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A...lexis. Please turn on phrasal verbs
Intermediate-Upper Intermediate level

Description

In this lesson, students will be reviewing what phrasal verbs are and how to use them. By using the intensive task of reading a text and answering true or false questions, students will use inductive learning to see what phrasal verbs are without an explanation. Though we will cover their meaning, form, pronunciation and how to use them in context, students will practice their understanding in a controlled task of fill in the blank. To finish the lesson, students will test their learning in a freer practice by having a more flowing conversation and asking each other questions using the phrasal verbs I gave them and/or others.

Materials

Abc Long list of phrasal verbs
Abc Fill in the blank form

Main Aims

  • My main aim is to have students solidify their understanding of what phrasal verbs are, how they're formed and how to use them.

Subsidiary Aims

  • My students should familiarize themselves with some phrasal verb lexis and get an idea of the many more that they'll need to memorize.
  • Students should become more comfortable using phrasal verbs in conversation.

Procedure

Lead-in (4-5 minutes) • To engage students and have them create a concept of how a phrasal verb is different than a regular verb.

--Teacher welcomes students. --Say each students name. --Get started. INSTRUCTION: Okay everyone. I want you all to look to your left. Now, look to your right. Now I want everyone to look down. Now I want everyone to look up. Now I want everyone to look up what a phrasal verb is. Just joking. --Teacher will show google slides to show what the word LOOK UP means. Meaning: to research or investigate. CCQ: If I say to look up a book at a library, does it mean look for a book in a high place? CCQ: If I say look up a definition, does it means search for the definition.

Exposure (9-10 minutes) • To expose students to different phrasal verbs and their meanings through a text and true/false quiz. Also, their reading skills.

INSTRUCTIONS: Have students take out the Google Forms document, read the document, and answer the true/false questions. They'll have 3 minutes for this. If the answer is false, what would be a correct answer. ICQ: How many minutes do you have? 2-3 minutes ICQ: If the answer is false, do you move on to the next question? No. Try and guess the right one. REMINDER: This isn't pass or fail. We'll go over it together later. --Students read text and answers questions. INSTRUCTIONS: I will break you into pairs in the breakout rooms. Compare your answers. Correct the false questions. INSTRUCTIONES EN ESPAÑOL: Cuando termine las breakout rooms, por favor, empuje el buton para regresar inmediato. Si no, estamos todos esperando y cambia el ritmo de la clase. Gracias. 2-3 minutes in breakout rooms. --Go over false questions first. Ask a student to read the sentence and correct it. +Turn down is not happening. It means make softer or less intense. CCQ: Can I turn down the football? No CCQ: Can I turn down the lights? Yes +Hold on is not sit down. It means to wait. CCQ: Do I need to hold on when I have bad internet reception? Yes +Grow up is not get taller. It means to mature. CCQ: Does an old man grow up? No CCQ: Does a young man grow up? Yes +Ship out does not mean get on a boat. It means to leave. CCQ: Do I ship out when I finally come home? No. CCQ: Do I ship out when I finally leave home? Yes. --Go after true questions after.

Clarification (9-10 minutes) • Provide meaning, form, and pronunciation to phrasal verbs.

+Slide 1: Verbs of two or three words that mean only one thing CCQ: Can a phrasal verb be four or five words? No. Just 2 or 3. +Slide 2: The individual words in a phrasal verb have particular meanings but when they are put together, they create a new meaning. CCQ: Is "to talk" a phrasal verb? CCQ: Is "to talk about" a phrasal verb. It is like a new verb...but you'll have to memorize them. INSTRUCTIONS: Look at the document with the list of phrasal verbs. +Slide 3 They all start with a verb and are either followed by an adverb, a preposition or both. --To turn down To turn down=to make lower or to diminish CCQ: Can I turn down? No. CCQ: Can I turn down the lights? Yes --VERB + ADVERB ( Transitive phrasal verb must be followed by something as it will transform the object) --Pronunciation Can you turn down...the music? --Pronunciation: turn down: emphasis on down. Practice/Repeat. Slide 4 To break down: Anyone know what that means? CCQ: Can a tree break down? No. CCQ: Can a machine break down? Yes --Verb + adverb . (Intransitive phrasal verb has nothing after because it is the final state.) --INSTRUCTION: Have student read it with the emphasis. --Pronunciation: My car broke down. Emphasis on down Tɜrn daʊn Practice/Repeat. +Slide 4 --Believe in: accept as true something that could not be true CCQ: Can I believe in cheese? No. CCQ: Can I believe in God? Yes --Verb+preposiiton (Because a preposition is an obect, it will automatically be transitive.) --INSTRUCTION: Have student read it with the emphasis. --I believe in the flying spaghetti monster. Pronunciation: Believe in: emphasis is on 2nd syllable to believe. Practice/Repeat. Slide 5 To look forward to + To anticipate something in the future with happiness. CCQ: Can I look forward to last week? CCQ: Can I look forward to dinner tonight? Verb + Adverb + Preposition So you can see that this has both the adverb and the preposition. --I really look forward to meeting the Johnsons next week. --INSTRUCTION: Have student read it with the emphasis. Pronunciation: Look forward to: emphasis on the O, 1 syllable of forward. Practice/Repeat.

Controlled Task (7-8 minutes) • Students will complete a controlled task consisting of a fill-in-the-blank. This task is to assure that students can use the new lexis with little prompting and within a fixed setting. One sub aim is to practise writing as they will be checking their answers via chat.

INSTRUCTIONS: So, please take out the word document that says 'TP2 fill in blank'... You will complete the sentences with one of the phrasal verbs from above. --I will do the first example. You'll have two minutes for this task. ICQ: How many minutes? 2-3 --Students finish exercise Instructions: Ok, I'm going to break you all into pairs..(I will name the pairs), and in the chat box below, please write IN ENGLISH to see if you had similar answers or different answers. You'll have a 3 minutes for this as well. CCQ: Will you write to the entire group? NO!! INSTRUCTIONS: Make sure you only write to your partner. 3 minutes OCFB: Get feedback from everyone. Did anybody get a different answer from their partner?

Freer Task (8-9 minutes) • To use the new lexis in a more natural setting by asking each other questions in pairs.

INSTRUCTIONS: At this point, you have more than 10 new vocabulary words that are all phrasal verbs. With these, I'm going to split you up into groups of two or three and you will ask each other questions that include the new vocabulary. INSTRUCTIONS: Each person should ask at least 2 or 3 questions each. Get to know each other. You'll have approximately 5-6 minutes for this. Example: When you were a child, what profession did you want to grow up to become? CCQ: Any questions? ICQ: Can you make up your own phrasal verbs? Yes, but you can also use the ones I gave you. ICQ: Will everyone be talking about themselves? Yes, but also asking questions. ICQ: Everyone should only ask one question? No, two or three. --Put students in breakout rooms for 5-6 minutes. --Go from room to room --Bring students back. --Ask if other students had some interesting questions. Or some interesting responses.

Delayed Error Correction (2-4 minutes) • Correct syntax, pronunciation, grammar, etc that the teacher noticed during the class.

--Depending on what I wrote down during the lesson, work with errors that I heard or saw during the lesson that needed correcting. ***Compliment and Thank!!!

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