Teaching Demo Phrasal Verbs Plan
Thursday, 2 June 2011
1. Lead in
Put 3 dashes on the board _ _ _.
Tell student to guess the verb (get). Elicit an example of a ‘get’ phrasal verb that they know e.g. get on with.
Students then brainstorm phrasal verbs they already know with get.
Write these on the board.
Tip: Tell students there are around 10,000 phrasal verbs in the English language
and elicit from students why they are so important. Highlight the following
information:
1) English speakers tend to use the phrasal verb rather than the Latin based
equivalent (e.g. give out /distribute, put up with/ tolerate etc) and so they are
high-frequency.
2) Understanding phrasal verbs therefore is very important but often it is difficult to understand the meaning of a phrasal verb from their individual components e.g. put up with.
2. Presentation of phrasal verbs
Provide a context for ten phrasal verbs with get which the students will use in later stages of the lesson.
The dialogue on worksheet 1 also provides a model for the dialogue writing activity in stage 5.
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. Peter and Susan). Tell the students the two actors are now working on a film together and are having a chat about working on their latest film.
Write the following questions on the board.
Are Peter and Susan enjoying working on their latest film?
Hand out worksheet 1. Tell the students to read the dialogue and answer the above question.
Feedback from the students that Peter and Susan are not enjoying working on their latest film.
Now ask the students to read the dialogue again and underline all the phrasal verbs with ‘get’.
After completion students compare with their partners to check they have underlined the same verbs.
3. Checking Meaning
Handout the worksheet 2 to the students. Allow students 5 minutes to complete the exercise.
Feedback answers together.
Answers: A – 7, B –8, C – 4, D – 1, E - 9, F – 10, G – 2, H – 5, I – 6, J – 3
4. Gap Fill
Give the students the gap fill worksheet 3.
Allow 5 minutes to complete the exercise. Check answers as a class.
Answers
1) get off lightly
2) get rid of
3) get away with
4) got over
5) get out of
6) get through
7) get up to
8) get wound up
9) get on with
5. Preparing the written conversation
Working in pairs, students need one piece of paper between them.
Tell students that they are going to create a written conversation similar to the Brad and Nicole dialogue.
Tell students to write down;
1) the names of two people (students in the class, or famous people).
2) the place where these people are having the conversation
3) the topic they are talking about
Now demonstrate the activity in front of the whole class with a student. Elicit where they are having the conversation (e.g. in a museum) and what they are talking about (e.g. football).
Now ask students the following instructions checking questions about the activity:
• Do you discuss together what you write? (no, it is a spontaneous written conversation)
• Is it like chatting on the internet? (yes)
• Does each person write? (yes)
Tell students to write a conversation between their two people as demonstrated. Tell the students they have to include 6 phrasal verbs with ‘get’ in the conversation.
Give the students around 15 minutes to write the conversations. The teacher needs to monitor this task carefully paying particular attention to the students’ use of the phrasal verbs.
Tell the students that they will now perform their conversations in front of the class. Allow the students time to practice reading them out. Students then perform the conversations in front of the class.
6. Card Game (Extended speaking practice)
Before the lesson chop up the discussion cards (on worksheet 4).
Students work in groups of 3 and have a set of cards between them. They put the cards face down on the table between them. Demonstrate the activity with two students. Nominate one of the students to pick up the first card. He/She asks the question on the card to you and the other student.
You both answer the question. Take it in turns to pick up the question cards and ask the questions.
Tip: This activity should take approximately 15 minutes. The teacher monitors the
speaking activity making notes on any mistakes (and very good use of language)
made with the phrasal verbs.
After the speaking activity the teacher writes a few mistakes (and very good use of language). Give students time to correct the mistakes. The teacher then elicits ideas and corrects the sentences as necessary on the board.
7. Suggested follow-up activity
discuss strategies which students have already used when learning phrasal verbs. It’s a good idea to give your own suggestions
www.teachingenglish.org.uk
Analysis of the Planning Phrasal verbs with GET
1- Relate plan with the different innovative approaches.
The activities in the plan are related with some characteristics mentioned for example: A- notional functional syllabus: one important characteristic in this approach as well as in the plan is that are based on the learner- centered. B- The process and the procedural syllabus: this approach recommends problems-solving activities which we find in this plan. C- Task based-language teaching: recalled for analytic activities in which S.s have the chances to analyze their ideas or response for example: the "card-game" activity D- Natural approach: in this plan some activities promote the communication.
