Name: Aysu Cogur • 21 Jan 2019 • A nightmare journey: Phrasal verbs

Description
In this lesson, students will learn about phrasal verbs in the context of unexpected traveling. At the end of the lesson, they will have learnt new vocabulary such as, 'gave us a lift, ages.'

Main Aims
To provide clarification of travel situations using phrasal verbs

Sub Aims
To provide specific information listening practice using a text about a couple unexpectedly travelling and practicing speaking using phrasal verbs 'get a lift, get stuck.'

Background

Class Profile
The students in this intermediate group are a mix of females and males aged between 25 and 60 years old. They are mostly under the age of 30 who are studying at University and are on
their summer break at the moment. They are mostly Turkish with one Iranian and two Russian students. The learners are very talkative and energetic and they don't shy away from new
tasks and activities.

Assumptions
I assume that the Ss are already familiar with multi-words as the last unit they studied in class was 8.1. The unit focused on some phrases such as: 'give up, get rid of' so it's a good
scaffold for my lesson's main idea; phrasal verbs.

Personal Aims
In this lesson I will try to make the FB shorter. I hope to give clearer and shorter instructions too. I'd like to be more organized about my stages and less nervous about what is coming
next.

Timetable Fit
As mentioned in my assumptions, the previous lesson was on multi-words describing objects which is a good lead-in to my topic: phrasal verbs for travel situations. The lesson after mine
will be a grammar lesson on Modals of deduction and speculation (must be, might be, could be) which is coherent with the topic travel as the focus will be on sentences such as: 'The
train must go from here, there could be one further along.'

Anticipated Problems & Solutions

Problem: Ss might be confused with the meaning of some phrasal's such as: 'get stuck' and 'give us a lift' as they're are not their literal meanings.
Solution: and write various examples on WB and discuss with class and CCQ if still not clear.
Problem: The Mr. Bean video for warm-in might not work in class if there's no internet connection.
Solution: Prepared an image of Mr. Bean traveling, will use that instead.
Problem: Ss may try to speak and work in pairs in Turkish
Solution: Remind them that this is an English class. If they continue, approach it with a little bit of humour and ask: 'Do you go to a Chinese restaurant to eat Kuru Fasulye? (No); Ok, so
speak English in an English language school please.'

Materials
English Unlimited - Intermediate B1+,Student's book (English Unlimited - Intermediate B1+,Student's book)
Listening: Alice & Javier's journey (English Unlimited - Intermediate B1+,Student's book)
PowerPoint Alice's Journey (English Unlimited - Intermediate B1+, Student's book)
 Matching task - phrasal verbs (Made by classroom teacher,Source made by classroom teacher, Source adapted from English Unlimited - Intermediate B1+, Student's book)
Materials
Travel problems conversation topics (Made by classroom teacher, Source: adapted from English Unlimited - Intermediate B1+,Student's book)
Video: Mr. Bean goes on holiday (https://tr.pinterest.com/harleyrocky/mrbean/?lp=true)

Please see the following page for the lesson procedure

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Name: Aysu Cogur • 21 Jan 2019 • A nightmare journey: Phrasal verbs
Stage
Stage 1 (Lead in /
Building context)
To generate interest in
the topic by getting SS to
think about travelling
Stage 2 (Listening Task)
To practice listening for
detailed information and
contextualize the TL:
Phrasal verbs
Stage 3 (Highlighting
target language)
To highlight the target
language: Phrasal verbs
so that Ss are focused on
it
Stage 4 (Clarifying
target language)
To clarify the meaning,
pronunciation and form so
that students can
comprehend, pronounce
and construct it 'give us a
lift, get stuck'.
Interaction
Procedure Materials Time Comment
Pattern
1. Project Mr. Bean video on WB.
Video: Mr. Bean
At the end of vid, ask students "what kind of a problem(s) is Mr. bean having?? T-WC 3-5
goes on holiday
Students randomly answer then go onto image of TRAVELING...
EX. 1
1. SS look at the projected image on WB and I ask:
"What can go wrong when you're traveling?" English
Before they work in pairs, give an example: Unlimited -
T-WC,
"Maybe you could miss the train or plane..." Intermediate 5-7
PW
Ss work in pairs for 2 minutes and then share answers with WC. B1+,Student's
2. SS focus on Alice and Javier's image: book
"What do you think their talking about? do they look relaxed?"
Elicit answers from Ss.
EX. 2
1. Before listening to track tell Ss that they will listen to a conversation between Alice and
Javier, they're on a journey. Listen carefully and answer the first 2 questions in A, after the
Qs in B and so on THE CONVERSATION ARE ALL AT DIFFERENT TIMES. Demonstrate
on the HO (Chesting HO) while listening. Ask them if any of the problems they mentioned Listening: Alice
are in the dialogue. & Javier's
4. To clarify ask ICQ's: journey, English
T-WC,
* Will you listen to the whole conversations or just A? (Yes/No) Unlimited - 10 - 13
PW
*Will you do the same for B, C, D, E and F? (Yes) Intermediate
* Are the conversations all at the same time like 3 o clock or are they all at DIFFERENT B1+,Student's
TIMES? (Different times) book
Play the recording A, then ask students to check each other's answers with their friend
then share it with the WC.
CONTINUE DOING THIS FOR ALL SECTIONS.
TELL SS YOU WILL NOT REPEAT THE RECORDING, so they must listen carefully.
 EX. 3 Interaction
Stage Procedure Materials Time Comment
1. PRONUNCIATION & FORM Pattern
PHRASAL VERBS WITH GET
Present Past
GET GOT
Get__off --> connected speech
/É¡et/ /É’f/
Example: They GOT OFF the train (exit the train)
past form ↵
Get a lift
/ɡet//ə//lɪft/
Example: They GOT A LIFT from someone (somebody provide transportation for them)
past form ↵ Matching task -
o. phrasal verbs,
S, PW 8 - 10
Ages PowerPoint
/ˈeɪ·dʒɪz/ Alice's Journey
[plural noun]
Example: A very long time; 'It’s been ages since I’ve seen you.'
.o
Hitchhike
/ˈhɪtʃ.haɪk/
[verb]
Example: To travel by getting free rides in someone else's vehicle
2. MATCHING TASK: PHRASAL VERBS
* Tell Ss that they will read Alice's description of the journey. Tell them to think about the
specific forms: phrasal verbs in the box. SOME COULD BE IN THE PAST SIMPLE
* Tell Ss that they will do a 'matching phrasal verbs' task, they will use the phrases they
heard in the recording.
* In their groups of 2/3, they will get up one group at a time
* A sentence will be projected onto OHP
* Phrasal verbs will be stuck on the wall next to WB
* They will have 20 seconds to think of the correct one and stick it on the WB
* If they can't guess quick enough, next group goes up and does it.
3. 1st answer on WB as example:
'We had a nightmare journey. We GOT ON the wrong train...'
ICQ's: Are all the PHRASAL VERBS present simple? (No, they're also past simple)
How long do you have? (20 seconds)
4. and go!
 Interaction
Stage Procedure Materials Time Comment
Pattern
Stage 5 (Language Travel problems
practice) conversation
EX. 4
To provide freer oral topics, English
1. Explain to Ss that they will work in groups and each group will receive one topic for a S, PW,
through an activity whilst Unlimited - 8 - 10
travel problem they've had. WC
using the language Intermediate
Standing in small circles they will discuss about the problems using the TL.
productively. B1+,Student's
book

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