slide 1 of presentation --- break students into pairs and have them discuss the question in slide one: Which is more important to you: clothes, love or friendship?

students will read the following 3 paragraphs and will answer the questions in the following form: The questions in the form simply ask which paragraph aligns with the following three subjects: clothes, love and friendship, and computers. CCQ- What will you do once you've finished reading the paragraphs? Answer the questions in the form. students will have 1 minute to read and answer the questions, as they're very short

The three paragraphs from the reading are listed without the particles attached to the verbs. Students will fill in the blanks with the correct particles. They will do this individually for two minutes, and then the class's work will be checked together. Procedural CCQ: What are we filling in the blanks with? Off, on, up, and Down Answers: 1. chatted me up, got on, settle down, went off 2. scroll up, click on, log off, shut down 3. dressing up, tried on, take off, dresses down CCQ for meaning: 1. In number one, what word could be used to replace "chatted up?" flirted with me, spoke with me, talked to me. 2. In number one, does she still have feelings for him? No 3. In number one, did she have feelings for him at one point? Yes. 4. In number 2, what could be used to replace the word "shut down?" Turn off, deactivate, etc. 5. If you were to dress up for class, what would you wear? suit, tie, etc.

supplemented by the CCQs in "intensive section" Students will be provided a word bank from the reading, and will be asked to pair the right multi-word verb with the definition given. Procedural CCQ: For this first section, what word will be paired with all three of the answers? On Where do I want you to write your answers? On the slide CCQ: What might a couple do if they decided to settle down? Marry, move in together, etc. If I showed up to teach this lesson in a polka dot hat, what would I be doing? Dressing down

Students will be asked to answer the questions in the form on slide 6 based on the dictionary definitions provided: Try sth ++ on phr v to put on a piece of clothing to find out if it fits or if you like it: Can I try these jeans on, please? get on phr v 1 Br E if people get on, they have a friendly relationship: + with She doesn't get on with my mum very well. shut down phr v if a company, factory, machine etc shuts down, or if you shut it down, it stops operating: Hundreds of local post offices have shut down. | shut sth ++ down Did you shut the computer down? Questions: Which verb needs an object? Which verb does not need an object? Which verb can be followed by another preposition? Answers: try on. get on. get on (with) I will also point out that "shut down" can be transitive or intransitive: "have you shut the computer down?" "the company shut down CCQ: For this section, I will use example sentences for CCQ by asking which is correct between two sentences provided by the textbook. 1. I tried the suit on/I tried on the suit. both are correct 2. I get on really well with simon/I get simon on really well. 1st is correct 3. You need to shut down the computer./You need to shut the computer down. both are correct

Students will listen to the audio recording two times, and then add the stress where they think it belongs on the multi-word verb. After listening, students will drill the multi-word verb CCQ: Are you adding the stress before or after we listen to the recording? After Where are you placing the dots? On the stressed syllable/word in bold

Students will complete questions from page 44, exercise 10 in the workbook. They will answer the questions independently in 2 minutes, and then, before submitting, check their answers with a partner in 1. CCQ: Should you submit your answers before or after speaking with a partner? After How much time do you have to answer the questions on your own? two minutes.

Students will be given 3 words: 1. get on 2. shut down 3. try on They will have 4 minutes to write their own sentences and submit their answers in the google form. They will be encouraged to write more sentences on their own if they have time After submitting, students will speak with a partner for 3 minutes about their sentences. Finally, the class will go over all the sentences submitted, where I will check for any potential errors. CCQ: Where should you type your sentences? In the google form.

As these are intermediate students, there's a chance the delayed error correction will be focused on pronunciation. In his book, Kelly points out that linking is often a signal for less experiences speakers. If this is a consistent error, having visual aids for linking will be beneficial at the end of the lesson. Refer to the TLAS for these examples