with a poster to engage students. After the poster, l would add a short video from the movie 'meet the parents' to make it more engaging. The collocations are given in chunks which is easier to learn for students. The questions in the beginning are detailed enough to make them understand the topic. ln short, l would use it in my classes.

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Except for the topic  which isn't appealing for young learners, the plan seems well- organised and useful.

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Overall, I really liked this lesson plan, it is a well-designed one. I also would like to thank for this informative website: Tim's Lesson Plans. As for this lesson, especially the context itself is attention grabbing for my young adult students and when they become aware of one day they may need that conversation it will be more meaningful for them and so they will be more willing to learn. I just would like to add a brainstorming activity by writing: How to... Survive Meeting Your Partner's Parents for the First Time on the board and try to get their background knowledge on that topic(they may have already experienced a similiar conversation). Also, it is stated as an upper intermediate level lesson plan so I may adapt it according to my Ss current level by choosing only 5-6 collocation rather than the whole list. In order to be sure about the effectiveness of the production part just after this guided production part I can ask for a more creative and free activity. It may be a role play activity with groups or to make them internalize the newly learnt collocations I can ask for their own sentences by using the target collocations.

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To enhance their productive vocabulary, they can play 'derivation with a dice'. Teacher writes root words on the board and write six prefixes on each face of a blank dice, Ss roll the dice, for the prefix that comes up, Ss take turns giving a word which starts with that prefix. I believe the more they are involved in learning, the better they will remember the information.
Serap Durmus

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First, I would change the production activity into something different to give students more space to use the target focus of the lesson. As one of our friends mentioned here as well, giving them another theme (like writing a blog post about being new in a foreign country or how to start of a youtube channel) and expect them to make posters would be more engaging. Secondly, I  think we may include a few CCQ to the reading after ss share their best tips. We can get a few meanings from these questions and this can reduce the stress that each students would feel when they can't guess all the meanings of that much item.

Sevde Nur Eşiyok

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With a general consideration, I liked the lesson plan. It seems rather organized but I would like to modify it just a little bit. First of all, in case some Ss don't know the movie, showing the trailer or talking about the title, the poster, etc.  may be a good start. Also, I would ask their ideas about the topic before showing them the tips. Later on, after we see the tips, I would take their interest to the "take" expressions and ask their possible meanings.( At this point maybe we could reduce the number of expressions; there may be too many) Probably, they will mention the same things as we have in the matching activity. Then, I would distribute the sentences and meanings to the class and I would ask Ss to stand up and find their match in a restricted time. After we match them, they could complete the table altogether. To be honest, as they would be on a specific level, I believe making them use the collocations productively would be a better idea than making them fill in the blanks so I may ask them to write their ideas, suggestions, or experiences using the target vocabulary. Or the fib part may be done as a group activity, kind of a race between the whole class, and then individually they could write their own texts. These are the modifications that I'd like to make but if I didn't have time, I could use the plan as it is as well.
Thanks and best regards,
Sena

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The lesson looks entertaining and useful. Almost everything is thought through which only leaves the teacher with thinking about possible questions that might come up. As the students are upper-intermediates or above, I believe they might already know 3-4 of the collocations or have at least heard some of them, so the amount of vocabulary seems appropriate to me. I also liked that the activities are between students and do not need constant teacher involvement. The only think I would change is the amount of text on each slide on the power point. I would maybe also play a part of the movie in class (attached link possible) before showing the name of the movie, as I doubt anyone would know the movie, and ask afterwards what they thought the name of the movie is.

Jennifer Delp

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Meet the Parents (2000) Scene: "I milked a cat once."

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Overall, the lesson plan looks organized and includes basic steps. I like that it presents them in a context and continues with a mechanical activity. It is also helpful for students to see the form in a way that shows different kinds of collocations. There are only two issues I'd like to point out concerning the lesson plan. First, as for any lesson plan, the topic can be adopted depending on the age and level of students. Second, the last part of the lesson can be turned into a more productive activity such as writing their own experience or a story with a focus on only a few of the collocations.

Ezgi Tufan

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My comments are on the photo link below because padlet doesn't let me write fast.

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Overall, I enjoyed Tim's lesson plan yet I think that the plan is lacking in a production part. Continuing with the general theme of the lesson, I would definitely include a writing a speaking activity about meeting the parents of your partner in which the students would be required to use the newly learned collocations. I like the fact that the lesson plan is scaffolded and the activities are moving from controlled to more freer ones. May be I would even add a short rewrite part to encourage the students to produce sentences with the collocations. All in all, taking into consideration that I would add a freer activity, a production activity at the end, and also change the general theme of the lesson as I am currently working with middle school students, I would adopt this lesson for my students for sure. Thank you.  

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Overall, I enjoyed Tim's lesson plan yet I think that the plan is lacking in a production part. Continuing with the general theme of the lesson, I would definitely include a writing a speaking activity about meeting the parents of your partner in which the students would be required to use the newly learned collocations. I like the fact that the lesson plan is scaffolded and the activities are moving from controlled to more freer ones. May be I would even add a short rewrite part to encourage the students to produce sentences with the collocations. All in all, taking into consideration that I would add a freer activity, a production activity at the end, and also change the general theme of the lesson as I am currently working with middle school students, I would adopt this lesson for my students for sure. Thank you.  

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I really liked the plan and I would like to use it in my class if I have a chance. However, if there was a task for the production, it could be better. A writing task could be added at the end.

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Personally, I liked the way he started. He introduced the collocations with take in a meaningful context. Giving tips is a very good idea as he has to repeat the main word several times. After the awareness raising stage, he asks them to match their definitions. That helps the students to figure out the meaning of them. With the following charts he gets the students work on the form of the  given collocations. He ends the lesson with a personalization task. However, this can take less than expected and it might not lead a frutiful debate if they utter a few sentences only. They could be given more time to prepare for a debate if it will be turned into a speaking activity.

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Personally, I liked the way he started. He introduced the collocations with take in a meaningful context. Giving tips is a very good idea as he has to repeat the main word several times. After the awareness raising stage, he asks them to match their definitions. That helps the students to figure out the meaning of them. With the following charts he gets the students work on the form of the  given collocations. He ends the lesson with a personalization task. However, this can take less than expected and it might not lead a frutiful debate if they utter a few sentences only. They could be given more time to prepare for a debate if it will be turned into a speaking activity.

