Posted in Exam Preparation Class, Vocabulary Classes

Sentence Swap: Verbs with Prepositions

Image credit: www.rankia.com

Follow me on twitter @RobbioDobbio

This is a peer teaching lesson plan for C1+ students in which students teach and test each other on verbs with dependent prepositions. You will need the cards and worksheet below:

Sentence swap verbs with preps

verbs-and-prepositions-worksheet update

Preparation

Cut out the cards, fold them over and stick them together so that one side shows the gapped sentence and the other shows the answer. I chose to laminate them for future reuse.

Procedure

Peer testing + teaching

Give out one card to each student. I designed this of a class of 16 so it worked out as one each, for smaller groups either give students 2 each or split the activity over two classes.

Explain to students that they are going to test their partner’s knowledge of verbs with prepositions. They must read the gapped sentence to their partner who must try to guess the preposition. If they can’t do it then the “teacher” shows them they answer. Then they swap roles.

After both students have taught their verb + prep, students swap cards with their partner and find a new partner. They then repeat the process. They continue until they have been tested and taught on all the verb/preposition combinations.

Worksheet

Hand out the worksheet and have students complete the first exercise in pairs.

Students can task check themselves, further reducing teacher talk time, the person holding the card for the first sentence holds it up and calls out the correct answer for everyone to check.

Personalisation

Students then complete the sentences with the correct preposition and some information about themselves. Do a few examples to set the ball rolling and encourage them to share:

I sometimes boast about my cooking abilities.

My problem with my attention span stems from using social media too much.

Worksheet

Sentence Completion

Which verb and preposition combinations can you remember?

1.       The school provided me ______ all the materials I needed for the course.
2.       The car slid on the icy road and crashed ______ the parked car.
3.       He was so engrossed _____ his book that he missed his metro stop.
4.       He succeeded _____ playing the symphony without making any errors.
5.       I think you would benefit _____ spending a few weeks in an English speaking country.
6.       The cute guy kept glancing _____ me during the lecture.
7.       He’s so big-headed, he’s always boasting _____ something he has done. (boast=jactarse)
8.       I don’t know where she is I’m a little concerned _______ her.
9.       I’m sorry but this theme park doesn’t cater _____ little babies. (Cater = atender)
10.   We bought a big dog to deter people _____ robbing our house. (deter = disuadir/impedir)
11.   I’m not sure but I think the problem stems _____ a lack of car parking spaces in the city centre.

(stem = originate/come)

12.   I suspect him ____ having cheated in the exam, but I have no proof.
13.   Scientists attribute the melting ice caps _____ global warming.  (attribute = atribuir)
14.   Messi prides himself ____ his ability to run past any player. (pride yourself = enorgullercerse de)
15.   He’s a surgeon, he specialises _____ feet and ankles.
16.   Please refrain _____ using mobiles in the library.

(refrain=abstenerse)

17.   They charged me €15 _____ a sandwich and a bag of crisps!

 

Personalise

Complete the sentences with the correct preposition and some information about you.

  1. I sometimes boast _______ _______________________________________________.
  2. I pride myself ______ ___________________________________________________.
  3. My school provides me _______ ________________________________________.
  4. If I were a teacher, I would specialise _____ __________________________________.
  5. The best way to deter people _______ cheating in exams is _____________________.
  6. I suspect _________ (a person) _____ (preposition) __________________________.
  7. Sometimes I’m so engrossed _____ __________________________ that I ________________________.
  8. My problem with ________________ stems ________ _________________________.
  9. I’m a bit concerned ________ ________________________________________.
  10. I find it difficult to refrain _______ _______________________________________.

Cards

 

The school provided me ______ all the materials I needed for the course.

With
The car slid on the icy road and crashed ______ the parked car. Into
He was so engrossed _____ his book that he missed his metro stop. In
He succeeded _____ playing the symphony without making any errors. In
I think you would benefit _____ spending a few weeks in an English speaking country. From
The cute guy kept glancing _____ me during the lecture. At
He’s so big-headed, he’s always boasting _____ something he has done. (boast=show off/say how great you are) About
I don’t know where she is I’m a little concerned _______ her. About
I’m sorry but this theme park doesn’t cater _____ little babies. (Cater = atender) For
We bought a big dog to deter people _____ robbing our house. (deter = disuadir/impedir) From
I’m not sure but I think the problem stems _____ a lack of car parking spaces in the city centre.

