# data[].attributes.attachment_link.title
İrem Fındık Production Task -ed -ing adjectives

# data[].attributes.body
Here is a recent recycling Kahoot activity I prepared for the revision of the latest list of words I taught to my Beginner class:

# data[].attributes.body
Here is a recent recycling Kahoot activity I prepared for the revision of the latest list of words I taught to my Beginner class:

# data[].attributes.body
For spaced repetition,  I use my word bag, make each student pick one word from the bag and make a meaningful sentence with it.  I try to do this at least three times a week.

# data[].attributes.attachment_link.title
Şirvan Atac-Lesson Plan for Vocabulary Retention

# data[].attributes.body
https://docs.google.com/document/d/1KAC9UoqqHR5U2JYWqWlCiRFCQ0Jr_6ex5dWtxwW0yk0/edit?usp=sharing

# data[].attributes.body
I write the words we practice every week on a piece of paper and keep tem in a box. To revise the vocabulary they have learned, I put students in a groups of 4-5 and ask them to pick 4-5 words from the box and write sentences with them. Then, they write their sentences on the board.Finally, we check each sentence in terms of grammar and meaning.

Sometimes I ask them to choose more words and give them a question to write a short paragraph. Then, groups swap their papers and give feedback to each other. This is more challenging as the question and words may not always be directly related.

# data[].attributes.body
Eylem Erkan İşler

# data[].attributes.attachment_link.title
אוצר מילים אונליין | מדריכים, משחקים, טיפים, המלצות לשיפור שפה

# data[].attributes.attachment_link.description
אוצר מילים (Vocabulary) באינטרנט - מדריך אונליין לשיפור אוצר מילים. איך לשפר את השפה? איך לומדים שפה חדשה זרה? משחקים, מדריכים, טיפים, המלצות!

# data[].attributes.body
https://docs.google.com/document/d/1FyP-ZYBsN3fTASj92iVyytfZacF003hL/edit

# data[].attributes.body
Activity: Word Box

Time: 5-10 minutes

When students learn any new words during the lesson, I tell them to find a piece of paper. I write all the new vocabulary on the board that they’ve learned and ask them to write the word on the paper, then on the other side of the paper I tell them to write a reminder of the word, that can be a synonym, a basic picture or a very short definition. Then, we put all these words into a box. Next day, in the last 5-10 minutes of the lesson, I take the box, go around the class and ask the students to pick one from the box. Sometimes students tell the answer individually, and sometime we do pair work. In this case, one students picks o word and asks the meaning to his/her pair, and this goes on like that in a very short period of time, from 5 to 10 minutes.

# data[].attributes.headline
Dilara Yapar Demirciler Vocabulary Revision Lesson Plan

# data[].attributes.subject
Dilara Yapar Demirciler Vocabulary Revision Lesson Plan

# data[].attributes.body
https://docs.google.com/document/d/17WzeinvDNY6fFNiN6cMAM7mi7yUMm9my/edit

# data[].attributes.headline
Aim: To revise the collocations taught the day beforeBook & Level: Making Connections 2 & Pre-IntermediateWhen: 30 mins.  1 day after unit is completed The target vocabulary / word families studied areVERB  + NOUNCommitFaceSpendADJECTIVE + PREPOSITIONAngryBased Good Interested Unhappy VERB + PREPOSITIONDepend Engage Escape Hope InvestRationale: SS need revision exercises to recycle vocabulary. The activities appeal to ss with different learning styles; visual, kinaesthetic and audial. The activities are engaging because they require cognitive and affective involvement. Ss work in pairs, move around the class, describe pictures, so they have active participation. The last two exercise are productive tasks ensuring production of the target items. Students will have an opportunity to recycle the target words by actually producing the language and work collaboratively.Stages:Ss are given different parts of collocations and asked to move around in the class and find the person who completes their collocations. When pairs find each other and collocations are formed, Ss sit together and match all the target collocations with their definitions in the handout.After revising meaning, one partner in each pair is given a picture and asked to describe it by using at least 4 target vocabulary and the partner tries to draw the scene.As the final stage, ss are given half sentences including the collocations and asked to complete them with correct information about themselves.

