Shaghayegh Shamlounia Shaghayegh Shamlounia

Phrasal verb lesson
B1 level


In this lesson, students learn the different meanings that a phrasal verb might have both in literal and idiomatic forms. It will also give the students an awareness of the separable and inseparable phrasal verbs and how to use a pronoun with each form.


Abc Hand out
Abc Copies
Abc Projecting Pictures from the course book

Main Aims

  • To provide clarification and practice of literal and idiomatic phrasal verbs in the context of family, daily activities , and problems

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a conversation by asking and answering questions in the context of family, daily activities, and problems


Warmer (2-4 minutes) • To set lesson context and engage students

1. Ask the Students these questions Have you ever had a problem with your car? Did it break down in the middle of the road? What did you do after that? let them have a short talk with their partners if possible. Get quick feedback 2. Project the pictures 3. Ask them to look at the pictures and say what happened in these pictures. 4. Elicit the meaning of the pictures. 5. State the differences between "Literal" meaning and "Idiomatic" meaning 6. Do some CCQs

Lead-in (2-4 minutes) • Get the Students to Analyze the meanings

1. Project the pictures from the course book. EX 1 2. Ask them to work in pairs to discuss the meanings. Do you work in pairs or in groups? (pairs) 3. Get a WCFB 4. Give the students a copy of more examples from Oxford Word Skills- Idioms and Phrasal verbs- book written by Ruth Grains and Stuart Redman- Unit 7- page 20 for any further studies.

Vocabulary (5-7 minutes) • To raise awareness of the differences in different contexts and situations

1. Focus students' attention on the HO taken from the course book 2. Give them the instructions to mark the differences and to discuss the meanings. " I have some sentences for you in Ex. 2. Please discuss the meanings with your partners in pairs. Think whether they are the literal meanings or the idiomatic meanings. What does each sentence mean? You have 5 minutes time. 3. ICQs. Do you talk about the differences?(yes)/ Do you do it individually?(in pairs) 4. If the students have any problems with understanding the meanings, give them the synonyms ( Teacher's guide- HO/ These sentences were taken from the Teacher's Guide) 5. Monitor the students and when necessary help them to get the right meaning. A dictionary would also be really helpful. 6. Get whole class feedback and project the sentences on the board. 7. Ask the students to write any of the meanings they understood on the board. 8. CCQs

Vocabulary 2nd part (5-7 minutes) • To clarify the differences between "Separable" and "Inseparable" phrasal verbs

1. Project the two examples which were given in the Teacher's Guide. 2. Elicit the differences between the sentences. 3. Elicit any other specific rules with pronouns 4. Project some slides showing the correct form and incorrect form of the sentences. 5. Give the students Ex 3 to change the italic words into pronouns individually. Here are some sentences, you need to change the words into pronouns. Do it alone in 4 minutes. Do you do the EX with our partners? (no) 6. Ask students to swap papers and check each other's answers. Get some of the sentences' answers with WCFB 7. If needed, give the students the answers to this part. 8. Monitoring would be done throughout the task

Vocabulary 3rd part (5-7 minutes) • To clarify the differences between "Separable" and "Inseparable" phrasal verbs

1. Give the students Ex 4. 2. Ask them to change the italic words into pronouns but be careful about the inseparable phrasal verbs in their groups in five minutes. 3. CCQs+ ICQs. Where is the place of the pronouns with inseparable phrasal verbs? ( After the particle) Do you do the Ex alone this time? (no- with our group) 4. Separate the class into two groups or Maybe four groups. 5. The first group reads the sentences or a sentence, the second group reads the answers or the answer. 6. Get the feedback like an orchestra conductor to keep them interested. 7. If necessary, give the answer keys to the students to make them feel comfortable about the answers. 8. Monitoring would be done throughout the task

Controlled Practice (3-5 minutes) • To check if they have learnt Phrasal verbs to some extent.

1. Project the picture of the Ex 5 on the board. 2. Elicit what they need to do for that task? Look at this Ex. what do you think you'll need to do? (match the words with the sentences) How much time will be needed? ( three- minutes) First do it individually and if you are finished, check with your partner. 3 Monitor as they are doing the task. 4. Listen to the audio to check their answers. 5. Project a slide to show the answer

Semi-controlled practice + freer Practice (4-8 minutes) • Speaking and using the learnt language

1. Ask the students to answer the questions with a partner in 3 minutes. ICQs. Do you answer the questions in 5 minutes or 3 minutes?( three minutes)/Do we work in pairs or groups?( in pairs) 2. Ask them to see whether they have the similar answers to any of these questions. Do you need to find out if you have any similarities with each other? 3. Ask one of the students to sit on a chair and play a hot-seat game for feedback. Let's have somebody sit on the chair to have a quick conversation such as an interview with their friends. Any volunteers? 4. Students will be asking and answering questions which makes enough opportunities to talk and produce the language. 5. Monitoring and ICQs would be done throughout the task.

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