Caitlin Diebler Caitlin Diebler

TP #5
Intermediate level


Phrasal Verbs: Grammar


Main Aims

  • To provide students with clarification and practice of phrasal verbs in the context of an article about the Las Fallas festival.

Subsidiary Aims

  • To provide students accuracy speaking practice in phrasal verbs.


Warmer/Lead-in (6-8 minutes) • To set lesson context and engage students

Las Fallas article. Listen again if previous lesson did not suffice. T: What's happening in Valencia? S: fireworks are going off T: What does 'going off' mean? S: exploding T: 'going off' <-- what parts of speech are these words? noun, verb, adjective? S: go is verb T: yes go is a verb. what about off? S: particle/adverb T: Go is a verb, off is a particle (adverb). When we use 'go off' together. What do we call this? What part of speech? S: phrasal verbs T: Yes, so in the reading, Las Fallas I want you to find as many phrasal verbs as you can. Ss work solo to find phrasal verbs. When finished or stumped, work in paris to check. Sticky answer key on the wall (circled phrasal verbs) and Ss check

Exposure of phrasal verbs (7-10 minutes) • To provide context for the target language through a text or situation

Are you familiar with these phrasal verbs? What do they mean? (Elicit from WC) In groups (at two boards) Ss match phrasal verb to synonym using cut outs and sticky tack to the WB. Feedback: T gives funny look and has Ss self correct the matches. If Ss cannot self correct T goes over meanings, if necessary. Ss sit down. While words are on the board practice stress/pronunciation. Elicit from Ss where stress is. Model and drill.

Highlighting and Clarification of TL (8-10 minutes) • To draw students' attention to the target language

Hand out grammar table worksheet and give students a chance to study. *Get Ss to notice trans vs intrans. (object vs none) T: What do you notice about the words? Why are they different? Why are there 2 groups (trans, intrans)? If cannot elicit from Ss use explanation on WB to distinguish. *Get Ss to notice placement of object within transitive. What do you notice about the location/placement of "something" in transitive verbs? is it the same or different? Find one example of each: Intransitive, Trans (separable), Trans (inseparable) in the reading possible answers: intransitive = go off, separable = dress up, inseparable = get down, look forward to What about dress up? Do you notice anything different? What's the object? (them = lifelike statues). Keep this in mind as you look at these four sentences. Give WKST. One of the four is grammatically incorrect. Which one? Work with partner. d is incorrect. why? Separable= if the object is a pronoun it must separate the phrasal verb Inseparable= objects always come after it Complete the rule below. answer = always.

Controlled Practice (5-6 minutes) • To concept check and prepare students for more meaningful practice

Display PPT exercise. (exercise 3 from SB) In pairs, complete (write) the sentences using a pronoun. FB = Ss write answers on WB & self correct/check

Semi-Controlled Practice (4-6 minutes) • To concept check further and prepare students for free practice

Ss use phrasal verb cards as prompts to create sentences with new partners. Speaking. T monitors mistakes. Feedback if necessary on WB.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

Ss move to new pairs/groups (depending on # of Ss) and create a story using as many phrasal verbs as possible. Post stories on wall & others read. Ss decide which one is best.

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