Aaron Abrook Aaron Abrook

Demo Lesson 2 - Phrasal Verbs
Intermediate level


This lesson is designed to get students feeling more comfortable using phrasal verbs in conversations. Students often avoid using phrasal verbs as they feel that they are more difficult to use than the formal equivalents, and sometimes erroneously believe that they may be inappropriately informal in many contexts.


No materials added to this plan yet.

Main Aims

  • They will also have had their awareness raised about the frequency of phrasal verb usage in spoken English and noticed that transitive phrasal verbs tend to be used with a particular groups of objects.
  • By the end of the lesson, the learners will have applied their understanding of a particular group of phrasal verbs to a real-life context.

Subsidiary Aims

  • By the end of the lesson the learners will have practiced speaking in real-life situations by improvising around a basic planned dialogue.


Warmer: Teacher models miming (2-3 minutes) • This warmer will help prepare Ss for the first task of the lesson.

T mimes the expression ‘switch off the light’ to the Ss. Ss will shout out their answers.

First task – Competitive miming of phrasal verbs. (13-15 minutes) • Ss will be checking their familiarity with a selection of phrasal verbs and possible objects which can be used with them. The competitive nature of this task will appeal to this group of learners.

T will put the Ss into two teams (likely to be 3-4 Ss per team) T will write these phrasal verbs on the board: • Turn up • Look up • Throw away • Ring up • Take off • Turn off • Try on • Sort out Ss one by one will be taken outside by the T and given a slip of paper with a phrasal verb and object written on it – e.g. ‘Turn up the TV’. Each S will mime their phrase in front of both teams. In order to give their answer, Ss must shout out their team name first. One point is given for identifying the object; another is given for selecting the correct phrasal verb. An incorrect answer gives the other team a point, and the option to give another answer.

Extension of first task – brainstorming alternatives (10-12 minutes) • Ss will get more familiar with each phrasal verb by thinking about which other objects can be used with them. This also connects nicely with the next activity, which requires the learners to use them more productively.

Ss in the same groups have 5 mins to brainstorm two more objects for each phrasal verb. Ss are then mixed up and compare their lists. T will discreetly monitor and be available for help.

Production: Creating role-plays (10-12 minutes) • This stage will help the Ss transfer these phrasal verbs to a real-life context. By writing and then acting out a role-play, the phrasal verbs are being used in a way that should help them remember them better than by doing a gap-fill style activity.

Ss are put into pairs and given one of these scenarios: • A parent and child in a clothes shop. • Two friends speaking in the school canteen. • A husband and wife chatting at home in the kitchen. The Ss must make up role-play dialogues that must include at least six of the phrasal verbs from the previous tasks. They may use any object they wish with the phrasal verbs, provided it makes sense! Ss are also told that they will have to perform these role-plays later as realistically as possible; they are not allowed to simply read them aloud. If they wish, the pairs may go and practice in another empty classroom. T will go from group to group, helping with any grammar problems that may arise.

Practise: Performing the role-plays. (8-10 minutes) • By not letting the Ss to read the dialogues, and by making them act them, I hope that this will help the learners get used to using phrasal verbs more when they are speaking. This also makes these role-plays closer to a real, unscripted situation.

Ss will perform the role-plays for each other without reading from their notes made in the previous stage.

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