(stem = originate/come)

From
I suspect him ____ having cheated in the exam, but I have no proof. Of
Scientists attribute the melting ice caps _____ global warming.  (attribute = atribuir) To
Messi prides himself ____ his ability to run past any player. (pride yourself = enorgullercerse de) On
He’s a surgeon, he specialises _____ feet and ankles. In
Please refrain _____ using mobiles in the library.

(refrain=abstenerse)

From
They charged me €15 _____ a sandwich and a bag of crisps! For
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Posted in Conversation Classes, Vocabulary Classes

You can’t choose your family: Family Expressions

Image credit: blogs.elon.edu

Follow me on twitter @RobbioDobbio

This is a lesson plan for higher levels (C1+) designed with CAE students in mind. Students will teach each other some expressions related to family and use them to describe themselves. Credit to my colleague Julie Banks for some of the expressions. Download the handout and key below:

You cant choose your family handout

You can’t choose your fam teacher notes

Teacher’s notes

Lead-in

Write the expression “you can’t choose your family” on the board. What does it mean? Does it exist in your language?

Peer Teaching

Put students in pairs and assign them As and Bs. Cut up the hand out and give them out. Tell students that they are going to teach each other some expressions related to family. Have two strong students do an example at the front of the class. A reads the first question of the first set to B:

“Are you named after another member of your family?”

If B doesn’t understand they say “Sorry I don’t understand” and A reads them the second question, which contains the definition of the expression in bold:

“Were you given your name because an older member of the family has/had the same name?”

So named after means your name was inspired by the name of another member of the family or by another person whose name your parents liked.

In pairs students ask and answer the questions, taking it in turns to ask and teach each other an expression. When they have finished they must test each other, first by asking for a definition of an expression, for example “what does like two peas in a pod mean?” and then by eliciting the expression “what’s the expression that means that two people are very similar?”

Then test them in open class, As should know all of B’s expressions.

Definition match

Students match the expressions with the definitions.

  1. k
  2. e
  3. f
  4. i
  5. b
  6. l
  7. g
  8. j
  9. h
  10. c
  11. d
  12. a

Personalise

Students complete the sentences about themselves and then compare with their partners.

Student handout

Student A

Here you have six sets of two questions. Ask the first question of each set to your partner. If they don’t understand the expression in bold, ask them the second question, which contains the definition.

  1. Are you named after another member of your family? Were you given your name because an older member of the family has/had the same name? Do any specific names run in your family?
  2. Are you the spitting image of another member of your family? Do you look almost exactly the same as another member of your family? If so, who?
  3. Are you the black sheep of your family? Are you the one member of your family who is different to all the others? If not, who is?
  4. Do you often fall out with members of your family? Do you argue of fight with members of your family? If so, who?
  5. Do you want to follow in your parents’ footsteps? Do you want to do the same job as your parents? Why? Why not?
  6. They say that blood is thicker than water. Do you agree? Do you think that family is the most important thing?

Student B

Here you have six sets of two questions. Ask the first question of each set to your partner. If they don’t understand the expression in bold, ask them the second question, which contains the definition.

  1. Do any specific names/characteristics run in your family? Are there any specific names/characteristics that are passed down from generation to generation?
  2. Are you and any member of your family like chalk and cheese? Are you and any member of your family completely different?
  3. Are you and any member of your family like two peas in a pod? Are you and any member of your family exactly the same in looks and personality?
  4. Who is the main breadwinner in your house? Who brings home the bacon? Who supports the family financially?
  5. Who do you get on like a house on fire with in your family? Who do you have a fantastic relationship with?
  6. Who do you take after in your family? Which parent have you inherited the most characteristics from?

