Teaching English Collocations in the Classroom | A Lesson Plan for Undergraduate Students


Part 1:

Lesson name: Use of Collocations in Speaking

Class: ENG 200 (20 students)

English level of the lesson: Intermediate to upper-intermediate

Overall duration of the lesson: 40 minutes

Brief description of the lesson: Students will learn some specific collocations and their use in context where they will practice the flow of communication through speaking.

Materials and handouts needed: Topic papers and rubric sheets.

Equipment and technology needed: Board, marker pen, duster, computer and multimedia projector.

Classroom layout: Students will be asked to make five groups of four members for group work. So, the following diagram (clusters) will be followed in the classroom at the time of group work.


Classroom layout: Seating plan
Classroom Seating Arrangements

Part 2:


Lesson Goal

Lesson Objectives


Encouraging students to practice speaking skills by using collocations in the appropriate context.

To use various collocations in different context


To make them aware of the different constructions of collocations (e.g. get, take, love etc.)

Teacher observation

To develop speaking skills



Part 3:



Teacher action

Students (anticipated response)



Greetings and introducing

Active response


1 minute

Showing a dialogue

Watching and reading

Computer and multimedia projector

2 minutes

Introducing the topic

Active response

Board and marker pen

5 minutes


Teacher action

Students (anticipated response)



Instruction for making pair

Making pair


1 minute

Giving instruction for pair work



2 minutes

Distributing topics


Topic sheets

30 seconds


Discussing in group


5 minutes



Rubric sheets

10 minutes

Giving feedback



2.5 minutes


Teacher action

Students (anticipated response)



Reviewing the class



1 minute

 Details Procedure

Warm-up: Teacher will greet all students and introduce himself. Then he will ask the students to find out the chunks that occur naturally from a dialogue. After that teacher will show a dialogue on multimedia projector screen from where students will take note. Then teacher will ask the students to say about their findings and all the findings will be examined through class discussion. Teacher will draw students’ attention if they will miss any important collocation.

Body: Teacher will instruct the students to make five groups where there will be four members in each group. Then he will ask them to change their seating arrangement (like the included diagram). He will also explain to the students what they will do after getting the group topic and how their presentations will be evaluated. For giving the instruction, teacher will follow the following steps:

a) Giving instruct the students to complete the group work within five minutes. If they need more time, two minutes will be given from the total time of group work.

b) Clarifying the details about presentation - one student will present from each group on given topics; maximum time of each presentation is two minutes;  presentation will be evaluated based on relevancy, use of collocation, fluency, accuracy, intonation, pronunciation and time management.

After giving the instruction, teacher will provide the topic sheets and one student from each group will collect it. Students will stats to discuss in group about the topic and teacher will monitor the groups for ensuring that all students are talking in English. He will help the groups at the time of monitoring if they need any kind of help. At the time of students’ presentation, teacher will take notes on their particular mistakes (based on included rubric). Then he will take five minutes for giving feedback and the seating arrangement will not be changed till the class ends.

Review: Teacher will sum up the lesson and give thanks to all students before leaving the class.

Part 4:

 a) Student products: Students will discuss in groups on given topics and produce the content based presentation. The following topics will be provided for group work and presentation.

 i. Helping friend in an exam hall: good or bad

 ii. Challenges of  maintaining time in everyday life

iii. Which is more important: love or friendship? Why or why not?

iv. Naturally scenery of rainy season in Bangladesh

v. Country side of Bangladesh

b) Assessment: Students’ presentations will be evaluated based on the following rubric.






Needs Work


Use of collocation




































Time management






Part 5:

 a) Supplemental activities/extensions or remediation: Teacher will ask the students for playing a game if he has more than five minutes after giving feedback. The game is about collocations where one student will come front and pick a paper from some given papers. The student will read the written collocation of the paper and speak about the clues of that collocation. Other students will try to guess the collocation and replay. They can ask question to the student about that collocation and he/she will reply without saying that collocation. If the students cannot give the correct answer within one minute, teacher will tell them the correct answer. Then another student will come and do the same task.

b) Technology alternatives (in case things don't work as planned): If the multimedia projector does not work, teacher will use the board and provide a photocopied script of dialogue and collocations.

c) Potential obstacles and challenges: If any group cannot do the group work on the given topic, teacher will allow the group to work on any topic by using the given collocations. For the absence of some students, teacher will reduce the group member for making five groups.

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