To provide clarification of separable and insperable phrasal verbs in the context of parties
To provide practice of phrasal words in the context of parties
To provide accuracy speaking practice in a conversation while getting to know each other in the context of parties
Procedure (30-46 minutes)
Stand in the centre and introduce your self. Then tell them that you want to know them better and you want them to know each other better because you are at a fun party. Show them the ice-breaker questions and ask them to answer the questions individually and not to show each other their paper and not to write their names or anything that can reveal their identity on the paper. Distribute them the papers and give them a time limit of 3 min. Ask them to stand up and crumple the paper, demonstrate how they should do it. Turn on the music and ask them to throw the papers to each other and inform them that they need to stop when you stop the music. Ask Ss to open the paper( if the Ss pick their own paper, they need to start throwing again, though this is a very low possibility in a class with more than 6 students.) Now ask Ss to go round the class and find the owner of the paper by asking questions by reading the information in the paper.
Ask Ss if they have understood all the text they have read in the previous lesson. Elicit some of the phrasal verbs. Tell them that when they need to check some vocabulary in the dictionary, to find the correct meaning they need to check English-English dictionaries . To be able to understand what dictonaries say about the words they must be able to guess the meaning by reading the example sentence or the definition. Tell Ss that you have some phrasal verbs taken from the text with their examples. They are supposed to guess the meanings of the phrasal verbs by reading the example sentences which are taken from the text "Las Fallas". Put Ss in small groups ( If possible groups of three). Ask them to work together and try to guess the meaning and not use dictionary. Set them a time limit. Distribute them the strips of papers. Take some feedback but don't tell them true or false yet. Tell them that you are going to give them the meanings and they need to match them meanings with the sentences. Next, distribute strips of papers on which meanings are written. Give one set for each group again. Stick the answerkey on the board and ask Ss to come and check it. Take some feedback. How many correct answers do you have? Was it easy? .. etc. Give each Ss an answer key so they will have a list of vocabulary to review at home.
Write on the board the sentence taken from the text. "Fireworks are going off." Ask Ss if there is an object after "go off". Then ask them if they can use an object or pronoun after go off. Elicit the answer "no" or tell them yourself. Write at the top ; Intransitive Write another example sentence from the text on the right side of the first sentence; "Valencians know how to put on a really good party." Ask the same question and elicit the answer "yes". Underline "a really good party" with a different coloured board marker. Write under it “object”. Circle the phrasal and write above transitive. Now write on the board the same sentence by changing the objects place like “put a party on”. Ask Ss if it is possible, elicit yes or tell them the answer yourself. And write at the top; separable. Write on the right side of the second sentence; "They really know how to get down to some serious celebrating." underline some serious celebrating. Ask Ss if the object can be used before the particle of the phrasal verb. Elicit the answer “no”. Write at the top of this sentence that it is inseparable. (X Wrong - They really know how to get some serious celebrating down to. ) Put other phrasal verbs into the correct column together with the whole class or give them a min to think and ask them to put them into correct column.If you decide to do it with whole class, skip the controlled "practice 1" which is just after this stage.
Show Ss the hadnout on your chest and tell them that there are some phrasal verbs on the papers and they need to put them into the correct coloumn. Put them in pairs and distribute them the handouts. Monitor Ss if there are huge mistakes like "burn down- transitive/ not seperable". Draw and write the answer key on the board with the Ss. (If there s any problem about timing skip this practice).
Show Ss the material on which there are 5 sentences with the same phrasal verb. Ask them if it is seperable or not. Then tell them that there is a wrong use in one of them. Ask them to find. Distribute them the material. Give them 1 minute and ask Ss to peer check. Then give them the answer and ask the reason. Elicit again that it is a pronoun. Now ask Ss to fill in the blank with one of them always, never, sometimes. Give them the answer. the answer is always.
Show Ss the hand out on your chest and ask them to rewrite the sentences and put the words in correct order. Give them the answer key on the board. Take feedback
Show Ss the handout with different colours on your chest. Tell them that they have some sentences with highlighted phrases on them. Also there are two small boxes with verbs and particles. They will rewrite the sentences by replacing highlighted phrases with the words given in the boxes. Tell them that they shouldn't show the paper to their partner because their partner's answers are written below. Put them in pairs and give each pair A-B cards.
Ask Ss to choose three sentences describing them the best among the sentences given in the previous stage- controlled practice 4.Tell their partner about the sentence and add more information. Monitor Ss if they use any phrasal verbs and if they use it wrong or not. Take notes. If you have time write the mistakes on the board with the changed format and correct them with the Ss.