 

 

 

 

Worksheet

Definition Match

Match the expressions on the left with the definitions on the right

1.       Take after sb

2.       Get on like a house on fire

3.       The breadwinner/bring home the bacon

4.       Like two peas in a pod

5.       Like chalk and cheese

6.       Run in the family

7.       Blood is thicker than water

8.       Follow in your parents’ footsteps

9.       Fall out with sb

10.   The black sheep of the family

11.   The spitting image of sb

12.   Be named after sb

a.       Your name was inspired by an older member of the family

b.      Completely different to sb

c.       Completely different to everyone else in the family

d.      To look exactly the same as sb

e.      To have a great relationship with sb

f.        The one who supports the family financially

g.       Family is the most important thing

h.      To argue/fight with sb

i.         Extremely similar in personality

j.        Do the same job as your parents

k.       To inherit personality/appearance from a parent.

l.         When a characteristic is passed down through many generations.

 

Personalise

Complete these sentences so that they’re true for you.

  1. My ____________ is the breadwinner in my house because________________________.
  2. Me and my ______________ are like two peas in a pod because_______________________.
  3. I often fall out with my ___________________ over ______________________.
  4. I’m named after ____________________________.
  5. I think I take after my ___________________ in my personality and my _________________ when it comes to my looks.
  6. __________________ am/is the black sheep of my family because ____________________.
  7. Me and my ___________________are like chalk and cheese because __________________.
  8. I get on with ____________ like a house on fire because __________________________.
  9. ____________________ runs in my family.
  10. I would/wouldn’t like to follow in my Mum/Dad/parents’ footsteps because _________________________________.
  11. People tell me that I’m the spitting image of ___________________________________.
  12. I agree/disagree that blood is thicker than water because___________________________.
Posted in Conversation Classes, Reading Classes, TED Talk Lesson Plans, Video Classes

Kicking the Habit: TED Talk, Reading and Discussion

 

Image credit: ted.com

Follow me on twitter @RobbioDobbio

This is a lesson plan for C1+ students on the topic of bad habits based around a TED talk by Judson Brewer and an article from Yahoo Health. You can find the TED talk, students’ handout, reading text and teacher’s notes below:

TED Bad habits sts copy – Students handout

TED bad habits teachers notes

Common Bad Habits – Reading Text

TED  – Breaking Bad Habits – Teacher’s Notes

Step 1: Expressions with habit

What do you think these expressions mean? Do they exist in your language?

He’s been smoking since he was 15 years old and he just can’t kick the habit.

When my grandad retired he didn’t stop getting up at 6am and putting a suit on. Old habits die hard.

I could never go backpacking I’m too much of a creature of habit, I can’t stand changes to my routine.

I’ve always written my essays at the last minute and I normally get good marks. Why break the habit of a lifetime?

Kick the habit = give up/quit a bad habit

Old habits die hard = it’s difficult to stop a habit you’ve been doing for a long time

A creature of habit = someone who likes the security of a routine

Why break the habit of a lifetime? = something you say to a person you know isn’t going to change their habits.

Step 2: Brainstorm bad habits on the board

Step 3: Reading

Give out the reading handout, put students in groups of 3. Students read each section then discuss the meaning of the vocabulary in bold. Then they answer the discusssion questions. Then they move onto the next bad habit.

Step 4: TED Talk

Students watch the TED talk and answer the following questions:

What bad habits does he mention? Being unable to concentrate, phone/internet addiction, stress eating, smoking, distracting yourself from work.

What solution to these bad habits does he suggest? Using mindfulness to focus on the cravings we feel and see them as physical moments that pass.

After watching students discuss:

  1. What do you think of the talk?
  2. Do you have any of the bad habits he mentioned?
  3. Do you think mindfulness would work for you?
  4. Have you ever meditated? Would you consider it?

Step 5: Vocab Focus – Meaning from Context

Students try to guess the meaning of the expressions in bold from the context.

