Rania Omar Rania Omar

TP6/ Law & order/ phrasal verbs
Intermediate (B1) level


In this lesson, students will study about fifteen phrasal verbs and they will concentrate on how phrasal verbs can be separable and when to separate them from their particles. They will also learn how to pronounce them and how to use them in different sentences.


Main Aims

  • To provide clarification of phrasal verbs in the context of food habits around the world

Subsidiary Aims

  • To provide fluency speaking practice in a debate in the context of Order versus mess


Warmer/Lead-in (3-5 minutes) • To maintain the context from the previos lesson and engage students

T: Greets the class and shows the two pictures for the tiffin and the bento. T: Asks students what these pictures are and whether they have something similar in Turkey or not. S: (In pairs) talk about this tradition T: Monitors and asks for feedback.

Exposure (3-5 minutes) • To provide context for the target language through a text

T: Asks the students to look at the texts and find where these two pictures come from. T: Asks the students to underline the sentences that have the four words in text 1. Ss: Underline the sentences in the text. Ss: check their answers in pairs. T: Asks for FB and nominates one student at a time to say one sentence and she writes it on the board.

Highlighting (2-3 minutes) • To draw students' attention to the target language

T: Mimes "get up" and elicits it from the students, by fingers the teacher shows the students that "get up" is a two-word verb. T: Asks the students where the verb is in each sentence on the board and underlines it.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

T: Asks the students to match the verbs with their definitions in HO1. S: (in pairs) Match each verb with its definition. S: Swap HOs to check the answers. T: Asks for a FB from the WC. T: Asks CCQs to check the meaning like, which phrasal verbs were easy to find? Can you show me how you pack in/ pick sth up/ take sth back? Was made up easy to find? why(not)? T: Elicits the form from the sentences on the board by showing the three ways in which the phrasal verbs appear in the sentence. S: do exercise 4 and 5 in HO1. T: plays track 1.73 and 1.74 to practice pronunciation of phrasal verbs. T: Drills the ss with back chaining or showing the stressed part of the sentence on the board.

Controlled Practice (4-6 minutes) • To concept check and prepare students for more meaningful practice

T: Asks ss to match the phrasal verbs in HO2 with their definitions S: (in groups of 3) match the words T: Asks the groups to check on each others S: look at the AK

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

T: Asks the students to read the text on HO2 and complete the phrasal verbs with the correct particle in the right place. S: (in groups of 4) completes the activity. T: monitors and provides error correction on the spot. T: projects the activity and asks for feedback from one student from each group to put the particles in the text.

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

T: Projects the two statements on the board and asks the students to work in groups and discuss whether they agree or disagree and why S: Discuss the two statements T: Monitors and takes notes to provide error correction at the end of the lesson

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