# data[].attributes.subject
Aim: To revise the collocations taught the day beforeBook & Level: Making Connections 2 & Pre-IntermediateWhen: 30 mins.  1 day after unit is completed The target vocabulary / word families studied areVERB  + NOUNCommitFaceSpendADJECTIVE + PREPOSITIONAngryBased Good Interested Unhappy VERB + PREPOSITIONDepend Engage Escape Hope InvestRationale: SS need revision exercises to recycle vocabulary. The activities appeal to ss with different learning styles; visual, kinaesthetic and audial. The activities are engaging because they require cognitive and affective involvement. Ss work in pairs, move around the class, describe pictures, so they have active participation. The last two exercise are productive tasks ensuring production of the target items. Students will have an opportunity to recycle the target words by actually producing the language and work collaboratively.Stages:Ss are given different parts of collocations and asked to move around in the class and find the person who completes their collocations. When pairs find each other and collocations are formed, Ss sit together and match all the target collocations with their definitions in the handout.After revising meaning, one partner in each pair is given a picture and asked to describe it by using at least 4 target vocabulary and the partner tries to draw the scene.As the final stage, ss are given half sentences including the collocations and asked to complete them with correct information about themselves.

# data[].attributes.body
https://www.flocabulary.com/vocabulary-mini-games/

# data[].attributes.body
Activities for young learners.

# data[].attributes.body
https://devotedtovocabulary.files.wordpress.com/2013/02/know-or-no.png

# data[].attributes.body
EXIT TICKET
Level: Any Level
When: At the end of the lesson / One week after the lesson
Time: 5-10 minutes

This technique is to show you what students have learned at the end of a lesson. Before students leave (for recess, lunch, the end of the day,  their next class, or are transitioning to another subject area), they have to hand you a “ticket” filled out with an answer to a question, vocabulary definition, synonym, ... to what they’ve learned. Exit Tickets help us to assess if students have “caught what we taught” and plan for the next lesson or unit of instruction.

# data[].attributes.body
My plan would be to attempt to address the ‘ing’ vs. ‘ed’ adjective form confusion.  The limited production phase takes the form of a card game based off of Apples to Apples.  Depending on how excited students get, the lesson can take up to 50 minutes.

You will need:  at least 20 adjectives (printed on A4 paper), sets of these 20 or more adjectives (printed in a small, hand-holdable size).  Sets of 20 nouns (printed in a small, hand-holdable size).  The number of sets you need will depend on the number of students you have.  Students should be placed in groups of 4 or 5.

Prep work: Print out a series of adjectives (preferably from their word list, if they have one).  If not, choose common adjectives.  Choose some you think they will know, and some you think they will not (about 50/50).  Adjectives should have both ‘ing’ and ‘ed’ endings.  Print at least 20 adjectives.  Make these adjectives large in size.  Put tape on the back so that they can be placed around a board.  Then, decide how many sets you need.  Print out and cut up the sets.

Also print out a picture of nouns (proper and otherwise) that will lead to funny responses.  You must also list what noun/noun-phrase the picture represents (ie: picture of tomatoes and cucumbers and cheese could be labeled ‘Turkish breakfast,’ a picture of Tarkan smiling while greeting fans could be labelled ‘Tarkan’).  For people, make sure they are making some kind of expression.  Print at least 20 nouns.  You will need a set for each group.

Stage 1:  Write ‘describes an emotion’ and ‘describes a thing’ on the bored.

Stage 2:  Put students into pairs.  Divide up the 20 large adjectives between the pairs.  Have students look up any adjectives that they do not know.  Students should look up and be prepared to explain the meaning of the adjective.  They can use pictures as a reminder, or a definition.

