D. Hann D. Hann

phrasal verbs -- "get"
level 3 Intermediate level


Abc question activity strips with "get" phrasal verbs
Abc Dialogue worksheet with definitions (front-and-back print job to save the trees)

Main Aims

  • To provide review and practice of phrasal verbs using "get"

Subsidiary Aims

  • To provide speaking practice using the featured phrasal verbs, facilitating students' incorporation of them into their vocabulary.


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students, see how much they already know

Elicit, ask students what they remember of phrasal verbs from the book, their previous study of English, etc. and the parts of a phrasal verb. Elicit most commonly used verbs. "Get" will inevitably pop up there, so when it does, get a few specific examples of phrasal verbs using it.

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

Present the dialogue sheet and explain -- this is a dialogue between two people that uses "get" phrasal verbs in context. (the similar previous exercise worked because they had a list of definitions to work with). Check their understanding of the task before they start. Put them in pairs (mixing them up from their usual partners) and have them read the dialogue -- encourage them to act it out if they feel dramatic.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

After the dialogue, go over the verbs (10 in all) to make sure they get the meaning -- elicit other examples using the same language or explanations using students' own words. Be careful not to spend too much time or get bogged down at this stage -- don't focus much on the ones they students already seem familiar with)

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

Speaking activity -- explain before they start that they will be answering questions and talking about situations. Concept check as SOP. Ask them to note any especially interesting answers they get. Monitor groups attentively -- circulate, don't hover, keep an ear out for any recurring errors or other things to note at wrap up.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

Feedback and error correction -- draw students' attention to any recurring errors in pronunciation or use, etc. that may have been noticed in monitoring their speaking activity. Wrap up summary of what we did and why. Time permitting: "Tonight I'm Getting Over You" -- song (anyone familiar with the song can tell everyone what the main idea is) Close with version of video that has lyrics on screen.

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