Lesson Aim:: Commented (S1) : How Does This Sound? I'm Not Sure About

Lesson Aim:
By the end f the lesson the students will have had better awareness of phrasal verbs and will have practised 6 phrasal verbs in the context of careers by
identifying them in the text and using them to talk about jobs. Commented [S1]: How does this sound? I’m not sure about
wording. But it seems to cover what I want them to get out of the
lesson.
Sub aim: speaking
Stage and Aim Time

Procedure Interaction
Lead in
Ask the students about their jobs. What do they want to be/to do in the future? Do they
 to activate schemata 2-3 min
want to be successful in their jobs? How important is it to them? What do they need to do to
 to set up context
be successful? t-ss
 to stimulate interest in reading
Reading for gist

Give the students Reading Text 1 and ask them to read it quickly (give them 1-2 min) for gist
 to practise reading for gist 5 -10
and answer the questions after.
 to check their general min
understanding of the text ss-ss
Check the answers as a whole class.
 to encourage cognitive
processing of the text
Do they like the advice? Can it be useful for their careers?
 to provide context for TL
Text-based presentation Ask the students to write out the verbs from the text (hand out Worksheet 1). Check with
your partner.
 to draw students’ attention to TL ss
 to promote pattern-noticing Show the first part of the list up on the board (with one example of phrasal verb). What’s
 to introduce TL different? Did they have it with the particle? Elicit/ explain ‘phrasal verb’. Why do we need ss-ss 15 min
 to promote collaborative it? Illustrate the difference in meaning of the two verbs (get vs. get ahead).
learning t-ss
Ask the students to look back in the text and find 5 more phrasal verbs.
Again, check against the list on the board. See if they missed any of the separable ones. Point
out that some verbs can be separable (put off, take on) and some can’t.
Controlled practice
 to check students’ 10 -15

understanding of TL Show all 6 phrasal verbs on the board. Give out slips of paper with the verbs and their t-ss min
 to promote collaborative definitions and ask the student to match them (in pairs). Ask the students to record the
learning verbs in their vocabulary notebooks. They need to come up with examples. ss-ss
 to promote learner autonomy
(keeping vocabulary record)
Flexi stage – controlled practice
 to give the students an Give out cut-up sentences containing the 6 phrasal verbs (same verbs) and ask the students 10 min
ss-ss
opportunity to use TL in a to put them in order.
controlled exercise
Freer practice Ask the students about their jobs. Write them up on the board (mention that a housewife or
a student is a job as well).
 to provide the students with an 15 min
opportunity to practise TL in a Students work in groups of four. They need to decide what jobs are more challenging. Each
ss-ss
freer activity student has 6 cards with 6 phrasal verbs. They need to use them all (whenever they use one
 to help students personalise TL they can put it down).
by talking about their jobs
Do a brief feedback with the whole class.
Language analysis question:
in the language analysis I only analyse the 6 phrasal verbs, right? One by one using the form, meaning, phonology frame?
Materials
Reading text (students won’t have the phrasal verbs in bold, of course).
Many people want a good career. Some achieve their goals quicker than others. How do they do it? Here are a few tips that will help you get ahead in your
career:
1. Successful people are organised. Decide what you need to do first. Don’t put important things off, do them as soon as possible and your manager
will notice it.
2. Take on some extra responsibilities to show that you can do many different things.
3. Learn something new. Sign up for a course. Ask your company if they have any training programmes you can join.
4. Get along with your co-workers. You will need their support in the future.
5. Don’t work too much. Working hard is important but is you work too hard you will burn out. Relax when you have time.
Phrasal verbs and their definitions
get ahead - achieve success
put off – do something later, delay something.
take on - accept some work or responsibility, especially a difficult one
sign up for - agree to do something or to join a course or organization.
get along - if people get along, they like each other and are friendly to each other
burn out - make yourself ill or unable to continue working because you have worked too hard

Lesson Aim:: Commented (S1) : How Does This Sound? I'm Not Sure About

Uploaded by

Copyright:

Available Formats

Lesson Aim:: Commented (S1) : How Does This Sound? I'm Not Sure About

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Lesson Aim:: Commented (S1) : How Does This Sound? I'm Not Sure About

Uploaded by

Copyright:

Available Formats

Lesson Aim:

Stage and Aim Time

Reading for gist

 to check students’ 10 -15

Flexi stage – controlled practice

Language analysis question:

Phrasal verbs and their definitions

get ahead - achieve success

put off – do something later, delay something.

take on - accept some work or responsibility, especially a difficult one

sign up for - agree to do something or to join a course or organization.

You might also like