Posted in Guest Posts, Vocabulary Classes

Guest Post: Meet the Parents – Expressions with “Take”

Image result for meeting parents for the first time

Image credit: Neatorama

Follow me on twitter @RobbioDobbio

This is the first in a series of guest posts by my friend and colleague Josh Widdows, an English teacher and teacher trainer at International House Barcelona.

This is a vocabulary lesson plan for strong intermediate/upper-intermediate students based on the idea of meeting your partner’s parents for the first time. It highlights the importance of strong collocations that are rich in the English language, using ‘take’ expressions. A fun and discussion based lesson that allows students to create their own ‘guide’ for meeting the parents for the first time.

Download the PowerPoint, lesson procedure and handout below.

Meet The Parents Presentation

Meet The Parents Task Sheet

Meet The Parents Lesson Procedure

Meet The Parents Lesson Procedure

 

 

Stage Time Focus Procedure Aim
 

Reading

 

 

 

 

 

 

 

 

0-5

 

 

O/C

 

 

 

 

Individ.

 

O/C

 

(Slide 1): Film poster of ‘Meet The Parents’. Ask:  Have you seen it?

        What’s it about?

        Why can this be a difficult situation?

 

Ss read the article and decide on best ‘tip’.

 

Ss compare and debate which ‘tip’ is the best. Facilitate and direct conversation.

Answer any questions about other lexis.

 

Topicalise lesson and activate schemata about the first meeting of your partner’s parents.

 

Reason to read and gather ideas.

Allow them to share ideas and debate the items.

 

Vocabulary

Focus 1

 

 

5-20

 

Pairs

 

 

 

 

Individ.

 

 

 

Pairs

 

 

Individ.

 

 

 

O/C

 

 

 

 

 

Highlight the first tip’s take expression and get them to underline the other 9. Encourage noticing of whole lexical chunk.

Monitor and mediate.

 

Project article (Slide 2) with underlined expressions. Ss check and notice full form of the expressions.

 

Ss discuss the meaning of each identified item. Model first in o/c.

 

(Slide 3); Ss match the ‘take’ expressions to their meaning. Do first one in o/c and then encourage autonomy.

 

Write up answers and check. Notice the ones they have difficulties with and clarify any misunderstandings.

 

 

 

Allows ss to notice the multiple expressions in the text.

 

 

Notice all particles of the expressions.

 

 

They work out meaning from context.

 

Notice their ‘meaning gap’ and leads them to understanding the true meaning.

Allow ss to check their understanding and question any uncertainties.

 

Vocabulary

Focus 2

 

 

 

20-30

 

Pairs

 

 

 

 

O/C

 

 

 

 

 

Pairs

 

 

Pairs

 

Focus ss on the form of the first ‘take’ expression and discuss form together, eg. take+prep+noun. They then highlight and discuss the forms of the others: NB Poss. Adjs

 

(Slide 4): Project form table, focusing on ‘singular nouns’ and other patterns.

Elicit the meta-language from ss. Talk about plurals and ask queries.

 

 

Notice which phoneme areas they struggle with and highlight weak forms.

 

Ss mumble practice the phrases. Notice any problem areas and then top-up in o/c.

 

 

Model: Give definition of one expression in o/c and elicit the take expression: ‘Which take expression means “to participate”?’

 

One student has the definition table and the other folds theirs in half. The one with open paper, gives the definition, the other gives the take expression. Monitor pronunciation.

 

 

Get them to identify and notice the different forms of the expressions.

 

Allows them to notice that some of the expressions are fixed that some particles cannot be changed.

 

Highlight the connected speech and word stress.

 

Lets ss practice the expressions and notice problem areas.

 

Reinforce form and recycle/practise meaning.

 

Testing encourages more clarity and cognitive depth.

 

Vocabulary Practice

 

30-40

 

Individ.

 

SS complete 10 sentences with the noun extracted.

 

(Slide 5) Project up the full sentences and ss check. Discuss any uncertainties or queries.

 

 

Draw attention to the lexical value and evaluate the form.

Clarify answers.

 

Personal-ised

Practice

 

 

 

40-55

 

3s

 

 

 

 

 

 

 

 

 

O/C

 

In small groups students discuss and share their own ideas and experiences about ‘How to Survive Meeting Your Partner’s Parents for The First Time and ss decide on best tips.

 

Monitor and ensure ss are using the target language appropriately. Feed in and shape any extra language.

 

 

Ss decide on best tip(s) and then feedback in open class. T reformulates language and ss debate their ideas.

 

 

Feedback to whole group and discuss best tips and personalised ideas that have come up.

 

Top-up on learning and answer any queries.

 

 

Ss gain cognitive depth through personalised answers and practice.

 

 

Allows T to check ss are using the items correctly and reinforce confidence in the ss.

 

Further cognitive depth by learning others’ use of the expressions.

 

 

Shared learning opportunities expands knowledge.