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In my regular teaching practice, I try to incorporate a few collocations for each word I'm teaching. In the students'' vocabulary journal they have a column to note down the collocations as well. What I do is to encourage them spend quality time while filling them in and tell them to personalize as much as they can. Once they complete weekly words, I check their journals , give feedback and assign a variety of production tasks.

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I actually liked the plan quite a lot! I enjoyed the context, it can easily be used in class with 18 year old ternagers and could even be turned into a role play. The material could be exploited differently by teachers depending on their student profile, likes, dislikes, strengths and weaknesses. But seeing collıcations in an enjoyable context sounds really fun!
Zeynep

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I like the lesson plan. It's planned carfeully according to 3Ps method. He uses a slide show and visual aids to catch students' attention.Then he presents the collocations in a text. The number of collocations is appropriate for students' level (as stated "upper-intermediate"). The matching exercise is suitable for practising the collocations. The final stage is production where the students use the collocations. They discuss and share their ideas in small group. I'd like to use it beacuse the topic and the exercises are appropriate for my students' level. They will be interested in the topic. Thanks a lot...

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First of all, this lesson plan looks like something we have done in class this term, therefore I am happy to have some comments on the realization of the lesson plan.
Although the reading part seems to be great for contextualization, it is very difficult control the reading part before the vocabulary activities. The students generally have a hard time understanding words or the general meaning and they reach for their phone immediately. I think the order of the activities can change, therefore the students can have a glance at the words before starting to read the text and trying to gauge meanings. However, the number of words seems to be a problem. Although we generally work on this many words, maybe even more, in class due to the lack of time, in an ideal environment where the goal is acquisition, there should be fewer target words. The rule table with "take+__+preposition" looks good in theory, but in reality, in the classroom we have many students that cannot differentiate a noun from an adjective, so I would drop that part. Last exercise seems very good, but before that, I would ask some personal questions to the students to see if they understood the meaning of the vocabulary, then move on to a general exercise like the last one. In general, I feel like there was enough focus on meaning and use as well.
Aslıhan Nur Erol

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I think Tim's lesson plan is great in terms of presentation and practice. However when I think of my current class, I need to make some adaptations to make the learning process meaningful. Some of my students are from Mali, Syria, Bangladesh, Azerbaijan and they have very different cultural backgrounds, so I would add a warm-up session where they can talk about their own traditions of meeting the parents. Also I would change the personalised practice at the end and put something they can actually experience ( so that they can internalize the task) such as a job interview or the first day at their new job.  Thank you :)

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It was a good idea to teach collocations through reading. The following vocabulary practice was very useful too. In general it was a well designed plan. It focused on both meaning and form. Students were actively engaged during the lesson. I would probably choose a more popular movie for the tuning in part. I would also prepare a mini controlled practice activity to check understanding.

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It was a good idea to teach collocations through reading. The following vocabulary practice was very useful too. In general it was a well designed plan. It focused on both meaning and form. Students were actively engaged during the lesson. I would probably choose a more popular movie for the tuning in part. I would also prepare a mini controlled practice activity to check understanding.

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I actually liked Tim’s lesson plan. I will definitely use it in my lessons with some minor changes. First of all, I loved that the lesson starts with a film poster, engaging students and activating their schemata. After talking about the poster, I would ask them if they have had a similar experience and how it has been like. I work with university students and they love talking about these things. Some personalization like this will certainly draw their attention and make them more involved. I believe personalization at this stage is very important. The reading text is enjoyable and presents  the “take” collocations in a meaningful and stimulating context. The underlining activity is also good for letting students notice collocations as lexical chunks. As some of you also mentioned, maybe the number of collocations could be less, like 6 or 7. The matching activity looks good. Depending on the level and needs of students, some definitions could be given in a simpler way though. The lesson plan handles focusing on the form of “take” expressions in a nice and clear way. Students elicit the rules themselves, and I know that it is both useful and enjoyable for them. The lesson plan ends with some controlled vocabulary practice and speaking. Here, I would try something different. I would finish the lesson with another production based activity. Maybe speaking or writing. I would give them a context like you have a British friend and s/he has a Turkish girlfriend/ boyfriend. S/he is going to meet the parents.  What advice do you give to him/her? They may discuss with their partners or write an email, using at least 3 “take” collocations that they have just learnt.

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I would use it in my lesson, which is very useful. I also use some productive activities in class by using the skills(speaking and writing) 

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I would use it in my lesson, which is very useful. I also use some productive activities in class by using the skills(speaking and writing) 

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What I liked most in this lesson plan is that it integrates skills and students have a chance to practice the things they learned. I also checked the full lesson plan. It is also good idea to start with a film related to the topic to generate interest.

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What I liked most in this lesson plan is that it integrates skills and students have a chance to practice the things they learned. I also checked the full lesson plan. It is also good idea to start with a film related to the topic to generate interest.

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First of all, what I liked most about this lesson plan is that the instructor included most of the high frequency "take" collocations as a whole. To me, the focus of the lesson must have the collocations of "take", and including most of the related collocations is a good idea to teach them altogether. Also, the lesson deals with not only the meanings of the collocations, but also various activities are embedded to show the underlying word grammar rules, i.e. making students complete the grammar rules about the collocations by displaying examples for each rule. In this sense, I can argue that lesson is not mechanic and deductive at all; it has an inductive approach towards teaching collocations even if it is about grammar rules. Also, I found the last drill activity very useful - although it may be considered as a bit dull and repetitive, in order to drill the key collocations. However, there aren't any activities related to the pronunciation, stress, register & style (I mean the pragmatics of the collocations are not mentioned at all.), which can be considered as the biggest drawback of this lesson. All in all, it was a well designed course referring to many aspects of the use of collocations, but it has minor limitations any way.

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I think the lesson plan was designed very carefully and pinpoints the very useful and common collocation. However, I would like to add a point that for teaching collocation, needs analysis must done first or at least to have a knowledge about learners background will help a lot to have a fruitful lesson.

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I think the lesson plan   looks well-organised. It might be necessary to adapt it slightly depending on the group level.

Best regards,
Mariia

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I like the lesson, the timing, the organization, the approach. In general, it is ok.

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I like the lesson, the timing, the organization, the approach. In general, it is ok.

