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A nightmare journey: Phrasal verbs
Intermediate B1+ level

Description

In this lesson, students will learn about phrasal verbs in the context of unexpected traveling. At the end of the lesson, they will have learnt new vocabulary such as, 'gave us a lift, ages.'

Materials

Abc English Unlimited - Intermediate B1+,Student's book
Abc Listening: Alice & Javier's journey

Main Aims

  • To provide clarification of travel situations using phrasal verbs

Subsidiary Aims

  • To provide specific information listening practice using a text about a couple unexpectedly travelling and practicing speaking using phrasal verbs 'get a lift, get stuck.'

Procedure

Stage 1 (Lead in / Building context) (3-5 minutes) • To generate interest in the topic by getting SS to think about travelling

1. Project Mr. Bean video on WB. At the end of vid, ask students "what kind of a problem(s) is Mr. bean having?? Students randomly answer then go onto image of TRAVELING...

Stage 2 (Listening Task) (5-7 minutes) • To practice listening for detailed information and contextualize the TL: Phrasal verbs

EX. 1 1. SS look at the projected image on WB and I ask: "What can go wrong when you're traveling?" Before they work in pairs, give an example: "Maybe you could miss the train or plane..." Ss work in pairs for 2 minutes and then share answers with WC. 2. SS focus on Alice and Javier's image: "What do you think their talking about? do they look relaxed?" Elicit answers from Ss.

Stage 3 (Highlighting target language) (10-13 minutes) • To highlight the target language: Phrasal verbs so that Ss are focused on it

EX. 2 1. Before listening to track tell Ss that they will listen to a conversation between Alice and Javier, they're on a journey. Listen carefully and answer the first 2 questions in A, after the Qs in B and so on THE CONVERSATION ARE ALL AT DIFFERENT TIMES. Demonstrate on the HO (Chesting HO) while listening. Ask them if any of the problems they mentioned are in the dialogue. 4. To clarify ask ICQ's: * Will you listen to the whole conversations or just A? (Yes/No) *Will you do the same for B, C, D, E and F? (Yes) * Are the conversations all at the same time like 3 o clock or are they all at DIFFERENT TIMES? (Different times) Play the recording A, then ask students to check each other's answers with their friend then share it with the WC. CONTINUE DOING THIS FOR ALL SECTIONS. TELL SS YOU WILL NOT REPEAT THE RECORDING, so they must listen carefully.

Stage 4 (Clarifying target language) (8-10 minutes) • To clarify the meaning, pronunciation and form so that students can comprehend, pronounce and construct it 'give us a lift, get stuck'.

EX. 3 1. PRONUNCIATION & FORM PHRASAL VERBS WITH GET Present Past GET GOT Get__off --> connected speech /ɡet/ /ɒf/ Example: They GOT OFF the train (exit the train) past form ↵ Get a lift /ɡet//ə//lɪft/ Example: They GOT A LIFT from someone (somebody provide transportation for them) past form ↵ o . Ages /ˈeɪ·dʒɪz/ [plural noun] Example: A very long time; 'It’s been ages since I’ve seen you.' . o Hitchhike /ˈhɪtʃ.haɪk/ [verb] Example: To travel by getting free rides in someone else's vehicle 2. MATCHING TASK: PHRASAL VERBS * Tell Ss that they will read Alice's description of the journey. Tell them to think about the specific forms: phrasal verbs in the box. SOME COULD BE IN THE PAST SIMPLE * Tell Ss that they will do a 'matching phrasal verbs' task, they will use the phrases they heard in the recording. * In their groups of 2/3, they will get up one group at a time * A sentence will be projected onto OHP * Phrasal verbs will be stuck on the wall next to WB * They will have 20 seconds to think of the correct one and stick it on the WB * If they can't guess quick enough, next group goes up and does it. 3. 1st answer on WB as example: 'We had a nightmare journey. We GOT ON the wrong train...' ICQ's: Are all the PHRASAL VERBS present simple? (No, they're also past simple) How long do you have? (20 seconds) 4. and go!

Stage 5 (Language practice) (8-10 minutes) • To provide freer oral through an activity whilst using the language productively.

EX. 4 1. Explain to Ss that they will work in groups and each group will receive one topic for a travel problem they've had. Standing in small circles they will discuss about the problems using the TL.

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