  1. When I was first learning to meditate, the instruction was to simply pay attention to my breath, and when my mind wandered, to bring it back.
  2. Why is it so hard to pay attention? Well, studies show that even when we’re really trying to pay attention to something — like maybe this talk — at some point, about half of us will drift off into a daydream, or have this urge to check our Twitter feed.
  3. Instead of this hunger signal coming from our stomach, this emotional signal — feeling sad — triggers that urge to eat.
  4. Maybe in our teenage years, we were a nerd at school, and we see those rebel kids outside smoking and we think, “Hey, I want to be cool.” So we start smoking. The Marlboro Man wasn’t a dork, and that was no accident.
  5. What if instead of fighting our brains, or trying to force ourselves to pay attention,we instead tapped into this natural, reward-based learning process?
  6. She moved from knowing in her head that smoking was bad for her to knowing it in her bones, and the spell of smoking was broken. She started to become disenchanted with her behavior.
  7. When the prefrontal cortex goes offline, we fall back into our old habits, which is why this disenchantment is so important.
  8. And this is what mindfulness is all about: Seeing really clearly what we get when we get caught up in our behaviors.
  9. We start to notice that cravings are simply made up of body sensations — oh, there’s tightness, there’s tension, there’s restlessness.
  10. These are bite-size pieces of experiences that we can manage from moment to moment rather than getting clobbered by this huge, scary craving that we choke on.

Mind wanders/drift off into a daydream = get distracted

Have/get an urge to do something = a strong desire/impulse

Trigger (v) = activate/set off/cause to function

Nerd = unpopular, studious person

Dork = unpopular, studious person, more pejorative than nerd

Tap into = manage to use something in a way that gives good results. Get access to a resource. Collocations: tap into an energy source, tap into creativity, tap into the water supply.

Know in your bones = feel something using intuition, synonyms: know in my guts, a gut-feeling.

Break a spell = end magic/enchantment

Disenchanted = two meanings. 1. Free from illusion/magic 2. Disappointed, demotivated, disillusioned.

Fall back into old habits = return to old habits after having changed

Get caught up in st = to become completely involved in something, normally bad connotation.

Craving = a consuming desire, normally physical related to addiction.

Restlessness = a state of discomfort, can’t stay still/relax. A restless night.

Bite-size pieces = small easy to manage pieces

Get clobbered = to be beaten/hit severly

Choke on st = not able to breath because of something in your throat

Step 6: Sentence Completion

Students put the expressions from the vocab focus into the following sentences:

  1. He was always so restless at school, he couldn’t sit still for a second.
  2. I’m a bit weird, whenever I go near the edge of a cliff or a tall building I get the sudden urge to jump off!
  3. Don’t worry, everything is going to be alright, I don’t know how but I feel/know it in my bones.
  4. I managed to stop biting my fingernails for 6 months but recently, because of all the stress at work, I have fallen back into old habits.
  5. Most voters are completely disenchanted with politics in general and extremist politicians like Donald Trump are simply tapping into the anger and resentment.
  6. When my Mum was pregnant she had strong cravings for avocado even though she normally hates them.
  7. The earthquake triggered a huge tsunami that hit the coast at 10am.
  8. When I was at school I always used to get into trouble for drifting off into a daydream during class.
  9. 3 hours into the film I got a bit bored and my mind wandered to what I was going to have for dinner.
  10. A man suddenly started to choke on a prawn and a fellow diner had to give him the heimlich maneuver.
  11. I was definitely a bit of a nerd at school but I certainly wasn’t a dork.
  12. I got so caught up in the excitement of the party that I didn’t realise I had missed the last train home.
  13. He caught the rugby ball, turned around and was immediately clobbered by a huge opposition player.
  14. I broke the carrots up into bite-size pieces so that the children wouldn’t choke on

Step 7: Discussion

Students answer questions in pairs.

  1. Were you restless at school? Did you use to drift off into a daydream?
  2. Do you know the heimlich maneuver? Have you ever choked on anything?
  3. Were you a nerd when you were at school?
  4. Do you ever get so caught up in something that you lose all sense of time?
  5. Do you ever get the urge to do something silly or outrageous in social situations?
  6. Do you agree with sentence 5 above? What can we do to change the situation?

Students’ Handout

Expressions with habit

What do you think these expressions mean? Do they exist in your language?

He’s been smoking since he was 15 years old and he just can’t kick the habit.

When my grandad retired he didn’t stop getting up at 6am and putting a suit on. Old habits die hard.

I could never go backpacking I’m too much of a creature of habit, I can’t stand changes to my routine.