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I found the lesson plan effective since the topic is appealing for teeneagers and young adults and the lesson was designed well. Showing the movie poster at the beginning is likely to attract Ss' attention and is a good way to activate their schemata. The target collocations are presented in a context and Ss are asked to find them in the text; in this way, Ss become more aware of the structures. I think understanding a word or phrase's meaning from the context is an essential strategy that our Ss should learn and practice again and again. However, in this lesson plan, some sentences don't provide enough information that Ss need to guess the collocations' meanings, so it's better to edit the . The other part I would change in the lesson plan is the post-activity. Maybe in groups, they can add one more tip to the list. Some students may pretend that everything went wrong even they followed the tips and the others can give their friends some advice. Or they can do a role-play to portray meeting their dates' parents.

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I think this is a well-planned lesson plan for strong intermediate classes.I liked the personalization tasks at the beginning and they set the scene for the upcoming tasks. Boosting students' interest in what they are doing is very important for the learning to take place. The topic itself is also interesting in my context( My target students are young learners) The vocab is introduced in a contextualized way which makes it easier for retention. There are both recognition activities and meaning-related matching. There is also another activity focusing on the form.In addition, the activity for writing down the words that collocate with the verb "take" is also good. As for the final activity we can make students use them actively in a different context whether as the writing or speaking practice.

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I think this is a well-planned lesson plan for strong intermediate classes.I liked the personalization tasks at the beginning and they set the scene for the upcoming tasks. Boosting students' interest in what they are doing is very important for the learning to take place. The topic itself is also interesting in my context( My target students are young learners) The vocab is introduced in a contextualized way which makes it easier for retention. There are both recognition activities and meaning-related matching. There is also another activity focusing on the form.In addition, the activity for writing down the words that collocate with the verb "take" is also good. As for the final activity we can make students use them actively in a different context whether as the writing or speaking practice.

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I believe that was a very useful lesson plan full of productive ideas and exercises. The only thing that I would change would be the warm-up part. I would try to elicit some of the target vocabulary from the students. Students will feel engaged and motivated. They may also personalize the content and perform well.
For the production part I'd add some more activities. The ones I mentioned in the discussion forum.

My students enjoy playing games in vocabulary lessons so some possible ones are;

First of all, ask the students to fill in the chart with connotations and denotations of the given vocab. They should keep it in mind that connotations are the feelings associated with the word. They may fill the chart and have a competition. The group who finishes correctly first will be the winner. Later, they may use them in a context.

Another fun way of teaching connotations is you give the word and ask the students to draw the feeling they get as they hear the word. Later you may ask your students to elaborate on what they have drawn and check their understanding. I sometimes have an exhibition in the class with their pictures. They like to move around the class and have a look at the pictures. They may write a short paragraph about the words and the feelings or their pictures.

The last one is; teacher divides the class into 4 groups and asks the students to come up with possible synonyms of negative and positive connotations of the words. When they finish writing they will post it on the board and the fastest group will get the points.

I think it's important to know the differences between connotation and denotation to have a better understanding in the target language.

Thank you.

Pelin Çetinün

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I really liked Tim's lesson plan since it is very engaging and attention-grabber. First, all students might have a similar situation like this and they would be interested in learning such words in context. Secondly, I liked the way how he used all "take" words in context. The sentences have clues and students can deduce the meaning from context. There is form, meaning, and use. Most importantly, the connotation was intended to be taught. As we studied in the previous section, the connotation is very important to emphasize. My only suggestion and concern would be that teaching too many collocations at the same time might create a confusion. After this class, recycling process should be made regularly. Students should continue producing the language. I will definitely use this lesson with higher-level students.
Nurkan Dikmen

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I think this lesson plan is quite successful. I work with young adults, so it is suitable for their age and for their current level. The collocations are given in a fun context. In terms of meaning and connotations, the context is useful and clear. The collocations fit into the sentences naturally. Meaning and connotations are elicited, which makes it so much easier for the students to remember them because they can relate the collocations to certain feelings and situations. And they tend to remember the meanings that they have elicited rather than  the ones handed to them. Spelling and pronunciation are also highlighted in the exercises. So, I would definitely use this exercise in my class for an efficient  and fun collocation practice.

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The lesson plan is quite successful, I believe. Since I work with young adults, this would be suitable for their age and their current level. Meaning and connotations are highlighted and eliciting is encouraged, which works well in my classes because they tend to remember what they elicit rather than what I hand them on a silver plate. The words are given in a context that also elaborates on their grammatical usage. Pronunciation and spelling are also covered with an exercise. I would definitely use this in one of my classes. It would grab my students' attention and

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I would use the lesson plan but I would start with a brainstorming activity on the topic, and I would like to elicit the collocations with ""take" from the students first.

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I think this is a well thought out lesson plan. In the beggining I would show a clip from the film of one of the awkward situations from the film in order to elicit more responses from the students.   At the end of the lesson I might put them into groups and give them some other scenarios to talk about using the  the same connotations but in a different context.

Thanks Benjamin Burger

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In general, I think it is a good lesson plan.  Presenting the target language in a context, and then breaking down the collocations into meaning and calling attention to form.  One of the first tools to teaching collocations mentioned  by Ms. Nezaket in her slide presentation was recognition so perhaps eliciting this from the students (which word collocation do you think we will focus on today?) following the reading activity might be an extra step.  Ending the lesson with some form of production could be helpful - having the students choose 4 items and write an advice column for the same or similar context is one option. Another option could be something with speaking.  Preparing extra situational cards and in groups, a student selects a card, reads it aloud and asks for advice.  Group members must offer advice using one of the collocations. With regards to what some of my colleagues have suggested, the number of collocations is large, yet if the aim is raising awareness and not so much learning every collocation, then I don't see this exposure as a problem.  I would definitely use the lesson plan with a few adjustments.

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In general, I think it is a good lesson plan.  Presenting the target language in a context, and then breaking down the collocations into meaning and calling attention to form.  One of the first tools to teaching collocations mentioned  by Ms. Nezaket in her slide presentation was recognition so perhaps eliciting this from the students (which word collocation do you think we will focus on today?) following the reading activity might be an extra step.  Ending the lesson with some form of production could be helpful - having the students choose 4 items and write an advice column for the same or similar context is one option. Another option could be something with speaking.  Preparing extra situational cards and in groups, a student selects a card, reads it aloud and asks for advice.  Group members must offer advice using one of the collocations. With regards to what some of my colleagues have suggested, the number of collocations is large, yet if the aim is raising awareness and not so much learning every collocation, then I don't see this exposure as a problem.  I would definitely use the lesson plan with a few adjustments.

