Hey-ho English teachers, who wouldn't love a helping hand once in a while, right?
In fact, collaboration of teaching ideas is a very fruitful technique, so, herewith we provide a few samples of lesson plans and teaching activities which you may employ in your own classroom.
Hopefully, these lessons will make your English classes the most enjoyable classes!
Good Luck!
Lesson Plan 1
Level: Intermediate Time: 80 minutes
Theme: People Topic: Famous People
Objectives: At the end of the lesson, students should be able to:
(i) learn the meaning of 10 phrasal verbs with 'get
(ii) provide written and then speaking practice of the ten phrasal verbs
Materials: Worksheet 1 - famous person dialogue
Worksheet 2 - gap fill
Procedure:
Put 3 dashes on the board _ _ _. Tell students to guess the verb : (get)
Elicit an example of a 'get' phrasal verb that they already know e.g. get on with.
Students then brainstorm phrasal verbs that they know with get. Write these on the board.
Activity 1:
Put 3 dashes on the board _ _ _. Tell students to guess the verb : (get)
Elicit an example of a 'get' phrasal verb that they already know e.g. get on with.
Students then brainstorm phrasal verbs that they know with get. Write these on the board.
Activity 1:
Tell the students they are going to read a conversation between two people. Hold up flashcards of two people and students guess their job. They are actors. Elicit names for the actor and actress (e.g. Brad and Angelina)
Tell the students that the two actors are now working on a film together and are having a chat about their latest film.
Write the following question on the board. "Are Brad and Angelina enjoying working on their latest film?"
Hand out Worksheet 1. Tell the students to read the dialogue and answer the above question.
Ask students to read dialogue again and underline all phrasal verbs with 'get'. Then, get students to compare with their partners to check the underlined verbs.
Activity 2:
Give students the gap fill worksheet 2(look up Worksheet Section). Allow 5 minutes to complete the exercise. Check answers as a class.
Activity 3:
In pairs, students need a piece of paper. Tell students that they are going to create a written conversation similar to the Brad and Angelina dialogue.
Tell students to write down: a) the names of two famous people, (b) the place where these people are having the conversation and (c) the topic they are talking about
Demonstrate an example of the activity in front of the whole class with a student. Tell students to write a conversation between two people as demonstrated and 6 phrasal verbs with 'get' must be included in the conversation. Give students 15-20 minutes to produce the conversations.
Ask students to perform their conversations in front of the class.
Adapted from: British Council 2010
Retrieved online from: http://www.teachingenglish.org.uk
Worksheet 1
Read the dialogue. Are Brad and Angelina enjoying working on their latest film?
Read the dialogue. Are Brad and Angelina enjoying working on their latest film?
Who: Brad and Angelina
Where: On the set of their latest film
What: Talking about working on their latest film
Angelina: What are you getting up to at the weekend?
Brad: I am going out with Tom and Kate even though I don’t get on them that well. How about you?
Angelina: Not much I guess. I’m still getting over the flu. Do you think I can get away with taking Monday off?
Brad: You can ask the Director…but probably not. He’s the worst director I’ve ever worked with. He’s really getting at us, isn’t he?
Angelina: Oh, yeah how I wish I could just get rid of him for good.
Brad: I can’t agree more to that. I’m glad we got out of doing that last scene today because of the bad weather. We got off lightly for once.
Angelina: Yes, I’m trying really hard to get through to him that we are working extra too hard.
Brad: I know, but we shouldn’t get too wound up about it. After all, we are earning 17 million each for this film.
Read the dialogue again. Underline all the phrasal verbs with get:
E.g. He’s really getting at us, isn’t he?
Worksheet 2
Instruction: Complete the sentences with the following phrasal verbs in the correct form.
get rid of get through to get off lightly get out of get away with
get up to get on with get over get wound up get at
E.g. My mum is always getting at me to start a family.
01. I think criminals ___________ in this country. They never get sent to prison fro long enough.
02. This washing machine is too old. We need to _________it.
03. I don’t know how we managed to win. We should never have got that penalty. We really ______________it this time.
04. He still hasn’t _________losing his job. I’ve never seen him so depressed.
05. I _________________doing that boring project because I said I was too busy.
06. I can’t ____________my students about the importance of speaking English. They only want to do written grammar exercises.
