Vocablary and Speaking
Upper Intermediate level


In this lesson SS will learn and practice some phrasal verbs about life stories.They also practice their speaking skills with the use of these phrasal verbs.


Abc Reading Text
Abc Cards for matching activities

Main Aims

  • By the end of the lesson students will have understood and used some phrasal verbs(turn up,give up,take up,settle down,set up,run out) in the context of life stories.

Subsidiary Aims

  • To improve students' speaking skills guessing and narrating activities.


Stage 1 - Warm up (0-5 minutes) • To introduce the lesson and warm up the students for the lesson.

T writes: Carry on Come across Look forward to on the WB and asks SS what they are? After eliciting T writes 'Phrasal Verbs or Multi-word verbs' on the WB and asks to SS: Do you know phrasal verbs? Can you give me an example? T writes 'verb+preposition' on the WB. We are going to learn and practice some new phrasal verbs in this lesson.

Stage 2 - Vocabulary (5-10 minutes) • To practice phrasal verbs such as grow up,be brought up,drop out,take on, pick up,go on,go by, etc.

1-T shows small pieces of papers that folded and wants SS to pick one and say which words are the phrasal verbs. SS come and pick one by one. 2-3 minutes for this activity ICQs: What are you going to do? Are working in a group or alone? 2- SS keep the papers and T gives the definitions of that phrasal verbs and wants SS to match them with the phrasal verbs that in the first activity. GW They have 3 minutes. ICQs: How much time do you have for this activity? What are you going to do? Are working in pairs,group or individually? 3-T asks SS to write examples for each phrasal verb. GW SS have 3 minutes. Then elicit the examples from group speakers.They can write their examples on the WB. ICQs Are you writing examples for just one phrasal verb or for all of them? How are you going to do this activity in a group,pair or alone? How much time do you have?

Stage 3 - Reading and Vocabulary (5-10 minutes) • To practice vocabulary with the help of a reading text.

1- T shows Maya Angelou's picture to SS and asks: What do you think this woman's life has been like? Where do you think she is come from? What can be her job? What do you think about her age? T elicits their predictions. 2-T wants SS to read the text and answer these questions in pairs: Did she have an easy life? What jobs did she have in her life? What were her major interests? Why is she a role model? Then T elicits the answers from pairs.

Stage 4 - Jeopardy Game (8-10 minutes) • To practice phrasal verbs from the text with the Jeopardy game.

-There must be 2 groups. -T asks SS to choose a group name and writes those names on WB. -There are 10 definitions in the game with range of points from 100 to 1000. -SS choose a definition with a point then T clicks on that and definition appears. SS try to find the correct phrasal verb from the text. If they find it they get points and T writes that points and chance to choose switch to the other group. Winners get chocolates as awards.

Stage 3 - Speaking (5-10 minutes) • To provide a controlled speaking practice about life stories.

1-T tells her/his life stories with the use of previous learned phrasal verbs. I grew up in.... I was brought by my parents.... T asks: So what is your life story?Please write about your life on a small paper and use at least 2 or 3 of the phrasal verbs that we have learned.But do not write your name on it. 3-5 minutes to prepare. Individual activity then WC. Then T gathers all the papers and mixes them. T asks SS to come one by one pick one paper. S read that paper to class and all together they discuss and try to find whose life story is that. 5 minutes for matching part.

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