 

Advertisements
Posted in Exam Preparation Class, Grammar Classes, Vocabulary Classes

CAE: Collocations with similar words worksheet

Follow me on twitter @RobbioDobbio

This is a worksheet to practice different collocations putting similar words into context. It will be useful for teachers teaching CAE preparation classes as it will help students develop the skills needed for part 1 of the use of English paper. Download the worksheet below:

Collocations Similar Words

Use of English – Collocations

  1. She stood on the ____ of the diving board and dove into the pool head first.
  2. They all stood in ____ waiting for their dinner.
  3. He was on the _____ of calling the Police when the man ran away.
  4. It’s a picturesque village on the Swiss/French _____.

Border  verge    line        edge

  • The film was so _______ terrifying that I had to hide behind the sofa.
  • He is _______ qualified and should get the job easily.
  • The new basketball player was ________ tall, he was 20cm taller than the rest of the players.
  • It is ________ hot at midday in the desert.

Intensely            utterly                  highly                   exceptionally

  1. The charity spent the evening ___________ food to the homeless.
  2. We thought the show was going to be a disaster but it ___________ fine in the end.
  3. They have been _____________ tests on her all weekend but they still don’t know what’s wrong.
  4. After 20 years of rumours about his sexuality he finally ___________ in an interview with GQ magazine.

Turned                 out         came out            carried out         gave out

  1. I live _________ a beautiful gothic church.
  2. _________ to popular belief pigs are actually very clean animals.
  3. _________ my brother, I’m a very sociable person.
  4. This breed of dog is ________ from its long lost cousin the wolf in many ways.

Distinct                contrary              unlike                   opposite

  1. They ___________ a fantastic array of food for us when we arrived.
  2. After waiting on the phone for 3 hours they finally _______ me________ to the department I needed to speak to.
  3. We spent 6 months _____________ our house after we bought it.
  4. The referee __________ the rules very clearly before the game began.

Put through       set out                 fixed up               laid on

  1. Have you heard? They’re making a new ________ of the Lion King, I bet it’s going to be rubbish!
  2. This __________ of the roof was badly damaged in the fire.
  3. You’ll have to speak to John in the finance ___________ if you want to get your money back.
  4. They divided the different insects they found into 5 different ____________ based on size.

Section                version                department                      categories

  1. After the earthquake 100 people are still _____________ for.
  2. This material is ____________ of 30% cotton and 70% polyester.
  3. He ___________ the club in 1999 and has been a member ever since.
  4. They _____________ detailed records of all their findings and presented them to the director.

Composed                         compiled                            joined                  unaccounted

  1. You can __________ at my house after the concert if you want.
  2. Of the 50 trees we planted in 1975 only 10 __________.
  3. To reach the top of the mountain they had to ____________ bitter cold and biting winds.
  4. When he asked her out on a date the first time she turned him down but he ___________ and finally she said yes.

Remain                endure                persisted            stay

Key:

  1. edge
  2. line
  3. verge
  4. border

 

  1. utterly
  2. highly
  3. exceptionally
  4. intensely

 

  1. giving out
  2. turned out
  3. carrying out
  4. came out

 

  1. opposite
  2. contrary
  3. unlike
  4. distinct

 

  1. laid on
  2. put through
  3. fixing up
  4. set out

 

  1. version
  2. section
  3. department
  4. categories

 

  1. unaccounted
  2. composed
  3. joined
  4. compiled

 

  1. stay
  2. remain
  3. endure
  4. persist
Posted in Exam Preparation Class, Grammar Classes, Vocabulary Classes

CAE use of English useful language

This is a handout for CAE exam students. It contains a selection of the collocations, expressions, phrasal verbs and grammatical structures that can come up in the exam.

Download the hand out here:

CAE expressions collocations etc

Phrasal Verbs

Carry out (do/perform) tests/experiments/studies/orders.

End up – We ended up sleeping in a doorway.

Run out (none left) – We’ve run out of milk.

Run short/low on (not have much left) – we’re running short on milk.

Lead to (cause) – The accident led to huge traffic jams on the main road.

Meet up with (people) – We always meet up at the same café on Sunday afternoon.

Take up space/time – We threw our old sofa out because it took up too much space. I can’t do yoga anymore; it takes up too much of my time.

Stand out (be obviously different) – Alan is 185cm at 14 so he really stands out in his class.

Take after (a parent) (inherit their traits/characteristics) – Neil really takes after his Dad, their mannerisms are exactly the same.

Call for (require) – This job calls for a good head for numbers.

Meet with (encounter) problems/reactions – Joe’s plans for the company met with angry reactions from the employees.

To wear out (to be damaged with use/tired) – The two kids wear me out so much at the weekend. My tires are completely worn out; I need to buy new ones.

Put in (effort/time) – I put a lot of time and effort into the project.

Cut down on (consume less) – I’m going to cut down on cigarettes.