07. I didn’t _______________much last weekend. I just stayed in and watched DVDs.
08. I____________by the neighbour’s dog. He’s always barking and keeps me awake at night. I’m totally annoyed.
09. I don’t __________my mother-in-law. She’s always telling me what to do and she drives me up the wall.
Answer Key:
01) get off lightly
02) get rid of
03) get away with
04) got over
05) get out of
06) get through
07) get up to
08) get wound up
09) get on with
Ta-da! The second lesson plan dedicated to you ...
Lesson Plan 2
Theme: Lifestyle Topic: Adventures Growing Up
Objective(s): At the end of the lesson, students should be able to:
(i) provide synonyms for the phrasal verbs in short story
(i) provide synonyms for the phrasal verbs in short story
(ii) write a list of common verbs that combine with prepositions to make phrasal verbs
(iii) brainstorm as many phrasal verbs using three verbs from the list
(iii) brainstorm as many phrasal verbs using three verbs from the list
Material(s): Worksheet 1
Procedure(s):
Teacher asks students to read the short story full of phrasal verbs(Worksheet 1). Ask them some general questions about the text
Ask the students to find the phrasal verbs from the list which occur in the reading selection and underline them.
Ask students to provide synonyms for the phrasal verbs
Teacher asks students to read the short story full of phrasal verbs(Worksheet 1). Ask them some general questions about the text
Ask the students to find the phrasal verbs from the list which occur in the reading selection and underline them.
Ask students to provide synonyms for the phrasal verbs
In pairs, get students to write a list of common verbs that combine with prepositions to make phrasal verbs (e.g. take, get, make, put, bring, turn, be, carry)
Divide students into small groups of 3-4 and ask students to choose three of the verbs from the list. Then, ask students to brainstorm as many phrasal verbs as they can and write an example of a sentence for each of the phrasal verbs.
Each group compile their phrasal verbs into a booklet which will be put in the English corner.
Divide students into small groups of 3-4 and ask students to choose three of the verbs from the list. Then, ask students to brainstorm as many phrasal verbs as they can and write an example of a sentence for each of the phrasal verbs.
Each group compile their phrasal verbs into a booklet which will be put in the English corner.
Adapted from: Beare, K. (2013). Introducing Phrasal Verbs to ESL Students
Retrieved online from: http://esl.about.com
Do you crave for more teaching activities?
Alright, here you go!!
Complete the song, then listen and check:
Skater Boy : Avril Lavigne
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Try this one out! This amusing chain game can be used to practice phrasal verbs.
Speaking Activity ( Intermediate)
Duration: 30 Minutes
Procedures:
Teacher, firstly, asks students to review some commonly used phrasal verbs. Split the class into two teams A and B (Ask students to name their team!). A student from Team A comes to the front of the class, picks up a card and mimes the situation. Students from both teams then try to guess what is being mimed. The first student to guess correctly scores a point for their team. Then, a student from Team B does a mime and so on. Tell the teams, before the mime they need to look for information on phrasal verbs.
WORKSHEET 1 (SHORT STORY)
ADVENTURES GROWING UP
I was brought up in a small town in the countryside. Growing up in the countryside offered lots of advantages for young people. The only problem was that we often got into trouble as we made up stories that we acted out around town. I can remember one adventure in particular: One day, as we were coming back from school, we came up with the brilliant idea to make out that we were pirates looking for treasure. 
My best friend, Tong said that he made out an enemy ship in the distance. We all ran for cover and picked up a number of rocks to use for ammunition against the ship as we got ready to put together our plan of action. We were ready to set off on our attack, and we slowly went along the path until we were face to face with our enemy – the postman’s truck!
My best friend, Tong said that he made out an enemy ship in the distance. We all ran for cover and picked up a number of rocks to use for ammunition against the ship as we got ready to put together our plan of action. We were ready to set off on our attack, and we slowly went along the path until we were face to face with our enemy – the postman’s truck!