Stage 3:  Give students tape.  Have the pairs categorize their adjectives into ‘describes an emotion’ and ‘describes a thing’ by placing their word under the correct category.

Stage 4:  Go through adjectives 1 by 1, pairs explaining the meaning of their word and then the class checking if its been correctly categorized.

Stage 5:  T attempts to elicit the ‘ing’ and ‘ed’ distinction.

Stage 6:  Place students into small groups of 4 or 5.  Each group is given a set of adjectives.  The adjectives should be divided between the group at random, with no-one knowing what the others have.

Stage 7:  1 person will choose a noun at random to be described.  S/he will be the judge of that round.  Each student must choose an adjective from their hand which best describes the noun, or they think will make the judge pick them.  When all students have picked an adjective, they can then try to defend their choice to the judge.  Any student who has chosen the wrong adjective form for the noun is automatically excluded from winning the round.  The judge chooses the best/funniest adjective.  The winner gets to keep the noun.  The next judge is the person to the right of the previous judge.  When all the adjectives have been played, they can be redistributed and a new the game can continue with different nouns.   When all the nouns have been played, the game is over.  The winner is the person who has collected the most nouns at the end.

# data[].attributes.body
Aim: To practise dependent prepositions after verbs and adjectives

Book & Level: English File –Intermediate

When: 30-40 min. 1 week after the lesson

| *believe in     *choose from     *look forward to      * pay for      *belong to    *be afraid of            *be different from   *be excited about    *be married to        *be fed up with

Rationale:  Students have difficulty in using correct prepositions. They add a preposition when it is not necessary, they exclude a preposition when it is necessary, or use a preposition instead of the proper one. This recycling activity aims to help students use prepositions correctly.

Task 1 helps learners repeat dependent prepositions after some verbs and adjectives in a fun way. It is a competition! The winner of the competition will have a bonus for the second task! J

Task 2 lets learners use dependent prepositions in a story. They need to be as creative as possible to make their story interesting.

Task 1: Students are divided into two groups and they line up. T puts a bottle on the desk and reads a verb or an adjective aloud. If the student who runs and gets the bottle first says the correct preposition, his/her group will earn one point. If the student cannot say the correct preposition in five seconds, the other student may say the preposition. (For example T says look forward  - S needs to say TO)  T writes each verb/ adjective + preposition on the board to use later. For the second task, there will a vote and the winners will earn extra two votes! J  (10 min)

Task 2: Students work in pairs. T dictates the following sentence. He was married….. T stops and asks students to write the preposition and a name. (He was married to a celebrity; He was married to an actress…) Now Students have the first sentence of the story. They are to use at least 5 of the verb/adjective+ prepositions and write a creative story.  T asks students to underline the verb/adj.+prep they have used in their story. (10 min)

Task 3: Students put their story on the board and they read all the stories.  Then they vote for the most creative story.  Remember winners of the first task will have extra two votes! (10 min) J

ENJOY!

# data[].attributes.body
Hot Seat Recycling Game
Level: Any level
When: 1 week after the lesson
Time: 10-15 min.

Hot Seat is a great recycling vocabulary game which can be played with any level of students. Unlike the hotseat game in livebinder, one seat is in the front facing the students. We divide the students into 2 groups and toss a coin to figure out which group is first. Then the teacher writes a word from the word bag on the board and each member of each group has a turn to guess the word with their teammates' prompts in 1 minute. The teacher makes marks on the board to determine the winner.

Recycle Game with 2 options:
Time: 5 minutes
This game can also be played with any level. It is great to play after teaching do and make. The teacher   says to clap hands if the following phrases go with do and raise a hand if they go with make. This is a kinesthetic activity which is a great warm-up or time filler. The phrases can be:
a bed
a cake
exercise
homework
sport
a decision

# data[].attributes.attachment_link.readable_text
by Susan Verner 36,476 views

Try These 7 Best Ways to Review Vocabulary

1. Weave a Web

Use an idea web to review any themed vocabulary your students have studied. Start with your theme in the center of the board (e.g. sports, school, etc.). Then add spokes off that topic for each word your students offer (e.g. soccer, baseball, etc.). You may even want to add spokes off those words for further related vocabulary (e.g. goal, goalie, score, etc.).

