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Münchner VHS
Lesson plan form General Information Name Paulina Vespasiano TP 4/ 8 Date 03/02 /2011 No. Sts Level Intermediate

CELTA course

Length of teaching 60 minutes

(I)

LESSON AIMS Main To introduce/review and give learners practice with collocations/ phrasal verbs with the verb “take.” EVIDENCE (How will I know the aims have been achieved? What will the students be able to do?) Students will be able to correctly use the different collocations and phrasal verbs with the verb ‘take’ when doing exercises, interviewing each other, and playing games. TEACHING DEVELOPMENT AIMS Personal goals. Things to concentrate on, try out. Give clear instructions Work on my authority in the classroom by changing ton of voice when giving instructions and when asking students to do activities MATERIALS AND AUDIO/VISUAL AIDS Exercises 1 to 3 from page 44 from Cutting Edge (Exercise number 2 is a little modified). Handout with matching and filling the sentence exercise. ASSUMPTIONS Students will remember some of the collocations they already came across with ‘take’ Students will be interested in playing games and interviewing each other LANGUAGE ANALYSIS (form, meaning and phonology ) Take /teɪk/ – took /tʊk/ - taken /ˈteɪ kən/ Take after – to be physically or emotionally like someone. For example, the baby took after his mother. Take a holiday – when you take time off from work or school to travel or do something. For example, when I was a kid my family used to take holidays at the same beach every summer.

for a variety of reasons. For the activity purpose. students take notes of what their teachers say in the classroom. after Rita finished. By focussing on this. For example. making activities a little harder . normally a piece of clothes. stage activity interaction pattern s-t aim To focus their time 15 All this talk about Australia makes me . I’m the one takes care of his house and dog. have problems writing. Students might get confused between the verb ‘take’ and ‘get’ – emphasize that these are words that go together with the verb ‘take’ and ‘get’ would require more words. I had to take a test in order to pass my German class. give students a sheet after the second activity with what the collocations’ definitions.2 Münchner VHS CELTA course Take a test – when you take an exam/test that was given to you by your professor. Take up – to enter into something and to develop an interested in. or getting out of their seat to do a mingling activity. etc. I always take part in my company’s monthly games. For example. support. this year I will take up dancing. and treatment of something or someone. For example. Take off – to remove something. so they can have a quick check if they forget. For example. Take care of – to be responsible for the maintenance. For example. Take part in – to be involved in an activity with other people. the parents take turns driving the children to school. you should include the interaction patterns that you will choose for the activities. I took over the class. This will be particularly important if you have a class that is not homogeneous or one in which there are students who. ANTICIPATED PROBLEMS AND SOLUTIONS TO THEM Students will have a hard time memorizing all of the collocations/phrasal verbs. you may notice problems that could occur when setting up an activity. as a date. or reading from the board. when my brother travels.provide enough activities that they will use the collocations/phrasal verbs many times during the 60 minutes and by repeating them. Take turns to – to do something one person after the other. Lesson plan form Procedure In the activity section below. they will remember a few. Take someone out – to escort. Take over – The act of assuming control of something. For example. Take notes – when you write down notes. job. I take my shoes off before I enter my apartment. For example. For example. For example. my boyfriend asked if he could take me out for dinner tonight.

let’s try this activity. So every time you say take a holiday. how is it in past? [took]. it means that you are going on vacation. what did you come up with? Giovanni. Every time these words go together they have one meaning. Open your books on page 44. min utes Present ation These are some great usage of the verb ‘take’ as phrasal verb and collocations. by reviewing and introducing the ones we are focusing on during class. So I didn’t say ‘go to another holiday’ did I? Which word did I use instead? [take]. Katia.3 Münchner VHS want to take another holiday. So. did you come up with another example with take? And what does that mean? [Ask another 3 or 4 students] Wow. past participle? [taken] [Write them on the board] s-s ss-ss CELTA course attention on the variety of phrasal verbs/collocation s with the verb ‘have’. read the first sentence and tell me what you think the meaning is. Look at exercise number 1. I also didn’t say ‘I started a new hobby. Now. Still in your partners. Maribel and Rita already talked about them. So now talk with your partner about what else you ‘take’ come up with other examples that we already came across during class or that you already know. where I took up a new hobby: taking pictures.’ What did I say? [took up] And what is the hobby I took up? [taking pictures] [Write the ‘take a holiday’ on the board] Here is take in present. you already know a lot! We will focus on them today and learn some new ones. Last time I took a holiday I went to Brazil. I will give you a few minutes and then you come up with some sentences. remember? Collocations are words that usually go together and phrasal verbs are the combination of a verb with a preposition or adverb. discuss what is the meaning of the verb ‘take’ in these four sentences. [Do the same for the rest of the exercise. Ask a few general questions back to them to see if they got the meaning] Whom do you take after? When did you take your last holiday? Have you taken a drive test? Can .