The postman was dropping off a package at Mr. Bahar’s house, so we got into his truck. At that point, we really didn’t have any idea about what we were going to do next. The radio was playing a number by Guns & Roses, so we turned down the volume to discuss what we would do. Jamal was at the brink of switching on the motor and getting away with the stolen mail! Of course, we were just children, but the idea of actually making off with a truck was too much for us to believe. We all broke out in a nervous laughter at the very thought of us driving down the road in a stolen postal truck. Luckily for us, the postman came running towards us shouting, “What are you kids up to?!” Of course, we all got out of the truck as quickly as we could and took off down the road!
Phrasal Verbs found in the text:
- to make out
- to make off with
- to drop off
- to set off
- to get out of
- to get into
- to get ready
- to be up to
- to take off
- to grow up
- to make up
Instructions:
Write down other phrasal verbs in the text that are not listed.
1.
2.
3.
4.
5.
6.
7.
8.
Brainstorm phrasal verbs from these words and construct one sentence from each phrasal verb:
(a) take
(b) get
(c) make
(d) put
(e) bring
(f) turn
(g) be
(h) carry
Do you crave for more teaching activities?
Alright, here you go!!
@ Listening Activity (Beginner)
Duration: 30 minutes
Duration: 30 minutes
Complete the song, then listen and check:
looks up missed out
come back turns on
rocking up turned down
calls up stuck up
tags along Skater Boy : Avril Lavigne
He was a boy she was a girl
can I make it anymore obvious?
What more can I say?
He wanted her, she'd never tell
secretly she wanted him as well
but all of her friends, [1] ___________
their nose
they had a problem with his baggy clothes.
He was a skater boy,
she said see you later boy
he wasn't good enough for her
she had a pretty face
but her head was up in a space
she needed to [2] __________ down to
earth
Five years from now, she sits at home
Feeding the baby she's all alone
She [3] ______________ T.V.,
guess who she sees
Skater boy [4] _______________ MTV
She [5] ____________ her friends,
they already know
And they've all got tickets to see his show
she [6] ____________,
and stands in the crowd
[7] __________ at the man
that she [8] _____________2x
He was a skater boy
She said see ya later boy
He wasn't good enough for her
Now he's a superstar
Slammin on his guitar
Does your pretty face see what he's
worth?
Sorry girl, but you [9] _____________
Well tough luck that boy's mine now
We are more than just good friends
This is how the story ends
Too bad that you couldn't see
See the man that boy could be
There is more than meets the eye
I see the soul that is inside
He's just a boy and I'm just a girl
can I make it anymore obvious?
We are in love, haven't you heard?
How we rock each other’s world!
I'm with the skaterboy
I said see ya later boy
I'll be backstage after the show
I'll be at the studio
Singing the song we wrote
About a girl you used to know.
I'm with a skaterboy
I said see ya later boy
I'll be backstage after the show
I'll be at the studio
Singing the song we wrote
About the girl you used to know.
Adapted from: GetEnglishLessons.com
Answer Key:
1.stuck up
2.come back
3.turns on
4.rocking up
5.calls up
6.tags along
7.looks up
8.turned down
9.missed out************************************************************************************************************************************************************************************************************************
Try this one out! This amusing chain game can be used to practice phrasal verbs.
Speaking Activity ( Intermediate)
Duration: 30 Minutes
Procedures:
1. Sit the students in a circle.
2. Teacher begins the story by saying a sentence that includes a phrasal verb; I walked down the street.
3. The first student repeats the teacher’s sentence and adds a new phrase/sentence (that includes a phrasal verb) to carry on the story; I walked down the street and went into the corner shop.
4. The game continues with each student in turn trying to remember what the last student said, and then adding something new to the story.
5. Students receive a minus point if they cannot think of a continuation to the story using a phrasal verb, make a memory mistake or if they take too long to answer.
6. The student with the least number of minus points at the end is the winner.
Click here for example.
Retrieved online from http://www.teach-this.com/resources/phrasal-verbs
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Bring out the inner child in you!!!This is a fun miming game!
Speaking Activity (Beginner)
Duration: 25 Minutes
Duration: 25 Minutes
Teacher, firstly, asks students to review some commonly used phrasal verbs. Split the class into two teams A and B (Ask students to name their team!). A student from Team A comes to the front of the class, picks up a card and mimes the situation. Students from both teams then try to guess what is being mimed. The first student to guess correctly scores a point for their team. Then, a student from Team B does a mime and so on. Tell the teams, before the mime they need to look for information on phrasal verbs.
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