2. Put Your Cards on the Table

Have students create their own set of vocabulary flash cards. Using a metal ring and small cards or cardstock, students write each vocabulary word with its definition on a card. Then, they punch a hole in the corner of their card and attach it to their ring. Students can carry these convenient sets of words with them and review them in any free moment they have.

3. Join the Chorus

Have your students respond to questions or repeat what you say in chorus. First, give them the correct pronunciation of a word and then listen as everyone repeats it in unison. Then ask a question and see if your class can answer it together.

4. Fill Everyone In

Fill in the blank activities are a classic and effective way of teaching and reviewing vocabulary. Give your students independent sentences, paragraphs or phrases with key vocabulary omitted and have them fill in the blanks. You can also have your students write their own fill in the blank activities for their classmates.

5. Get Your Point Across

Use an original crossword puzzle to review vocabulary with your students. Clues can be word definitions, fill in the blank sentences, synonyms or antonyms. Then, students fill in the puzzle with the target vocabulary words.

6. Get Together

Pair work can be a great means of vocabulary review for your students. Have one person read a sentence or definition and quiz his partner. Then have students switch roles. As students play the role of teacher, they will also be learning themselves.

7. Keeping Order

To review a conversational pattern which includes new vocabulary, give groups of students a list of the phrases that should be used in the dialogue. Students must then put those phrases in the correct order so that the conversation makes sense. If you like, have students copy the correct conversation into their vocabulary notebooks.

P.S. If you enjoyed this article, please help spread it by clicking one of those sharing buttons below. And if you are interested in more, you should follow our Facebook page where we share more about creative, non-boring ways to teach English.

Get the Entire BusyTeacher Library:

Dramatically Improve the Way You Teach

Save hours of lesson preparation time with the Entire BusyTeacher Library. Includes the best of BusyTeacher: all 80 of our PDF e-books. That's 4,036 pages filled with thousands of practical activities and tips that you can start using today. 30-day money back guarantee.

# data[].attributes.attachment_link.description
by Susan Verner 36,476 views Use an idea web to review any themed vocabulary your students have studied. Start with your theme in the center of the board (e.g. sports, school, etc.). Then add spokes off that topic for each word your students offer (e.g. soccer, baseball, etc.).

# data[].attributes.body
Here is a link for recyling vocabulary:
https://busyteacher.org/13615-how-to-review-vocabulary-7-best-ways.html

# data[].attributes.body
I put the task in Drive folder and I am sharing the task here as well.

# data[].attributes.body
For Beginner and Elementary level learners, I'd like to dictate the new words especially next lesson.

Aim: To give Ls practice in vocabulary

Level: A1

When: 1 day after the lesson / unit is completed

Time Allocated: 10-15 mins.

# data[].attributes.body
This piece of materials aims to recycle some words that have been practiced 2 days ago in the class. It reminds some key words and ask students to write a small paragraph with them. The writing task is a relatively new topic (news bulletin). I like it because we can say that the material aims to combine the words with a new writing topic.

# data[].attributes.body
Please check the comments on your tasks. These excellent ideas made me think of an eVoc Booklet for these recycling tasks. Please add them to the drive folder and improve your tasks with the aim, rationale and specific stages if you want it to go to this online resource.
PS: Please let me know if you want to be one of the editors of this booklet. Thanks! Below is the shortcut.
nezaket

# data[].attributes.body
For the purpose of retention I would probably give the vocabulary visually (on the board), ask learners then to break the words into chunks and silently re-attempt to pronounce them at an increasing speed internally, until they think they have it correct, and then give their final attempt aloud. For controlled practice I would give a model of the pronunciation of the item and then ask learners to try to mimic what they have just heard; usually enjoyable in class as learners try to imitate my Scottish accent! Possibly use some sort of drill / repetition exercise. For the final learner production phase I would have an interview type of situation where a group of learners are interviewed by myself with the view of being offered a job. There would be an element of competition in this as the learner who would be offered the job is the one that sounds most native-like with regards to pronunciation, and correct use in context, of the target vocabulary.

