Q & A


1. T asks SS to suggest some content words connected with a given topic. T selects the most interesting and writes 4-6 words on the board.

2. T asks SS: “Can you think of a word that goes well (collocates) with each word?” then selects the best answers and writes them either before or after the words.

3. T asks SS: “Choose two tenses that you want to practice.” T writes them on the board, then elicits the auxiliary verb(s) and time in each one, e.g.

SS could use the verb forms revision sheet on p.121 to help them. Or, T could choose the tenses that they want to practice with the SS, e.g. linked to a syllabus. T elicits the various functions of each tense, with examples of use.

4. T models the activity with the whole class, by saying a sentence in the first tense using one of the collocations and asking SS repeat it. Then T chooses a SS to say the sentence. T corrects and SS repeats the sentence correctly, if wrong first time. T asks the SS questions based on the sentence, e.g. if the sentence is:

“I go for a walk by the river every morning.”

T could ask several different questions, e.g.

Where do you go every morning?
What do you do every morning?
When…? How often? Do you…?

…and so on. Then T says the original sentence and the SS has to make the question forms. T elicits corrections from the other SS if they make errors.

5. Optional: T could repeat this activity with a different SS using the same collocation.

6. Next, SS work in pairs with a new sentence that has a different collocation and/or tense; then group feedback. T chooses different pairs to present their dialogues, eliciting correction of errors where necessary.

7. Then SS work in their pairs and repeat the activity using different collocations in both tenses. T allows a short period for this, e.g. 10 mins. T monitors, checks, and corrects.

8. Group feedback: T asks different pairs to present their dialogues, eliciting correction of errors where necessary.


  • T could ask two of the stronger SS to model the activity with the tenses with the first collocation, rather than T doing it.
  • T can vary the length of this activity: to make it shorter, use fewer collocations and only one tense; to make it longer, use more collocations and more tenses.

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