I’ve always written my essays at the last minute and I normally get good marks. Why break the habit of a lifetime?

TED Talk

  1. What bad habits does he mention?
  2. What solution to these bad habits does he suggest?

Discussion

  1. What do you think of the talk?
  2. Do you have any of the bad habits he mentioned?
  3. Do you think mindfulness would work for you?
  4. Have you ever meditated? Would you consider it?

Vocabulary Focus

Read the sentences from the transcript and discuss the words/expressions in bold with your partner.

  1. When I was first learning to meditate, the instruction was to simply pay attention to my breath, and when my mind wandered, to bring it back.
  2. Why is it so hard to pay attention? Well, studies show that even when we’re really trying to pay attention to something — like maybe this talk — at some point, about half of us will drift off into a daydream, or have this urge to check our Twitter feed.
  3. Instead of this hunger signal coming from our stomach, this emotional signal — feeling sad — triggers that urge to eat.
  4. Maybe in our teenage years, we were a nerd at school, and we see those rebel kids outside smoking and we think, “Hey, I want to be cool.” So we start smoking. The Marlboro Man wasn’t a dork, and that was no accident.
  5. What if instead of fighting our brains, or trying to force ourselves to pay attention,we instead tapped into this natural, reward-based learning process?
  6. She moved from knowing in her head that smoking was bad for her to knowing it in her bones, and the spell of smoking was broken. She started to become disenchanted with her behavior.
  7. When the prefrontal cortex goes offline, we fall back into our old habits, which is why this disenchantment is so important.
  8. And this is what mindfulness is all about: Seeing really clearly what we get when we get caught up in our behaviors.
  9. We start to notice that cravings are simply made up of body sensations — oh, there’s tightness, there’s tension, there’s restlessness.
  10. These are bite-size pieces of experiences that we can manage from moment to moment rather than getting clobbered by this huge, scary craving that we choke on.

 

Sentence Completion

Complete the sentences with the expressions above.

  1. He was always so ______________ at school, he couldn’t sit still for a second.
  2. I’m a bit weird, whenever I go near the edge of a cliff or a tall building I get the sudden __________ jump off!
  3. Don’t worry, everything is going to be alright, I don’t know how but I ______________________.
  4. I managed to stop biting my fingernails for 6 months but recently, because of all the stress at work, I have __________________________________.
  5. Most voters are completely __________________________ politics in general and extremist politicians like Donald Trump are simply ____________________________ the anger and resentment.
  6. When my Mum was pregnant she had strong _____________ for avocado even though she normally hates them.
  7. The earthquake _______________ a huge tsunami that hit the coast at 10am.
  8. When I was at school I always used to get into trouble for _______________________________ during class.
  9. 3 hours into the film I got a bit bored and my ____________________________ to what I was going to have for dinner.
  10. A man suddenly started to ________________ a prawn and a fellow diner had to give him the heimlich maneuver.
  11. I was definitely a bit of a _____________ at school but I certainly wasn’t a ____________.
  12. I _________________________________ in the excitement of the party that I didn’t realise I had missed the last train home.
  13. He caught the rugby ball, turned around and was immediately ___________________ by a huge opposition player.
  14. I broke the carrots up into __________________ so that the children wouldn’t ___________ them.

Discussion

  1. Were you restless at school? Did you use to drift off into a daydream?
  2. Do you know the heimlich maneuver? Have you ever choked on anything?
  3. Were you a nerd when you were at school?
  4. Do you ever get so caught up in something that you lose all sense of time?
  5. Do you ever get the urge to do something silly or outrageous in social situations?
  6. Do you agree with sentence 5 above? What can we do to change the situation?

Reading Text

Common Bad Habits

Everyone has habits that they would probably be better off without. You may not have any major vices but minor ones add up and deserve attention too. “The small stuff really matters in our lives,” says Elisha Goldstein, Ph.D., a clinical psychologist and author of Uncovering Happiness: Overcoming Depression with Mindfulness and Self-Compassion. “Life is full of the little things.”

In reality, you’re probably not eating poorly or shirking on sleep just once a month, but, more likely, multiple times a week. If you need some help identifying changes you might aim to make, here are some of the most common bad habits and two universal fixes from Goldstein about how we can change for the better.