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According to the full lesson plan, the T starts the lesson with a class discussion to activate schemata which gives ss a reason to read and gather ideas. As a next step, ss are encouraged to find and underline the expressions with "take" which raises awareness. Then, ss discuss the meaning of each expression and they work out the meaning from context. Also, T raises another topic for ss to discuss the form during which ss identify and notice the different forms of the expressions. However, this activity requires a high command of language and awareness of metalanguage. The latter activity where ss practice, reinforce and recycle what has been taught is a good way of ss assessing themselves. At the end of this activity, ss will probably have gained more cognitive depth and reinforced confidence.

I could use this lesson plan with an appropriate class and level of ss but I would still make some changes and additions:

·      The plan lacks extension and production. To extend, first I could ask ss to brainstorm and prepare a mind map and would use the mind map as a reference for ss for further study. After that, I would ask them to use their dictionaries to find more collocations and add to the map. Dictionary work would promote autonomy and that would be a more meaningful for of teaching. As a final activity, I could have asked ss to create their own dialogue, text, etc in pairs/groups to produce their own sentences in context. When in pairs/groups, we could make use of peer learning as well.

·      Sometimes it is really difficult for learners to make connections as their understanding of the language might hinder learning. Therefore, I could have used L1 as a reference if I felt necessary and found it helpful.

·      I think “collocations” is a difficult area and the learners would need more practice. As an extra practice, I could prepare a few sentences that had “collocational errors” for ss to correct.

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First of all, the  film poster is a good idea to gain attention of students.
Highlighting activity ''expressions go with take''
is another useful activity that will show the students that they are aware of what is the main aim of the lesson. Students can see the differences among collocations of ''take'' since they have all different meanings. Further, this activitity helps learners to gain skimming and scanning skills as it is very important in academic areas. Having learners do kind of activities may help them in their upcoming years.
Moreover, I liked the vocabulary practice activity and  matching activity. They will be a good practice for learners after doing highlighting activity. It will raise awareness.

For my students, I may use the vocabulary practivce and matching activities because I see that Tim's lesson plan requires students make discussions towards the end of the lesson and it may be too much for my students since they are not familiar with collocations of ''take''. But, students with over intermediate levels can easily adapt the lesson. For lower levels first two activities are good at th

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I liked the lesson plan, especially the topic which plays an important role to generate our students' interest. If the topic is not engaging, whatever you teach and no matter how it is important or useful, it is difficult to motivate them. However, the topic here is really  interesting and cannot be defined as utterly fabricated. Even if they have not experienced such a thing, they can be articulate and can formulate ideas pertaining to it while introducing the topic.   Speaking of the meaning and use, the elements such as meaning in context and meaning in regard to other words around it furnish them with helpful equipment to guess the meaning of the words prior to the matching activity. The activities are good, but maybe two more productive activities could have been added, such as a critical thinking part- post reading discussion questions (can be done as group), or a short writing section. In my writing lessons, I usually choose several words covered and studied in other lessons, and ask my students to use them while writing their essays. Tülay Dağoğlu

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I liked the lesson plan, especially the topic which plays an important role to generate our students' interest. If the topic is not engaging, whatever you teach and no matter how it is important or useful, it is difficult to motivate them. However, the topic here is really  interesting and cannot be defined as utterly fabricated. Even if they have not experienced such a thing, they can be articulate and can formulate ideas pertaining to it while introducing the topic.   Speaking of the meaning and use, the elements such as meaning in context and meaning in regard to other words around it furnish them with helpful equipment to guess the meaning of the words prior to the matching activity. The activities are good, but maybe two more productive activities could have been added, such as a critical thinking part- post reading discussion questions (can be done as group), or a short writing section. In my writing lessons, I usually choose several words covered and studied in other lessons, and ask my students to use them while writing their essays. Tülay Dağoğlu

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What I liked about the lesson plan is that the target vocabulary items are presented in a meaningul context. However, I think the number of collocations presented is high. I wouldn’t teach so many items in one lesson and I would limit it to 7. The plan is also effectve in the sense that it focuses on meaning, form, pronunciation and usage. I also liked the lesson plan since all the stages are built on each other and there is a thematic link between them. I also liked the lesson since it is student-centred. It gives the opportunity to students involve in learning.
Gulcin Cosgun

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I like Tim's lesson plan in general. Timing and presentation is good. Use of the verb "take" in context first is good for meaning. And then, working on Grammar and form is strong.
Şahin

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I think this lesson plan is fine as it is so I will use it in my classes if I have a chance. I might think of adding another stage at the end in which students can have a writing task and they can use some of these collocations in context.  Emine BC

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I liked the lesson plan and I think that I can use it with my A2 students at prep school. It helps raise awaraness of collacations by providing exposure as much as possible. However, I would change and add some parts in the lesson plan. I would choose a Turkish movie to activate their background knowledge. Also, I would decrease the number of collacations as it could be tiring and boring for students.Finally, I would promote pair/group work by adding a communication activity or a game. Thanks for sharing the lesson plan.

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I think the material is useful and full of activities but it lacks interactivity. Students should be engaged to lessons more. For example, the lesson may start with talking about weddings, first meeting with family and so on. Some videos or some scenes from a movie can be introduced to take students interest and scaffold. Then students will analyze the text in a better way with their peers. They can be asked to work on meanings and then the teacher will take the floor to give details and check their answers. In brief, students should be more active and this fruitful material should be exploited in a better way. 

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I think the material is useful and full of activities but it lacks interactivity. Students should be engaged to lessons more. For example, the lesson may start with talking about weddings, first meeting with family and so on. Some videos or some scenes from a movie can be introduced to take students interest and scaffold. Then students will analyze the text in a better way with their peers. They can be asked to work on meanings and then the teacher will take the floor to give details and check their answers. In brief, students should be more active and this fruitful material should be exploited in a better way. 