# data[].attributes.body
For  retention purposes I would definitely use "visualization" . After introcducing the new words I would give them some time to illustrate a related image in their minds which is associated with the recently learned words. Pictionary is another visual activity in which students draw pictures to depict the words they have learned recently meanwhile their classmates try to guess the target words.
For the production phase the best scenario game is one of my preferences. A jury of 4-5 is chosen to nominate the best scenario that includes the target words. The criteria is being able to use all the target words meaningfully.
Active participation and motivation is given priority while designing these activities as they play an important role in transferring information into long term memory

# data[].attributes.headline
I posted something on the google drive, I also share it here. We use such worksheets at Atılım university to revise the previously learned vocabulary one day later and then we combine these vocabulary with the other vocabulary they learn, and so on... 

# data[].attributes.subject
I posted something on the google drive, I also share it here. We use such worksheets at Atılım university to revise the previously learned vocabulary one day later and then we combine these vocabulary with the other vocabulary they learn, and so on... 

# data[].attributes.body
https://drive.google.com/open?id=1dtmBUj4Xmfzwo8SEN0Dn7CUx_urci6E5

# data[].attributes.attachment_link.title
S5_ Vocabulary Activity - Gülfer YÜCEKUL

# data[].attributes.body
For a quick recycling of the targeted vocabulary, I make a note of the words that the students have trouble with over the week and I turn it into a hot seat activity in which one student is seated with his/her back to the board and the rest try to explain the word to the student. I sometimes give some of the words over and over again to make sure that the meaning is clarified. I also make sure to include vocabulary from previous units so as to help the students learn them by heart. At the end of the hot- seat game I might put the students into groups and get them to use the words to create a stury, write it, put it on the walls and as a wrap up the students peer check the final product before I give them my feedback

# data[].attributes.body
Level: all levels
When: 10-20’ (everyday-might be early in the morning to wake students up or when ss get bored)
Rationale: to expose learners to the same words many times, so that there is a higher degree of learning and students can develop an increased ability to remember and use the word
With interactive word walls both me and students can see and monitor what has been taught and learned. As the name suggests, students are actively involved in both creating and interacting with the words on the wall. I try to engage students actively in meaningful tasks with the words on the wall. Creating semantic maps, story writing, hot seat, creating posters, writing poems, learner quizzes, vocabulary conversations, adopting the word, show-and-tell are some of the activities that can be used with the interactive word walls. With these activities I focus on different components of word knowledge including form, word structure, syntactic patterns, meaning, lexical relations with other words and collocations in order to address students’ problems in these areas. Sometimes we put photos for some words as well. Seeing the words on the walls and visuals also boost students’ retention.

Gulcin C.

# data[].attributes.body
This is a game for pre-intermideate students which i designed to get ready for exams and have fun.

# data[].attributes.body
Links with their QR codes for easy access.

# data[].attributes.attachment_link.title
S6. Production Task: Acting Upon Learner Errors

# data[].attributes.headline
Please click on the (+) sign below to add your activity or link of activity.

# data[].attributes.subject
Please click on the (+) sign below to add your activity or link of activity.

# data[].attributes.body
Please also look at other plans and make comments by clicking on the (+) comments box.

# data[].attributes.attachment_link.title
Copy of S4.T5.A range of Activities for Vocabulary Learning (adapted from Nation, 2001)

# data[].attributes.body
The livebinder here includes many resources that can be useful when teaching vocabulary. The Apps given are particularly useful for revision and recycling purposes

# data[].attributes.attachment_link.readable_text
The Word Up Project is an award-winning vocabulary and reading program, a comprehensive resource for teaching Tier 2 words. Word Up is a research-based, standards-aligned resource that is proven to raise scores on state reading tests.