Collocations

A head for figures/numbers (talent)

On an annual/daily basis (every year/day)

An error of judgement

Loose clothes, a loose tooth, the animals got loose (escaped)

Run a business (manage)

A spot of rain, a spot for a picnic, To spot something (see)

Put something to use

Make use of something

Have a vast impact on st

A fall/drop/rise in the number of…

River bank

Sea shore

Clearly distinguishable

Come to light

Animal behaviour

Herds of dinosaurs/cows

Operate machinery

Operate on a person

Raw materials

Disposal of waste/waste disposal

The state of the environment

A pressing problem

Confront/face a problem/be confronted/faced with a problem

Life support systems

Set fire to st

A risk of fire

It soon became clear

Keep an area clear

Short space of time

parking space

release a film/CD/album

Release fumes into the atmosphere

A great deal of + uncountable noun (a lot of)

Snow-capped mountains

A point of interest

Pursue a hobby/leisure activity

A small/large sum of money

Expressions

A metre/day/etc. or so (approx.)

I think of him as a father figure

As much (noun) as possible

Upside-down

Back-to-front

Inside-out

Run into trouble (encounter problems)

Take somebody on a tour

… will be followed by…

It follows that (therefore/so)

Even the (superlative) bravest person would be scared.

Contrary to popular belief…

Behind/ahead of schedule

What do you make of this? (think about)

To make (quite) a name for oneself

I’d be grateful if you could…

This belongs to me

… is nowhere near…

… isn’t anywhere near…

… proved to be… (turned out)

Well over + number (there were well over 100 people at the event)

…is/are considered to be

… would make an excellent/terrible… (doctor/parent etc.)

It’s hard to believe that…

Prevent something from happening

At the height of his fame/success

In (his/its etc.) heyday

At its height (the height of its success/fame)

Common Key Word Transformation Expressions and Grammar

Would rather (not) do something (no to)

Would prefer (not) to do something

Deny + gerund – She denied having stolen/stealing the money

Accuse sb of + gerund

Spend time doing st

It took me (10 mins) to do ….

In spite of/Despite never having done st….

In spite of/Despite + noun

Get something done – I need to get my passport renewed

Were to + inf in conditionals. If I were to win the lottery, I would…

In the process of doing st – the house is in the process of being rebuilt

We wasted little time (in) starting the game.

There wasn’t a single… left.

Have great difficulty (in) doing st – he had great difficulty opening the box.

I can’t make it (come) to the meeting.

On no account/under no circumstances + should/must/to be – On no account should this door be opened. Under no circumstances am I to be disturbed.

As far as… Is concerned… is… – As far as computers are concerned, John is a real expert.

It was only when …. That …. – It was only when I arrived home that I realised I had been robbed.

Just about to do st

To be on the point of doing st – I was just about to open the door when the phone rang.

The lack/absence of … caused…

Posted in Games, Vocabulary Classes

Make or Do: Place Your Bets

betting

 

This is another post in the series of 30 minute activities for moody teenagers. It’s based around a betting game to review make/do collocations.

Tell students that this week we are in the casino. What do people do in a casino?

Try to Elicit some vocabulary: bet, gamble, win, lose etc.

Split the class into groups of 2-3. Tell each group to think of a team name and put them on the board.

Tell each group they have €100 (dollars/pounds etc.) to spend in the casino and that they should spend it carefully. The winning team is the one that finished the class with the most money.

On the board draw pictures of poker chips representing €10 €20 and €50. Tell students that they can bet their money in these three quantities.

Start with a simple example:

I always _____ my homework.

Tell students to discuss whether it is make/do in their groups. They then place their bets using the structure:

We bet €10/€20/€50 on “I always do my homework” – Ensure that they repeat the whole sentences when they place their bets so that the collocation is repeated.

Once everyone has placed their bets you reveal the correct answer. Any team who selected the correct answer doubles their money: a €50 bet wins €100 so that team would now have €150.

Then drill the correct collocation with the whole class.

Note: it’s important that you rotate the team that places their bet first and ensure that the teams bet in order because they will copy each other.

Continue the game using the following sentences:

1. This company _____ business with big corporations. (Answer: does)

2. The young children ______ a lot of noise in class. (make)

3. I need to _____ my make-up before I go out. (do)

4. You need to ______ an effort, if you’re going to pass the exam. (make)

5. John _____ well in his exams. (did)

6. I need to _____ an appointment to see the dentist. (make)

7. My best friend _____ me a favour by helping me move house. (did)

8. I had to ______ a speech in front of the whole school. (make)

9. My Mum always ______ the ironing. (does)

10. You need to ______ a decision about your holidays. (make)

11. I have _____ plans for the weekend. (made)

12. The fresh air will _____ you good. (do)

13. He _____ a promise to help his Mum with the housework. (made)

14. He’s always _____ excuses to avoid doing his homework. (making)

Wrap up

Test the student memory of the collocations with a quiz.