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The lesson starts with a poster, I am sure this will grab students' attention before moving to the deeper parts, because I personally believe that warm up parts are always a necesarry link to the actual lesson. I like the lesson plan and steps, however I may use it with some adaptation. For example, vocabulary part, collocations wth "take", it is good to see lots of collocations with "take", but teaching them all at the same time in 20-30 minutes could be tiring and confusing for my students, I can reduce the number of items before using in class.

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The lesson starts with a poster, I am sure this will grab students' attention before moving to the deeper parts, because I personally believe that warm up parts are always a necesarry link to the actual lesson. I like the lesson plan and steps, however I may use it with some adaptation. For example, vocabulary part, collocations wth "take", it is good to see lots of collocations with "take", but teaching them all at the same time in 20-30 minutes could be tiring and confusing for my students, I can reduce the number of items before using in class.

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Plus, thanks for sharing this lesson plan with us :)  Hande

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Thoughts on the Lesson Plan (Sevil Kazak)

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Thoughts on the Lesson Plan (Sevil Kazak)

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Such materials contextualizing the content work pretty well as long as they are appropriate for and appealing to the target audience. In this lesson plan, there are opportunities for learners to not only recognize collocations with the verb “take” but also study them in chunks, not single units. Learners are encouraged to infer the meanings of the collocations from the context and explicitly asked to work on the grammatical and formal aspects as well. If I were to use this lesson plan, I would make sure the collocations would not be presented only through the printed text. Flashcards and other visual aids would make this learning experience much more memorable. I like the discussion part at the end of the lesson and I would definitely use a written free practice where learners are expected to revise and practise the form and the use of the collocations to be learnt. - Sevil Kazak

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Thoughts on the Lesson Plan (Sevil Kazak)Such materials contextualizing the content work pretty well as long as they are appropriate for and appealing to the target audience. In this lesson plan, there are opportunities for learners to not only recognize collocations with the verb “take” but also study them in chunks, not single units. Learners are encouraged to infer the meanings of the collocations from the context and explicitly asked to work on the grammatical and formal aspects as well. If I were to use this lesson plan, I would make sure the collocations would not be presented only through the printed text. Flashcards and other visual aids would make this learning experience much more memorable. I like the discussion part at the end of the lesson and I would definitely use a written free practice where learners are expected to revise and practise the form and the use of the collocations to be learnt. - Sevil Kazak

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Thoughts on the Lesson Plan (Sevil Kazak)Such materials contextualizing the content work pretty well as long as they are appropriate for and appealing to the target audience. In this lesson plan, there are opportunities for learners to not only recognize collocations with the verb “take” but also study them in chunks, not single units. Learners are encouraged to infer the meanings of the collocations from the context and explicitly asked to work on the grammatical and formal aspects as well. If I were to use this lesson plan, I would make sure the collocations would not be presented only through the printed text. Flashcards and other visual aids would make this learning experience much more memorable. I like the discussion part at the end of the lesson and I would definitely use a written free practice where learners are expected to revise and practise the form and the use of the collocations to be learnt. - Sevil Kazak

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I liked the lesson plan. It would be interesting for the age level I am working with as well. Maybe I would start with a funny video to grab their attention- for example, a video about a boy committing a social faux pas when he meets his girlfriend’s family.:) Then maybe I wouldn’t use that many collocations but have them come up with their own, giving them contextual clues and this could be in groups so they can interact more.

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The lesson plan I feel is one that I could use. The collocations appear to be used in context within the text, as any vocabulary to be learned should be. However; there are a lot of them. An OUP webinar I watched a few weeks ago gave 7 items a lesson and about 100 items a term were a good number for learners to handle. I know this was for vocabulary but maybe applies also to collocations. I liked the find and underline activity (my students generally do also as they complain about anything over 1 page to read!) Matching exercises are also liked by my learners and I feel is a good activity. The vocabulary in the “meaning” column would need to be a suitable level for my learners as various levels are in each class. The logic of the lesson I also agree with; find, match, find the rule, use. I’d probably also try to recycle at a later date and try to use in the next lesson. I liked the idea & the plan.

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The lesson plan I feel is one that I could use. The collocations appear to be used in context within the text, as any vocabulary to be learned should be. However; there are a lot of them. An OUP webinar I watched a few weeks ago gave 7 items a lesson and about 100 items a term were a good number for learners to handle. I know this was for vocabulary but maybe applies also to collocations. I liked the find and underline activity (my students generally do also as they complain about anything over 1 page to read!) Matching exercises are also liked by my learners and I feel is a good activity. The vocabulary in the “meaning” column would need to be a suitable level for my learners as various levels are in each class. The logic of the lesson I also agree with; find, match, find the rule, use. I’d probably also try to recycle at a later date and try to use in the next lesson. I liked the idea & the plan.

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I liked the lesson plan because the topic is interesting and I think my students would engage in it. However, I would also show the trailer in case they didn't watch the film. Also, I would ask if they met their partners' parents or what kind of tips they would give to someone who would meet their partners' parents. Only after that, we would read the article. The article gives a meaningful context to teach take expressions and the number of items is ok. The lesson plan makes students notice the items and guess their meaning from the context, gives their definitions and checks their understanding, focuses on the form and finally makes students produce their own sentences. Overall, I would use it in my class because as I said, my students would be interested in the topic and I think the lesson plan provides a meaningful flow which enables students to learn the target vocabulary.

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I really like the lesson plan, especially the topic. I wouldn't change much regarding the activities, but I would add some more fun elements, maybe start with some more familiar scenes from other films, series or even Turkish series or films. (For example, the kız-isteme scene from the latest film Aile arasında is so much fun:)) Because the topic is so engaging for young adults, I would probably ask them to write more tips on similar topics using at least 5 collocations with 'take' in groups; such as, how to ask a girl out, how to propose sb, what to wear on a first-date etc. and then finish with a role-play activity at the end of the lesson.

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I really like the lesson plan, especially the topic. I wouldn't change much regarding the activities, but I would add some more fun elements, maybe start with some more familiar scenes from other films, series or even Turkish series or films. (For example, the kız-isteme scene from the latest film Aile arasında is so much fun:)) Because the topic is so engaging for young adults, I would probably ask them to write more tips on similar topics using at least 5 collocations with 'take' in groups; such as, how to ask a girl out, how to propose sb, what to wear on a first-date etc. and then finish with a role-play activity at the end of the lesson.