2- Analyze cross cultural perception: we can explain cross-cultural perception in the plan, because the learners are native Spanish speakers who are learning a language of a different culture, which is English, and therefore they will learn values and customs of speaking countries.
3- Analyze if there is implementation for change. although the activities of the plan are related with the innovate approaches, there can be implemented some changes because we consider that nowadays there is a great variety of methodologies with which the students can learn English as a second language through activities that provides them with the opportunity to interact with each other.
4- What are its limitations? According to this plan this type of activities are very common, because the majority of teachers use this activities in teaching- learning process of English. We consider that these activities in the plan do not permit a creative environment. for example: in the practice of speaking, the teachers can use different methodologies for example songs or dramatizations, and with this the student can develop the speaking skill, other example is in the practice of writing in this activity of writing the S.s can realize games like the hangman or other games where the Ss can enjoy and learn as well as develop the different skills by means the games entertainment not only into the class if not out the class.
5- What is the competence? In our opinion some activities in the plan include problems-solving tasks which are important for S, s to learn English as a second language and according to the approach "process syllabus and procedural syllabus" these approaches promotes innovation through a problem-solving model change.
6- Do participants develop critical thinking? Why? yes because through the different question they have opportunity to think and analyze their answers like in the activity " card game"
7- Is it risky and fraught difficulty? Why?
We consider that this plan is not risky, because the professor is going to be monitoring the different activities in the classroom and these practice also are easy for students level.
8. Are activities bottom up or top down? Why?
The activities are bottom up, because the students are going to start filing a conversation using the phrasal verbs which going to be easy for them, but at the end they have to create their own conversation using phrasal verbs which is going to be more difficult for them.
9. It is for a multiplifier effect? ELTOS perception why?
The teacher focuses all the activities on the students interest and also the teacher provides interesting activities for the learners. This show that the teacher as receive a good training.
10. Is what local teachers do? Why?
Teacher provides support to the students, also look for innovative ways to teach like different activities, dialogues, and conversations and interactions among the students. In this way they are going to show more interest in the classroom and more participation.
11. What would be a sociocultural factor – impact it may have?
Well all innovation in teaching should be in all institutions, but sometimes when the students are from different places it can affect the way students understand the teacher.
12. Does it focus students interest? Why?
These activities are very interesting because they are interactive and have the students participating constantly and actively. Also it provide the student a lot of interest in learning the language and also it can motivate them.
13. Is it learner centered? Why?
In the activity the students is who has the most participation and interaction. The teacher gives the instructions and the learner is the one in charge of performing the action inside the class.
14. Is communication oriented? Why?
Through the different conversations from the activities the students are able to manage the language. The conversation allows students to get more interested in the learning, and also this activities focus on a lot of communication.
15. Is it based on learner’s analytic capability? Why?
This lesson plan allows students to use their background knowledge about the topic. Using that knowledge the students are challenged to analyze the importance of using phrasal verbs and how careful we must be when attempting to use, explain and master their meaning. Then, as students read a dialogue full of phrasal verbs, they also are asked to analyze the answer to a question the professor asked them, before they started to read, about the dialogue. This way the learners will have to master the meaning of these phrasal verbs to be able to reach to a conclusion: the answer to the question the professor is trying to get. The following activity is a match. The desired goal in this part of the lesson is to check meaning. In other words, to check if students understood the meaning and usage of these phrasal verbs correctly. The gap filling activity reinforces the learners’ knowledge. This exercise has already been checked and given feed back to students. Next step is the written conversation in which students will have to analyze the similarities among chatting on the internet and writing a conversation. When they understand the similarity is when they will have to produce a conversation and then perform in front of the class to demonstrate what they have internalized about the activity. Finally the extended speaking practice allows students to apply the knowledge they had and modified all along the lesson’s development. At this point they would probably realized about it. This is the reason why this plan is based on the learners’ analytic capability: all of the activities contained in it promote change and innovation by making students enhance their reasoning ability and analyze aspects of the lesson that could seem not relevant yet they are part of the teaching-learning-internalizing process.
16. Do materials rely on change or modification? Why?
Materials are well designed and do not need to be modified. However they could be changed or adapted to different topics or contents.
17. Are materials and activities content-based? Why?
Definitely, because during the whole lesson development the students use their background knowledge to perform in different activities in different skills. So, they demonstrate what they know, how they work with what they know and how they enhance their analysis skills to modify their knowledge through innovative activities.
18- Is it focused on language form? Why?
Yes , because student would find the way to express their own self by solving the activities that teacher gave and that is going to be a role model to they to follow future conversations.