Stress-Eating

We’re a country of high-stress and high-calorie foods, so it should be no surprise that emotional eating is a common issue. There are many reasons people turn to food when they experience negative emotions, like stress, sadness, and boredom. First of all, food can serve as a distraction from unpleasant goings-on. Research has also suggested that foods that are high in fat and sugar may actually (temporarily) quiet parts of the brain that create and process negative emotions.

  1. Do you stress eat? If so what?
  2. How do you relieve stress?

Sitting Around

Surveys have found that people, on average, spend more than six hours a day sitting. Many people sit while commuting, at work, and while unwinding at the end of the day. It may feel like your body is happier taking a seat, but spending so much time off your feet has serious health effects including increased risk of obesity, diabetes, cognitive decline (like dementia), cancer, bone loss, and even a weakened immune system.

  1. How much of the day do you spend sitting down?
  2. What do you think of the idea of a standing office? Or a standing school?

Not Getting Enough Sleep

Days can feel far too short, especially when you want to catch up with friends at a late dinner or binge-watch your favorite show. Late nights in moderation are okay but getting too little sleep — less than seven hours — on a regular basis can make you more prone to long-term diseases, like hypertension and diabetes, and even short-term illness. Being tired can also affect how you function during the daytime, making you less productive and more prone to errors and accidents.

  1. How much sleep do you need to function well?
  2. How much do you usually get?
  3. Are you more productive in the mornings or the evenings?

Over-Grooming

Picking at your nose and mouth and biting your nails are already social faux pas. They can also be bad for your health. As you should already know, our hands are usually teeming with nasty germs. Putting your fingers in your nose or mouth — even to fish unwanted spinach out of your teeth — is a good way to give those germs easy access to your body. Nail biting, in particular, can also raise your risk of getting skin infections on your fingers and spreading warts to other parts of your hand. In some cases, excessive grooming behaviors are considered a mental disorder related to obsessive-compulsive disorders.

  1. Do you bite your fingernails?
  2. Can you think of any other social faux pas’s? What topics are faux pas when your first meet someone?

Smoking

This may feel like beating a dead horse but more than 42 million people in the U.S. still smoke cigarettes. Although this number continues to drop, it’s good for people to remember why this habit is such a serious one. Smoking is known to cause several types of cancer — including cancers of the lung, mouth, stomach, and pancreas — and increases a person’s risk of heart disease. It’s also harmful to people who are inhaling second-hand smoke. Plus, smoking is expensive. Even a “cheap” $5 pack every day adds up to $1,825.00 each year.

  1. Do you smoke?
  2. Have you ever smoked? If so how did you quit?
  3. What’s the best way to quit smoking? Hypnosis? Acupuncture? Patches? Gum?

Skipping Breakfast

There are mixed findings about whether or not skipping breakfast can help people lose weight. Generally, experts support eating a healthy morning meal because it fuels your body and mind for the beginning of the day. Research has shown that people who eat breakfast perform better in school and at work. If that’s not enough incentive, a recent study from Harvard found that men who regularly skipped breakfast were 27 percent more likely to experience a heart attack or death from coronary heart disease.

  1. Do you have breakfast?
  2. Find out who has the healthiest breakfast in your group.
  3. What’s your favourite meal of the day?

Overspending

Another common bad habit is overspending, usually in the form of compulsive shopping. Credit is partially to blame because it is easy to obtain and use, helping people forgo responsibility and knowledge about their finances. Overspending is also an easy trap to fall into because buying things makes people feel good in many different ways. It can give us a sense of control and add some excitement to a dull day. Being able to spend money can also make us feel better about ourselves.

  1. Do you often overspend?
  2. Are you a compulsive shopper? If so what do you normally buy?

Listening to Loud Music

Hearing is something that often goes with age but there are still steps people can take to give theirs its best possible chance. Very loud, short-term sounds and sounds that may not seem so loud (but occur over a long period of time) can both contribute to noise-induced hearing loss. This affects about 15 percent of Americans, ages 20 to 69 according to the National Institute on Deafness and Other Communication Disorders. Some loud sounds may be unavoidable but exposure anything above 85 decibels (equal to the sound of heavy city traffic) should be minimized. If you have to raise your voice to speak with someone two to three feet away, the sound level is likely over 85 decibels.