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Gülçin Güvençli

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I think I would use this plan with some adaptations. First of all, like most of my colleagues, I would not include 10 items. 7 would be a better choice. After the film scene, I would ask the students about their experiences and ideas to personalize the context. Instead of waiting until the end of the lesson, I would include personalization stage in the beginning and I would add a similar but not an identical context at the end for variety; a discussion or giving advice about what to do in a job interview maybe. I think adding variety in terms of context  at the end of the lesson would be a good opportunity to transfer what they learnt into a different context and provide some flexibility and creativity. Also, I think there needs to be an additional stage to practice meaning before moving to form. After matching the meaning of collocations, there could be a controlled practice; a fill in the blanks exercise maybe to focus on meaning before moving on to form so soon. All in all, the plan is well thought  and staged and with some adaptations it could be an effective lesson to teach collocations.

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I think I would use this plan with some adaptations. First of all, like most of my colleagues, I would not include 10 items. 7 would be a better choice. After the film scene, I would ask the students about their experiences and ideas to personalize the context. Instead of waiting until the end of the lesson, I would include personalization stage in the beginning and I would add a similar but not an identical context at the end for variety; a discussion or giving advice about what to do in a job interview maybe. I think adding variety in terms of context  at the end of the lesson would be a good opportunity to transfer what they learnt into a different context and provide some flexibility and creativity. Also, I think there needs to be an additional stage to practice meaning before moving to form. After matching the meaning of collocations, there could be a controlled practice; a fill in the blanks exercise maybe to focus on meaning before moving on to form so soon. All in all, the plan is well thought  and staged and with some adaptations it could be an effective lesson to teach collocations.

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I think I would use this plan with some adaptations. First of all, like most of my colleagues, I would not include 10 items. 7 would be a better choice. After the film scene, I would ask the students about their experiences and ideas to personalize the context. Instead of waiting until the end of the lesson, I would include personalization stage in the beginning and I would add a similar but not an identical context at the end for variety; a discussion or giving advice about what to do in a job interview maybe. I think adding variety in terms of context  at the end of the lesson would be a good opportunity to transfer what they learnt into a different context and provide some flexibility and creativity. Also, I think there needs to be an additional stage to practice meaning before moving to form. After matching the meaning of collocations, there could be a controlled practice; a fill in the blanks exercise maybe to focus on meaning before moving on to form so soon. All in all, the plan is well thought  and staged and with some adaptations it could be an effective lesson to teach collocations.

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It is always a good idea to start the lesson with activating schemata or linking it with what have been previously learned.  In this lesson starting with an attention taking film poster seems to be a brilliant idea. It also provides an aim to read the article. Asking students to share their ideas with the peers is a good idea as it reduces their affective filters to participate while eliciting answers from the whole class. Having students highlight the “expressions with take” allows students to notice the aim of the lesson. This is a smooth transition to the main aim of the lesson. The teachers shows the answer key and students will have a change to check if they could highlighted the expressions in the intended way. Pairs working out the meaning from the context will help students pay more attention to the expressions. Matching activity is suitable and helpful for the learners. This activity will make the meaning clear. Next, the teacher focuses on form of the expressions. The chart given to be filled by the students will make the form clear for the students. Eliciting meta-language from the students is not always a good idea but in this context, it looks suitable for the level of the learners as they are “strong -intermediate/ upper-intermediate”.  Focusing on the pronunciation should nıt be separated from focusing on the form. Students must be aware of both receptive and productive knowledge of the target vocabulary items. I liked the pronunciation practice. Vocabulary practice part is successful as it provides plenty of controlled and free practice of target expressions. I believe students best learn when they have a personalized practice. I would use this lesson plan with my students, however I would like to focus on 5 or 6 expression in a lesson. I would adapt it in accordance with the needs of my learners. 

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It is always a good idea to start the lesson with activating schemata or linking it with what have been previously learned.  In this lesson starting with an attention taking film poster seems to be a brilliant idea. It also provides an aim to read the article. Asking students to share their ideas with the peers is a good idea as it reduces their affective filters to participate while eliciting answers from the whole class. Having students highlight the “expressions with take” allows students to notice the aim of the lesson. This is a smooth transition to the main aim of the lesson. The teachers shows the answer key and students will have a change to check if they could highlighted the expressions in the intended way. Pairs working out the meaning from the context will help students pay more attention to the expressions. Matching activity is suitable and helpful for the learners. This activity will make the meaning clear. Next, the teacher focuses on form of the expressions. The chart given to be filled by the students will make the form clear for the students. Eliciting meta-language from the students is not always a good idea but in this context, it looks suitable for the level of the learners as they are “strong -intermediate/ upper-intermediate”.  Focusing on the pronunciation should nıt be separated from focusing on the form. Students must be aware of both receptive and productive knowledge of the target vocabulary items. I liked the pronunciation practice. Vocabulary practice part is successful as it provides plenty of controlled and free practice of target expressions. I believe students best learn when they have a personalized practice. I would use this lesson plan with my students, however I would like to focus on 5 or 6 expression in a lesson. I would adapt it in accordance with the needs of my learners. 

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I like the idea of presenting collocations in a reading text like this, so there is context.  I also like the matching activity to check the meaning of each collocation. The vocabulary practice too serves the purpose of teaching these collacations, but isn't it overambitious? There are ten collocations with 'take'. I think it is too many to learn, or at least to practice using ..By the way there is no additional activity or task for students to produce their own sentences. I think there should be a production stage, too.

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Can I flip it?I like the lesson plan. However, after reading some books about Flip learning, I may want to be ‘more of a guide on the side’. So I can spend most of the class time with thinking and talking in groups and and writing with these words. I am planning to use in-class flip so I want to ask my students to watch the trailer of the movie with their earphones and then I can form stations with the activities in the lesson plan such as station 1- Reading and vocabulary matching text, station 2-table completion, station 3-putting the correct noun into the blanks). While the students are walking through the stations, I am going to be around to take notes about the students’ performances. Besides, I am going to ask my students to write their feelings about the activities on the walls of the stations. After that, I am going to assign some formative quizzes that I have prepared before with these words. Then I am going to put them in groups to let them discuss and summarize. The questions could be personalised ones such as what they think they should do to meet their partners’ parents for the first time, which tip they like best and why? Are there any differences with your culture when comparing the tips given to the characters’ of the movie? Do we have the same tips? Do you want to add some more? and so on. As a final activity, I need to get feedback. I am going to ask them to write what they remember and what they feel about the words with ‘take’.