But then if I feel cold again. After you s-s ss-ss To get students to practice and manipulate phrasal verbs/ 15 min utes . What do I do with my photo camera? I [take pictures] But. don’t write anything and try to think why they are different. He used brushes and paints… When you take someone out. ask them to explain what is the difference and/or ask some CCQs] When you take an exam. did Leonardo DaVinci use to take picture? [No] He used to [paint a picture]. what am I doing? Which one of the two? [I take off my scarf]. children. take after and look or behave alike have the same meaning. Let’s check the answers all together now. if I go check my grades and I got good grades.4 Münchner VHS just one person take turns? [No] Because I can’t take turns with myself. do you pay the bill? [Yes] You invited the person to go out with you. There must be more than one person right? [Yes] Now. You will have to match the phrasal verb/ collocations from the left with the sentences on the write. For example. Who can you take care of? [pet. do you know if you pass it right away? [No] You just did the exam and gave to the teacher. so you will put a check on the right. [If they are not the same or if they seem unsure of the meaning. You will look the words in the left and see if they have the same meaning of the ones in the right. let’s look at exercise number 2. Can you take up a sport/ hobby that you already do everyday? [No] It has to be something new or something that you stopped and then started again. If they don’t have the same meaning. Please. what happens? I … [pass the exam]. I will [put my scarf back on] [put it on]. check your answers with your partners. the elderly…] What is the difference here [take off and put on]? If I remove my scarf. But then. You add some clothes. Control led Practic e CELTA course Now I will give you a handout with two columns.

5 Münchner VHS found the one that matches. Now I have to fit the verb in the sentence: During vacations.4 and getting ones together and so on] I will give you some questions and you will interview each other. tell us what you found out about your partner. you will have to complete the sentence with the write form of the verb ‘take. You will be in two groups and one person will come up here and they will have to mimic a phrasal verb we learned today. I will write down take a holiday under ‘have’ because it means the same as have a holiday.what they can substitute. Here is the handout. Great! Let’s see what you have found out about your partners. For example. we will put them in different categories . Now that we know their different meanings. The first group to guess what that person is trying to imitate s-s ss-ss To provide students with practice using the phrasal verbs/ collocations 30 min utes Freer Practic e . I write the diagram that is on page 44 exercises 2 on the board very quickly.’ For example.2. choose one and write it on the board under the right option? [Do this for all examples of exercise 1] Now you will also work in pairs. take care of. Connie. Bea. CELTA course collocations with ‘take’ they just learned/reviewe d Let’s check everyone together. [If they mispronounce] Let all repeat. number one is ‘take a picture’ and it matches with the letter ‘e’. I love taking pictures of buildings. Don’t forget to write down some notes to remember what your partner said. it just goes under ‘phrasal verbs’.3. but I will give you new pairs. check with your partner. If there isn’t anything that matches. take someone out… [Drill from them] While they are doing the individual part of the exercise. Now we will play a game. Now. [Get them new pairs by saying 1.

When we use … [Notice some of the students mistakes to have error correction. if there is time left. I can recap vocabulary they learned today). So for example. for the last few minutes. let’s recap some things. try to guess what I am doing [mimic me taking care of a teddy bear and they will have to guess] You cannot tell your group what you are planning on imitating. Let’s start! Who will be the first one? Great! So I see you learned most of the phrasal verbs with ‘take’! Now. CELTA course .6 Münchner VHS gets a point. [Divide the class in two groups].

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