Copy of Reading comprehension - Phrasal Verbs
To pre-teach the target language in order to be able to understand in more detail the text.
To introduce the structure and the use of the phrasal verbs.
Procedure (45-55 minutes)
Since the text is related to time-management tips, I am going to talk about my own methods to memorize things. I will narrate my story that I forgot to attend my friend’s party. Later on, the students will be asked how people in Turkey prioritize their time. I will put them into pairs to talk about how they remember the things they have to do and if they write down every single task that they need to accomplish.
At this stage, the students will read the text for gist for general information. I will ask them to underline the unfamiliar words and I will encourage them to identify the meaning of them via contextual guessing. If it's possible, synonym words will be asked and I will continue by giving examples. At this part, I will introduce the form of the phrasal verbs saying that they consist of a verb and a preposition or adverb that modifies or changes the meaning of the verb by itself.
The students will scan the article for specific information. They should match the photos with the people related to the text, who explain the way they manage their time effectively. I will ask them whether they find any common ground with the people mentioned regarding their time-management tips. A small conversation will be followed for the better comprehension of the text (CCQs) and I will focus on pronunciation of the new words (prioritize)
A vocabulary exercise is given under the article. The students should replace some underlined phrases with the correct form of phrasal verbs. I will specify that the p.verbs they need are all in the previous section and that the line numbers are given so that they can find them easily. Besides this, the students will be asked to decide whether they follow the pattern given in the example or not and in pairs, later, they compare their answers.
At the last stage of the lesson, a handout will be given in order to revise the new lexical and grammatical phenomena the students learned today. The first one, is a gap-fill exercise where the students will use the new words in brackets to complete each sentence. The second one is a matching exercise; they should match the synonym verbs on the right with the phrasal verbs on the left side. If time allows, I will ask my students to work in pairs and make sentences using the vocabulary from the today's lesson.