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Can I flip it?I like the lesson plan. However, after reading some books about Flip learning, I may want to be ‘more of a guide on the side’. So I can spend most of the class time with thinking and talking in groups and and writing with these words. I am planning to use in-class flip so I want to ask my students to watch the trailer of the movie with their earphones and then I can form stations with the activities in the lesson plan such as station 1- Reading and vocabulary matching text, station 2-table completion, station 3-putting the correct noun into the blanks). While the students are walking through the stations, I am going to be around to take notes about the students’ performances. Besides, I am going to ask my students to write their feelings about the activities on the walls of the stations. After that, I am going to assign some formative quizzes that I have prepared before with these words. Then I am going to put them in groups to let them discuss and summarize. The questions could be personalised ones such as what they think they should do to meet their partners’ parents for the first time, which tip they like best and why? Are there any differences with your culture when comparing the tips given to the characters’ of the movie? Do we have the same tips? Do you want to add some more? and so on. As a final activity, I need to get feedback. I am going to ask them to write what they remember and what they feel about the words with ‘take’.

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In my opinion, the lesson plan deals with the meaning and use with a great context and I am sure young adult students would really enjoy the topic. In terms of grammar and form the suggested activities seem to get students familiar with the collocations. The actual lesson plan is very detailed and seems very useful. However, as a teacher I might not use the same context since it is not academic. I might present the same collocations yet may be change the topic to something like "How to survive your freshmen year at university". Also the topic is not suitable for younger learners. As I stated following similar activities yet changing the context can be a good lesson for my students.
Thank you:)
Esra Kartal

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1. Evaluate the lesson plan in terms of how it deals with meaning & use, and grammar &

form.

I do like the communicative nature of the task and how it engages their interest from the very beginning by relating it to a film (which my students are interested in) and at the end with peer feedback.  However, this could be problematic because its an older film and its less likely my students will have seen it.    The number of items being taught is a bit high- I would choose 8.  This lesson plan follows a typical model in that it promotes noticing, then meaning, form, pron, production, checking, and feedback.   The lesson fails to generalize the topic out, however, to discuss the concept of collocation and does not include a controlled spoken element of production.  When students discuss their own ideas and experiences, there is no real reason to  use the target language.  Perhaps having students write questions and then asking those questions to their partner, rather than writing statements, would be more engaging and ensure use of the TL while also giving students a purpose for completing both activities.

2. Why would you use OR not use it with your students.

For use with my students, the lesson would have to be adapted.  They would not relate to the topic, as they are not having to worry about meeting their partner’s parents, and they are unlikely to have seen the film.  The style of PowerPoint would not hold their attention.  That being said, I do think its a good example of how to teach collocation.

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Thank you for Tim's lesson plan for collacations. It is done very well and I will also use it for my studens

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Thank you for Tim's lesson plan for collacations. It is done very well and I will also use it for my studens

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Thank you for Tim's lesson plan about collacations. It is done well. I will use it for my students because teach collocations may be difficult

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Thank you for Tim's lesson plan about collacations. It is done well. I will use it for my students because teach collocations may be difficult

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I liked the lesson in general. It is contextualized, and the context itself would definitely appeal my students who are in their 20s. The reading text is not unnecessarily long for vocabulary teaching, which is another plus. Some of the sentences provided clues for the meaning, so that the meaning could be guessed; for example, # 7 says “it is not that important” which will definitely help what “take no notice” means. Whereas some others, such as #5, did not have any clues to help guess the meaning. It could have followed by an expression like “don’t be quick..” I also would change the gap fill activity, in which only the nouns were asked. Students do not need the meaning to do this activity because just by looking at the form, the preposition following the blank for example, the activity can be done. The production stage also needs some revision, in terms of context, because the reading text the students exploit and the task asked at the production stage is no different.

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In general, I would use the lesson plan for my class with slight differences. For me, as mentioned many times before, contextualization is the beginning of teaching and the lesson starts with a poster to make the students activate their schemata. The teacher also focused on every aspect of vocabulary items (meaning, form, use, pronunciation etc.). When I take my students profile into account, grasping 10 items in a lesson is not possible as the literature suggests. I could use 5-6 items for my own class with a more familiar context. The number of the items could change depending on the level of the students. In short, I like the flow of the lesson.
Halil... :)

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In terms of meaning, the collocations of 'take' is given in a meaningful authentic context.

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I think overall I liked the lesson plan . It is a well thought and well planned one. the flow of the tasks are meaningful. The teacher focuses on form and meaning through a contextualized plan. The topic (the conext) can be adapted to various levels and age groups which makes this lesson plan quite recyclable. However, I would adapt this plan to create more space for personalisation and production. The tasks seem to focus more on receptive knowledge of students rather than productive. Also there seeems to be too much controlled (even restricted) practice , and I believe that much freer practice could be embedded in the plan. would change the beginning where I would get tips from the students first and would write them on the board and then paraphrase those sentences by using the target vocabulary. Also, at the end I would ask them to write their own tips for a new and different scenario where students would have the chance to use the target vocab. in a more personalized manner.

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Duygu Özbilen-A learner friendly lesson plan, needs some slight changes, though

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Duygu Özbilen-A learner friendly lesson plan, needs some slight changes, though

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I will definitely make use of this lesson plan by making some adaptations and slight changes. I'm thinking of adding a trailer of the film to address to visual learners. To categorize collocations with "take" is a good idea, however, as one of our friends stated, some of the meanings are  blurred in sample sentences. Leading a classroom debate about the codes of behaviour while meeting your partner's parents for the first time would be a good idea as well. This kind of an activity will focus on their summarizing, paraphrasing and speaking skills. Working in groups will foster cooperation and peer correction. Overall, it seems like a true match for upper intermediate young adults just like the groups I'm teaching at the moment.

