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Sherlock Holmes Doctor Watson Inspector Lestrade Mrs Hudson Museum guard
Professor Moriarty
Whats going on?: Whats happening? Theres no time too lose: We must do
something immediately
1. Match the phrasal verb to the definition
3. Cover up the phrasal verbs and look at the definitions. Can you
remember the phrasal verbs?
4. Work with a partner. Ask each other the questions. Make sure you use
the phrasal verbs in your answer!
1. How often do you wash up?
2. If you wake up really early, do you find it difficult to get back to
sleep?
3. What time do you usually get up?
4. If an exercise is too difficult, do you give up?
5. How good are you at making up an excuse for being late for work?
6. If you run out of something when you are cooking, what do you
do?
7. In your house, where do you look for your keys when you cant
find them.
Teachers Notes
1. Read through the dialogue with the class, explaining the vocabulary as you
go.
2. Students read through in pairs. Then change roles and read again. The secret
here is lots of repetition to help the vocabulary get into their short-term
memory. Get them to repeat a lot, but make it seem different by changing
partner, then getting them acting etc.
3. Students find a new partner and repeat, this time really trying to act. (Really
emphasize the acting. The acting is not in reality important. The point is It
makes the activity appear different, and thus allows the students to do it
again. Repetition is the secret to beginning learning process). The teacher
can demonstrate here. I do it by first reading in a boring monotone voice,
and then with a little expression. They usually get the idea.
4. Swap roles and repeat, again, emphasize the acting.
5. Students match the phrasal verbs to the definitions.
6. Students do exercise 2, but dont let them write anything down. This way you
can use this as a revision exercise in the future.
7. Memory test. Students cover the phrasal verbs and look at the definitions.
How many can they remember? (Top tip: Ask them to see how many they
can remember, i.e. make it clear you dont expect them to remember all of
them, maybe only a few, but a few is good!)
8. In pairs, ask each other the questions, trying to use the phrasal verb in their
answers.
Future activities:
1. Ten minute revision: Students read through the dialogue with their partner
for five minutes as a review activity and then together, redo exercise 1 or 2.
2. Record the dialogue as a radio play, adding any sound effects (footsteps as
people enter, exit, doors open, cars driving etc)
Answers:
Part 1: Exercise 1: 1g, 2e, 3l, 4h, 5f, 6i, 7a, 8d, 9c, 10j, 11k, 12m, 13b
Exercise 2: 1 hurry up/come on, 2 wake up, 3 wash up, 4 run out of, 5 write
down,
6 look for, 7 breaks down, 8 speak up, 9 give up, 10 making (it) up, 11 get up,
12 call (you) back, 13 come on/hurry up
Part 2. Exercise 1: 1e, 2a, 3g, 4d, 5c, 6h, 7i, 8j, 9k, 10f, 11b
Exercise 2: 1 take up, 2 queue up, 3 save up, 4 get into, 5 sold out, 6 read out, 7
slow down
8 find out, 9 fell out, 10 pick (it) up, 11 look after
Part 3: Exercise 1: 1j, 2f, 3g, 4h, 5c, 6d, 7a, 8b, 9i, 10k, 11e, 12l
Exercise 2: 1 look up, 2 sort out, 3 come in, 4 turn off, 5 turn on, 6 go back,
7 meet up, 8 go in, 9 believe in, 10 check in, 11 eat out, 12 phone up
Part 4. Exercise 1: 1k, 2a, 3j, 4b, 5h, 6c, 7d, 8e, 9l, 10f, 11g, 12i
Exercise 2: 1 turn up, 2 move in, 3 get on, 4 blow up, 5 put on, 6 try (it) on
7 rely on, 8 cheer (him) up, 9 pull over, 10 look into, 11 moved out, 12 getting
away
Part 5. Exercise 1: 1c, 2f, 3g, 4h, 5d, 6a, 7b, 8j, 9e, 10i
Exercise 2: 1 going on, 2 come down, 3 show off, 4 go out, 5 join in, 6 throw (that)
away
7 gone up, 8 grow up, 9 call off, 10 stay in