T shows slide 1 and elicits the topic of the lesson (Living/moving abroad). T asks the WC if they are planning to move abroad in the future, nominates 1-2 students and elicits answers. T then asks students to work in pairs to discuss how living abroad can be difficult. T asks volunteers to share their opinions. Next, T asks Ss to read the article "How to survive your first year living abroad?" and decide on the best tip. Ss then work in groups of 3-4 and debate which tip is the best.

T highlights the first tip’s "take" collocation (take your time) and get them to underline the other 7. T encourage noticing of whole lexical chunk. Then Ss work alone for the others. T monitors and mediate. Next Ss compare their answers before T projects the text (Slide 2) with underlined expressions. Ss check and notice full form of the expressions. Following this, T distributes HO2 and asks students to work with their partners and match the take+collocations with their meanings. T then goes over the meaning of each collocation and check Ss' understanding and clarify meaning by using visuals and CCQs Later, T projects slide 14 and focuses Ss on the form of the first ‘take’ expression. T models the first one and elicits the form from the Ss. Ss complete the HO3 in pairs. T gives feedback and provides clarification. Finally, T draws Ss attention to word stress in each collocation, models the correct pronunciation for individual and WC drilling and also elicits if their is a pattern.

T asks Ss to work alone to complete a crossword using collocations with take. Students check their answers in pair. T gives feedback and provides clarifications if needed

Projecting slide 19, T models the first question to be rewritten using one of the collocations with take and elicits the answer from the SS if possible. After instruction-check, T distributes HO5 for students to work alone and rewrite the questions using collocations with take. Ss check their answers in pairs before T provides correct versions. T discusses any uncertainities and provides clarification if needed. Then T arranges Ss into groups of 3 for a group discussion. T models the activity by nominating one student to answer on question with take collocations. After S answers, T asks the same student to nominate another student in the group to answer another question. Ss then nominate each other to ask and answer all the questions on their lists. T monitors closely, notes down errors that need attention. At the end of the activity, T nominates some students to report back their discussion and share what they have learned about their group members. T finally draws attention to some of the mistakes and gives feedback.

T explains that the final task is a creative writing practice. T projects slide 21 and draws attention to Zeynep&Murat, a couple who moved to Germany. T asks students to work in groups/pairs (depending on the number of the Ss) and complete this couple's story using their imagination. They can write a success story, a funny story or even a sad one, but they must use at least 3-4 of the collocations with take they have learned. After instruction-check, students collaboratively writes a short story of 80-120 words in 10 minutes as T monitors closely to provide assistance and detect any common mistakes with collocations. Ss then read each other's work in a gallery walk and give each other feedback. T asks Ss' opinions about the funnies/ the most realistic/the saddest story, etc. T finally draws attention to some of the mistakes and provides correction.

As an additional writing activity to extend the production stage, T asks learners to imagine being a friend of Zeynep and Murat who are having hard times adapting to their new life in Germany. Ss use padlet to write a note for them to give advice as to what they can do to help them adapt. T works alone to complete the task, and as a whole-class, students can discuss the best/ the most useful/the most realistic advice.