Fatima Fatima

Healthy/unhealthy habits
Upper Intermediate level


In this lesson, students are first tested on their prior knowledge of phrasal verbs before moving on clarification which intensity length will be determined by the results of the previous test stage by monitoring and assessing the student's needs during the test stage.Finally, students are given a second test to test the progress which took place in the teaching stage.


Abc Guided discovery handouts
Abc Handouts of the first test
Abc Meaning matching handouts
Abc Slips of papers for students to write their verbs
Abc Second test handouts

Main Aims

  • To provide clarification and practice of Phrasal verbs in the context of Healthy/unhealthy habits

Subsidiary Aims

  • To provide clarification and practice of A set of phrasal verbs in the context of healthy/unhealthy habits


Lead-in (1-2 minutes) • To generate interest in the topic/theme of the lesson

T reminds students of the context set in the previous lesson( healthy/unhealthy habits). T writes one phrasal verb, taken from the last lesson matching activity( look after), on the WB. She asks students what is this, what does it mean and what do we call this verb.

First Test (5-8 minutes) • To test learners' current knowledge of and ability to use the language and identify what the issues are

●T presents the test handouts eliciting the meaning of (separable and inseparable).T tells the students that they will put the verbs in the correct box.she clarifies that they have to work alone and that no mobile phone are allowed. ● Meanwhile, T monitors carefully trying to assess the areas problems and needs of the students. ● T asks students to check the verbs they don't know with their partners.If their partners are able to give them the correct answer so they should move the verb from the i don't know box to the correct one.

Teach (clarifying) (5-15 minutes) • To clarify issues learners had with meaning so learners understand it better, issues they had with pronunciation so they know how to say it better and issues they had with form so that learners know how to construct it better

Depending on the outcome of the first test, T decides on one of the following types of clarification: ● If students have problems with almost every phrasal verb or most of the phrasal verbs given, T will provide a word- meaning matching activity to clarify the meaning. Then, a giided discovery will be provided for the form and finally pronunciation modelling and drilling. ● If students hav problems with only some of the verbs which are already expected by the teacher like 3 or 4 verbs, T writes these verbs on the WB and elicits meaning,form and pronunciation using examples, CCQs and drilling techniques. ● If students did very well in the test with no problems, T selects the most difficult verbs to ask about their meaning,form and pronunciation. When ckecking the form of separable verbs, teacher elicits the difference between adding a noun which can be put in the middle or after the phrasal verb and the pronoun which only be put in the middle of the phrasal verb.

Second Test (5-8 minutes) • To provide controlled written practice focused on using the language accurately and to test what learners have learnt from the teach stage

T give the students second test handouts to answer indivisually then to check with their pairs and finally WCFB possibly with some error correction.

Freer practice (5-7 minutes) • To provide freer oral practice and use the language productively

●T gives each student one piece of paper to write one phrasal verb they choose on given that they won't show to their friends. Students then share their verb with their friend as they try to explain what it means to them.Their partners then are expected to give examples of the verb they learned from their classmates. ● T then starts WCFB by nominating students to talk about the verbs they learnt. ● error correction takes place

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