19- Does it develop favorable attitudes toward task base teaching and solving problems?
Yes, because base on teaching in this plan students learn language by communicating by themselves like games that promote communicative language.
Base of solving problems helps teacher who participate at the time that teacher develop the class
20- How many characteristics of a renewed and innovative pedagogical practice does it have?
This planning has at list 5 renewed characteristics and pedagogical practices. Due to the planning was made in order to the Ss participate and interact among them in the developing of the different activities during the class. This because they (Ss) are all the time the protagonist in the classroom also the construction of learning in the Ss is very visible that they can acquire knowledge in the lesson no matter if they have a prior information about the new topic, always a not knew thing is going to be given by the teacher; besides that the teacher center his attention in Ss problems in this case due to in the majority of the cases Ss do not know that exist phrasal verbs and what are those about so the teacher helps to the Ss to recognize them and how to use them. Give a great value to what the Ss do because if a teacher values to what they do in this occasion Ss can get interest to the subject and learn in a very good way a foreign language or what the teacher is explaining. Stimulates the creativity of the Ss this given them a situation to do so at this way they (Ss) can develop their creativity, their knowledge and at the same time also the Ss learn.
21. Is it innovative?
No, it is not, because if we relate this planning and its activities with a planning of a long time ago those planning are very similar; for example: filling the blanks, develop of conversations with given situations… are the requirements. So if we analyze those we can deduct that innovative does not apply in this case.
created by: Hellen, Karla C, Mauren, Laura D, and Mirlla C. 2011
Put 3 dashes on the board _ _ _.
Tell student to guess the verb (get). Elicit an example of a ‘get’ phrasal verb that they know e.g. get on with.
Students then brainstorm phrasal verbs they already know with get.
Write these on the board.
Tip: Tell students there are around 10,000 phrasal verbs in the English language
and elicit from students why they are so important. Highlight the following
information:
1) English speakers tend to use the phrasal verb rather than the Latin based
equivalent (e.g. give out /distribute, put up with/ tolerate etc) and so they are
high-frequency.
2) Understanding phrasal verbs therefore is very important but often it is difficult to understand the meaning of a phrasal verb from their individual components e.g. put up with.
2. Presentation of phrasal verbs
Provide a context for ten phrasal verbs with get which the students will use in later stages of the lesson.
The dialogue on worksheet 1 also provides a model for the dialogue writing activity in stage 5.
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. Peter and Susan). Tell the students the two actors are now working on a film together and are having a chat about working on their latest film.
Write the following questions on the board.
Are Peter and Susan enjoying working on their latest film?
Hand out worksheet 1. Tell the students to read the dialogue and answer the above question.
Feedback from the students that Peter and Susan are not enjoying working on their latest film.
Now ask the students to read the dialogue again and underline all the phrasal verbs with ‘get’.
After completion students compare with their partners to check they have underlined the same verbs.
3. Checking Meaning
Handout the worksheet 2 to the students. Allow students 5 minutes to complete the exercise.
Feedback answers together.
Answers: A – 7, B –8, C – 4, D – 1, E - 9, F – 10, G – 2, H – 5, I – 6, J – 3
4. Gap Fill
Give the students the gap fill worksheet 3.
Allow 5 minutes to complete the exercise. Check answers as a class.
Answers
1) get off lightly
2) get rid of
3) get away with
4) got over
5) get out of
6) get through
7) get up to
8) get wound up
9) get on with
5. Preparing the written conversation
Working in pairs, students need one piece of paper between them.
Tell students that they are going to create a written conversation similar to the Brad and Nicole dialogue.
Tell students to write down;
1) the names of two people (students in the class, or famous people).
2) the place where these people are having the conversation
3) the topic they are talking about
Now demonstrate the activity in front of the whole class with a student. Elicit where they are having the conversation (e.g. in a museum) and what they are talking about (e.g. football).
Now ask students the following instructions checking questions about the activity:
• Do you discuss together what you write? (no, it is a spontaneous written conversation)
• Is it like chatting on the internet? (yes)
• Does each person write? (yes)
Tell students to write a conversation between their two people as demonstrated. Tell the students they have to include 6 phrasal verbs with ‘get’ in the conversation.
Give the students around 15 minutes to write the conversations. The teacher needs to monitor this task carefully paying particular attention to the students’ use of the phrasal verbs.
Tell the students that they will now perform their conversations in front of the class. Allow the students time to practice reading them out. Students then perform the conversations in front of the class.
6. Card Game (Extended speaking practice)
Before the lesson chop up the discussion cards (on worksheet 4).