  1. Do you listen to loud music? If so how often?
  2. Have you got god hearing?

Phone Addiction

No, your phone isn’t exactly the most threatening addiction. That doesn’t mean it’s something to ignore. Thanks to the advent of push notifications, many of us are now trained to grab our phone the second it flashes — or when we only think it has. This behavior takes our attention away from other things that we should probably value more, like the work in front of us or talking with friends and family.

  1. Are you addicted to your phone?
  2. How often do you check it?
  3. How soon after waking up do you check it?

Link to original article:

https://www.yahoo.com/health/10-common-bad-habits-and-how-to-break-them-107994730858.html

 

Posted in Vocabulary Classes

Peer-Taught Phrasal Verbs

Image credit: teaching.berkeley.edu

Follow me on twitter @RobbioDobbio

I’m running the Barcelona Half-Marathon dressed as David Bowie to raise money for Cancer Research, sponsor me here:

https://www.justgiving.com/Timothy-Warre/

This is a vocabulary lesson originally designed for higher levels (C1+) but the method can be adapted for any level and any set of vocabulary. The idea is that students teach each other a set of phrasal verbs, analyse them and then put them into practice in a gap-fill and a discussion.

Preparation

Print out the phrasal verb cards and one copy of the worksheet for each student. Cut out the cards so that the phrasal verb is on one side and the definition and example sentences are on the other. I laminated them, as shown below, but you could easily just glue them together. Students will work in groups of 3 and teach 2 phrasal verbs each to their groups so you will need 1 set of cards for each group of 3.

Lesson Plan Word doc – Peer Taught Phrasal Verbs LP

phrasal verbs peer teaching CARDS

Peer taught phrasal verbs worksheet

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Peer Teaching

Put students into groups of three and give each member of each group 2 phrasal verb cards. Give students 2 minutes to familiarise themselves with the phrasal verbs and the example sentences. Students then take it in turns to teach their phrasal verbs to their group mates, who can ask additional questions to clarify the use and meaning. Encourage the “teachers” to think of their own example sentences aside from the examples on the cards so that they can personalise it. Also, you could tell them to give their groups an opportunity to guess the meaning before they explain it. For this section I boarded some expressions:

to hazard a guess – make a guess

to put sb out of their misery – kill someone who’s suffering/give sb who is guessing something the answer

When everyone has finished move onto the next stage.

Analysis and Processing

Invite students to come to the board and write a phrasal verb they have learnt and a definition. However, they must board one of the phrasal verbs they have just learnt, NOT one of the ones they taught to their group.

When you have all 6 phrasal verbs on the board, give the students the handout and have them analyse them in their groups using the criteria on the worksheet:

Look at the phrasal verb and decide:

  1. Is the meaning easy to understand from the words?
  2. Put them in order, which one is the most useful?
  3. Which one is the easiest to use?
  4. Which one do you think is easiest to remember?
  5. Which ones could you use at home/work/school/in the street/in emails/letters?

The aim of this section is to force students to process the items at a deeper cognitive level, thus increasing the chances of retention. Feedback briefly in open class. Make a note of the ones students think are hardest to remember.

Gap-fill and Discussion

Students complete the gap-fill exercise on the handout in their groups and then ask and answer the questions.

Put the phrasal verbs in the questions:

  1. What do you do when people _________ when you’re talking? Do people in your country tend to _________ more than other nationalities? Butt/cut in
  2. What fashion trend _____________ when you were younger? Are they still in fashion today? caught on
  3. What did your parents use to do when you ___________? Were they strict or lenient? acted up
  4. How long do you think you could ________________ the internet/TV/music/your favourite food/meat? do without
  5. Have you ever been _____________? What happened to the company? If a company is in trouble, who normally gets _________ first? laid off
  6. What would you do it you saw two people ____________each other in the street? Would you step in? Why? Why not? laying into

Follow up

Test students on the phrasal verbs in the next class and see if their opinions about which are hardest to remember are true.