Read on to find subject-wide lesson plans, implementation suggestions and and mini games and then experience a Word Up video.

Subject-Wide Lesson Plans

Context Clues
Students will use context clues to determine the meaning of words in Word Up songs, building this important skill for reading comprehension.

Connect to Other Language Arts Topics You can use Word Up songs to teach other language arts topics, including idioms, literary analysis, reading/oral comprehension and grammar.

Implementation Suggestions

Word Up Schedule
The exercises and sections within each Word Up unit can be assigned flexibly and accommodate any schedule. Use them as homework, group work, independent practice or as components of an after-school program. See a sample schedule for grades 2-5 here and a sample schedule for grades 6-8 here.

Using the Assessments
Each unit of Word Up includes a quiz to assess student mastery of the vocabulary words. You can find it by clicking on Quiz in the left-side menu. In addition, each grade level includes a pre-assessment and post-assessment. At the end of the unit, measure vocabulary growth by comparing results on the pre- and post- assessments. Find the pre- and post-assessments for each Word Up grade level here.

If you aren't sure which Word Up level is best for your students, use our diagnostic test to determine the appropriate grade level.

Defining the Words
Find the words covered in the song in the topic description of the Teacher's Guide. You can choose to explicitly pre-teach the vocabulary words in the song or review them after the song. The Lyric Notes have definitions, sample sentences and photographs for each word. Instead of just reading through the definitions, try these methods for fun and effective definition sharing.

Reviewing the Words
It's helpful to watch the video more than once with students. After watching the video twice, go through the Quick Review and interactive Fill in the Blank features with your class. The Quick Review for these videos addresses basic story comprehension as well as word meanings. For the Fill in the Blank, students must remember the vocabulary words specifically. If your students need extra help, you can give students two word options for each blank or create a word bank.

Worksheet Sequence
Give students more practice with the words by following the exercise sequence. This sequence will supplement the Quick Review and mini games to provide additional exposure to word usage and meaning. It is not necessary to include all suggestions; instead, choose the ones that you think will work best for your students. See the exercise sequence for elementary grades ( Word Up Turquoise, Red, Orange and Indigo) and the exercise sequence for middle grades ( Word Up Green, Yellow and Blue).

Using the Extension Questions
Each Word Up has writing questions that test knowledge of words and allow students to practice using the vocabulary words in new contexts. See the list of questions for all levels here.

Word Rep
Increase student engagement and excitement by making each student a word rep. Each student will be responsible for one word per unit and will be the class expert on that word during the unit. Learn more about how to get your students repping words.

Word Wizard
Students will be surprised by how often they see their Word Up vocabulary words in the real world. Isabel Beck, an expert on direct vocabulary instruction, created an ongoing game called Word Wizard in which students can earn credit on unit tests for using vocabulary words in their speech and writing or for bringing in examples of the word from the real world. Learn how to set up Word Wizard here.

Mini Games

Enhance students' vocabulary comprehension and spice up your lesson with mini games! These games are intentionally designed to require minimal preparation and basic rules so that you can fill those remaining minutes before the bell or divide up a long lesson with a quick, energetic break. The games can be used to review the current unit's words and older ones, and they serve as an excellent way to check for understanding. These games can also be expanded for longer play and review, which may be especially useful in after-school and summer-school sessions. Get playing!

# data[].attributes.attachment_link.description
Explore guidelines, strategies and suggestions for implementing Flocabulary’s Word Up Project to enhance vocabulary learning.

# data[].attributes.body
Tülin Türnük

# data[].attributes.body
Please elaborate on the stages and rationale for our eVoc booklet. Thanks

# data[].attributes.body
This activity aims to help students overcome their errors in using verbs without their dependent prepositions.

