Iris Ricoy B. Iris Ricoy B.

Upper Intermediate level


In this lesson, students will read an anecdote about a return trip home using the 3 types of phrasal verbs. Then, they will be given some pictures to put in order according to the story. Teacher will ask randomly what phrasal verbs belong to what picture. Teacher will give them an exercise to match meaning to phrasal verbs. Teacher will ask then what do they notice about six underlined phrasal verbs, and then will ask to put into 3 different columns (2 for each kind). Teacher will check with class, then give each pair of students some questions with missing phrasal verbs. Teacher checks with class and then students answer questions in pairs. If enough time left, they will switch partners.


Main Aims

  • To provide review of the three types of phrasal verbs in the context of travel

Subsidiary Aims

  • To provide accuracy speaking practice in a Conversation, interviews, comparing views and opinions. in the context of travel


Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

Teacher will write on board: Have you ever had a bad experience when traveling? Have you ever arrived late to the airport/bus? Have you ever forgotten something at home or hotel?

Exposure (2-4 minutes) • To provide context for the target language through a text or situation

T asks ss to read individually an anecdote on the teacher's home return trip not minding the highlighted words or words they are not familiar with (if any). T asks ss if it was a positive or negative experience. T links pics in another slide for students to number in the order they happened according to the story. OCFB T asks ss randomly what phrasal verb they could use for each pictures from the text.

Highlighting (2-4 minutes) • To draw students' attention to the target language

T sends ss link for Jamboard to match meaning with phrasal verbs. T asks ss to return to text, to see if they notice any common or different things with the phrasal verbs.

Clarification (6-8 minutes) • To clarify the meaning, form and pronunciation of the target language

T asks ss to match phrasal verb with meaning in pairs T checks with a ss at a time, corrects if there any pronunciation problem and or suggests any linking on the phrasal verbs. T asks ss to try to put in right column individually, then checks with whole class.

Controlled Practice (3-5 minutes) • To concept check and prepare students for more meaningful practice

T hands out a quiz for ss to fill out individually, sends ss to breakout room to check with a partner if the phrasal verbs they used were correct for each question. T monitors ss and helps out if needed.

Free Practice (10-15 minutes) • To provide students with free practice of the target language

T puts ss in breakout rooms and tells to interview each other using questions from previous exercise that use phrasal verbs. T monitors activity writing down any common mistakes in pronunciation, structure, etc. If enough time, T will address said issues in OCFB at the end of class.

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