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I would say that this lesson plan is quite successful for any teacher to make use of as it has all the pre-requisites for teaching collocations of the "delexicalised" verb take: meaning & use and grammar & form are given fair share of focus.
As is said, the Ss group is  B1+/B2 level, 10 items, whose key words such as "notice", "care", "risk" are already familiar  to the Ss, are a reasonable number of lexical items to teach at one go. Besides all the other mechanics/aspects of an effective lesson plan, the target lexical items are embedded in a very clear context, which mostly reveals the meaning of the phrases and wherever Ss have problems decoding the context, they could get a little help from a partner or the teacher. The phrases are presented in meaningful  context for receptive learning.
Form (spelling/orthographic form)-meaning link is made through a word form -  dictionary definition (denotation) matching task, which I find essential, though I would ask my Ss to first start matching with the definitions the lexical items that they already know or  are most familiar with . Then they would have less items to worry about  or be  challenged by.  I might have asked my Ss to look up the key word in a challenging lexical item in  their monolingual dictionary to find what the phrase means; in this way I would have applied another VLS, which the Ss might later use whenever they come up with a delexicalised verb phrase.
The grammar and form (pattern) of the lexical items are presented with a gap-filling task on a  classification chart (a very useful VLS) asking Ss to complete the patterns of of "take" collocations using metalanguage, which could be very awareness raising for some Ss who like learning through rules / formulae,.
The 10-item gap-filling practice task is a very useful contextualised receptive  use task.
The lesson plan also focuses on written and spoken form of the target lexical items, through getting students see and write them (spelling) and orally produce them (pronounciation,  stress,  weak forms).
With several slight personal modifications, I would happily use  such a lesson plan with my Ss.

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What I liked about the lesson flow is, it started with the contextualisation and activating schemata, what could be improved is sharing students' links to previous or later learning because if the target vocabulary is known already then the best practice could be starting with a test then teach. But if they don't know any of the target vocabulry maybe 10 items could bea little bit high for a teaching hour. According to Lewis, 7 items are ideal. Another thing I can say is lesson is staged properly and T mentioned F M U and pronunciation and stress. There is also a production part. Thematic link,smooth transitions and personalised final task all are very good. I liked it mostly and thanks for sharing this as a sample.

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What I liked about the lesson flow is, it started with the contextualisation and activating schemata, what could be improved is sharing students' links to previous or later learning because if the target vocabulary is known already then the best practice could be starting with a test then teach. But if they don't know any of the target vocabulry maybe 10 items could bea little bit high for a teaching hour. According to Lewis, 7 items are ideal. Another thing I can say is lesson is staged properly and T mentioned F M U and pronunciation and stress. There is also a production part. Thematic link,smooth transitions and personalised final task all are very good. I liked it mostly and thanks for sharing this as a sample.

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Best,
Didem ^ ^

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https://docs.google.com/file/d/16tbobcR-3oR0Zxk-yyHL0MFC8rh-81Oi/edit?usp=docslist_api&filetype=mspresentation

Bamboozzle...
For the ones who look for an alternative for Kahoot.

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I think this lesson plan is good in general. Collocations are given in a text and it makes them easier to understand. Meaning and word formation are also practiced. The topic can be more suitable for adults. I'd like to use this plan in my lesson but I need to change the topic. It may be about classroom rules for young learners and also the number of collocations should be less.

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Starting a lesson with a visual always attracts students' attention, so a poster or a video clip is a good choice. The plan covers meaning, use, pronunciation and form and seems it flows quite well. The topic is a bit off as they might have no personal experience, especially in our culture. I might ask whether a family member have experienced such a thing and elicit some ideas from them before going into the reading. First I've shout some "take" expressions might be hard for students but then it is a lesson for strong intermediate/upper intermediate, so I guess it's ok. As a follow up I would assign to write a "what to do" guideline for the parents.

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Satarting a lesson with a visual always attracts students' attention, so a poster or a video clip is a good choice. The plan covers meaning, use, pronunciation and form and seems it flows quite well. The topic is a bit off as they might have no personal experience, especially in our culture. I might ask whether a family member have experienced such a thing and elicit some ideas from them before going into the reading. First I've shout some "take" expressions might be hard for students but then it is a lesson for strong intermediate/upper intermediate, so I guess it's ok. As a follow up I would assign to write a "what to do" guideline for the parents

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The topic is intriguing and as mentioned here, it can be adapted to "first date". The reading text is easy to read, but the number of collocations here is too many. If some of them were learnt before, it could be a good way to combine new collocations with the old ones. Focusing on the form, I would give categories of different forms and want students to put the collocations under the right category as a group. Matching activity is always fun like puzzle. In a smaller class, T can give words to some of the Ss and meanings to others and they can try to find their pairs.

İpek Pehlevan

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The lesson seemed at least for intermediate level to me. When I looked at the presentation and task sheet, they were about the film “Meet the Parents”. We used that exact film at Atılım University while teaching something else for high level students and in the beginning, I personally decided to show my students the film’s poster first (like Tim did), then a little part of the film trailer to give them an idea of the film in case they hadn’t watch it before, and asked them some warm-up questions about the difficulties of meeting the parents for the first time. In the lesson procedure worksheet, I saw that Tim also has some warm-up questions similar to mine by showing the poster of the film.

In Tim’s Free English Lesson Plans, which is a shame that this is the first time I have ever heard about it, I believe, the idea of giving the theme of ‘meeting the parents’ while teaching is very relevant to develop the lesson. I liked how the presentation used the collocations that go with ‘that’ in a context as ‘tips before meeting the parents’, asked students to underline the collocations and guess the meanings. This is not only a good way for the students to deduce the meaning by reading related sentences instead of directly being given the meaning, but also a beneficial way to involve the students in the learning process. However, these sentences, of course, aren’t suitable for students below intermediate level. (The lower levels know take a photo, take an aspirin, take time, take my hand, take care of etc. but most of these collocations in the lesson plan are far too difficult for them.). Another thing that concerned me is, is it too much to give 10 collocations all at once? Maybe some of them are easy to guess like ‘take risks, ‘take care of’ or ‘take place’?

Then, asking their meanings with a matching exercise is a good way of reinforcement. The students can see the definition all in one place.

Afterwards, the presentation gives more structural information about the usage, so I liked the transition. The last part of the presentation includes questions with ‘take’ collocations and this is also a good way of bringing students in on production phase. They have seen the ‘take collocations’ in the tips, they have seen the meanings, but with this exercise, they find an opportunity to use the sentences personally. Also, the Vocabulary Practice part at the end of the task sheet is another good way of checking the understanding of the students.

To sum up, I liked the lesson procedure, the transition between the parts of teaching and how it involves the students In the learning process.