Aim: To give Ss practice “verb + preposition”

Level: Upper-intermediate

Duration: 50 mins

The target vocabulary (verb + preps):

contribute to, rebel against, invest in, apply for, suffer from, concentrate on, complain about, deal with,  consist of, stare at

Rationale:

Part 1: Students have difficulty in using dependent prepositions with verbs so they need both controlled and freer practice in this aspect of vocabulary learning. The following gap fill task provides controlled practice in the context of sentences. It requires some dictionary work as Ss are going to be encouraged to use a monolingual dictionary and / or a collocation dictionary to check their answers or to find what preposition is needed. This part is meant to be a memory check and /or exposure to example sentences.  It has some cognitive depth as Ss will be seeing the items in the dictionary examples but there is less affective involvement as there will be more affective involvement in later stages.

Part 2: This exercise is consolidating practice with the element of pair interaction and requires some attention as Ss are both using their short term memory for some item as well as long term memory for other items. It is a little more challenging in terms of cognitive and affective involvement than the previous exercise.

Part 3: This exercise is the reciprocal of the exercise in Part 2 as now the tasked is reversed by getting one of the pairs beeping the verb this time; consolidating the verb + preposition phrases in the context of the same sentences. The numbers of sentences appointed for the pairs is also reversed to avoid tedium/sense of repetition.

Part 4:  This exercise is cognitively demanding and affectively involving as it requires oral production through personalised questions. Although controlled within 10 questions, each student is given their choice of 5 questions to ask, which provides some freedom.

Part 5: This exercise is the most cognitively demanding and affectively involving section as it requires written production of students’ own questions with two items of the target vocabulary to ask two other students in a class mingle, in a meaningful, communicative, and personalised way and takes notes of the answers.

Part 6:  In this exercises, students report their notes back to the classroom, which provides an appropriate follow-up for the practice/revision session.

Task 1: Fill in the gaps with the correct preposition. Use your dictionaries to check. (10 mins.)

in – on – at – from – about – for – against – to – of – with

1.    The volunteers contribute their own time ________ the project.

2.    Teenage boys tend to rebel _________ their parents.

3.    Oliver made a fortune by investing _________antique furniture.

4.    Sheila applied _________a job with the local library.

5.    Craig suffers _________ a rare bone disease.

6.    Please be quiet. I am trying to concentrate _________my work.

7.    He often complains _________not being appreciated at work.

8.    The local council should deal _________any complaint properly.

9.    The audience consisted mainly _________teenagers.

10.   She stared _________me in disbelief.

Task 2: Work in pairs. Student A read the sentences 1-5 with beeps for the prepositions and Student B remembers and tells the preposition without looking at the sentences. Student B does the same with sentences 6-10. (5 mins)

Task 3: Work in pairs. Student B read the sentences 1-5 with beeps for the verbs in bold and Student B remembers and tells the verb without looking at the sentences. Student A does the same with sentences 6-10. (5 mins)

Task 4:  Work in pairs. Ask and answer the following questions.  Each pair asks 5 of the questions of their own choice. (10 mins)

1.    How do you feel when somebody stares at you? When was the last time?

2.    Have you ever contributed any money to a charity? Why (not)?

3.    How would you feel if your child rebelled against you?

4.    How many people does your family consist of?

5.    If you had 1.000.000 TL, what would you invest it in? Gold, foreign currency, stock market?

6.    Do you like dealing with your friends’ problems?

7.    Would you like to apply for a job abroad?

8.    Have you ever complained about poor service? If yes, when was the last time?

9.    Do you know anyone who suffers from a deadly disease?

10.   Can you concentrate on your homework with the music on?

Task 5: Work in pairs. Write two questions with the verb + prepositions above. Stand up and ask your questions to two different students and take notes of their answers. (10 mins)

Task 6: Report back to the class what you learned about your friends.  (10 mins)

# data[].attributes.body
strongly recommended