Students work in groups of 3 and have a set of cards between them. They put the cards face down on the table between them. Demonstrate the activity with two students. Nominate one of the students to pick up the first card. He/She asks the question on the card to you and the other student.
You both answer the question. Take it in turns to pick up the question cards and ask the questions.
Tip: This activity should take approximately 15 minutes. The teacher monitors the
speaking activity making notes on any mistakes (and very good use of language)
made with the phrasal verbs.
After the speaking activity the teacher writes a few mistakes (and very good use of language). Give students time to correct the mistakes. The teacher then elicits ideas and corrects the sentences as necessary on the board.
7. Suggested follow-up activity
discuss strategies which students have already used when learning phrasal verbs. It’s a good idea to give your own suggestions
www.teachingenglish.org.uk
Analysis of the Planning Phrasal verbs with GET
1- Relate plan with the different innovative approaches.
The activities in the plan are related with some characteristics mentioned for example: A- notional functional syllabus: one important characteristic in this approach as well as in the plan is that are based on the learner- centered. B- The process and the procedural syllabus: this approach recommends problems-solving activities which we find in this plan. C- Task based-language teaching: recalled for analytic activities in which S.s have the chances to analyze their ideas or response for example: the "card-game" activity D- Natural approach: in this plan some activities promote the communication.
2- Analyze cross cultural perception: we can explain cross-cultural perception in the plan, because the learners are native Spanish speakers who are learning a language of a different culture, which is English, and therefore they will learn values and customs of speaking countries.
3- Analyze if there is implementation for change. although the activities of the plan are related with the innovate approaches, there can be implemented some changes because we consider that nowadays there is a great variety of methodologies with which the students can learn English as a second language through activities that provides them with the opportunity to interact with each other.
4- What are its limitations? According to this plan this type of activities are very common, because the majority of teachers use this activities in teaching- learning process of English. We consider that these activities in the plan do not permit a creative environment. for example: in the practice of speaking, the teachers can use different methodologies for example songs or dramatizations, and with this the student can develop the speaking skill, other example is in the practice of writing in this activity of writing the S.s can realize games like the hangman or other games where the Ss can enjoy and learn as well as develop the different skills by means the games entertainment not only into the class if not out the class.
5- What is the competence? In our opinion some activities in the plan include problems-solving tasks which are important for S, s to learn English as a second language and according to the approach "process syllabus and procedural syllabus" these approaches promotes innovation through a problem-solving model change.
6- Do participants develop critical thinking? Why? yes because through the different question they have opportunity to think and analyze their answers like in the activity " card game"
7- Is it risky and fraught difficulty? Why?
We consider that this plan is not risky, because the professor is going to be monitoring the different activities in the classroom and these practice also are easy for students level.
8. Are activities bottom up or top down? Why?
The activities are bottom up, because the students are going to start filing a conversation using the phrasal verbs which going to be easy for them, but at the end they have to create their own conversation using phrasal verbs which is going to be more difficult for them.
9. It is for a multiplifier effect? ELTOS perception why?
The teacher focuses all the activities on the students interest and also the teacher provides interesting activities for the learners. This show that the teacher as receive a good training.
10. Is what local teachers do? Why?
Teacher provides support to the students, also look for innovative ways to teach like different activities, dialogues, and conversations and interactions among the students. In this way they are going to show more interest in the classroom and more participation.
11. What would be a sociocultural factor – impact it may have?
Well all innovation in teaching should be in all institutions, but sometimes when the students are from different places it can affect the way students understand the teacher.
12. Does it focus students interest? Why?
These activities are very interesting because they are interactive and have the students participating constantly and actively. Also it provide the student a lot of interest in learning the language and also it can motivate them.
13. Is it learner centered? Why?
In the activity the students is who has the most participation and interaction. The teacher gives the instructions and the learner is the one in charge of performing the action inside the class.
14. Is communication oriented? Why?
Through the different conversations from the activities the students are able to manage the language. The conversation allows students to get more interested in the learning, and also this activities focus on a lot of communication.
15. Is it based on learner’s analytic capability? Why?
This lesson plan allows students to use their background knowledge about the topic. Using that knowledge the students are challenged to analyze the importance of using phrasal verbs and how careful we must be when attempting to use, explain and master their meaning. Then, as students read a dialogue full of phrasal verbs, they also are asked to analyze the answer to a question the professor asked them, before they started to read, about the dialogue. This way the learners will have to master the meaning of these phrasal verbs to be able to reach to a conclusion: the answer to the question the professor is trying to get. The following activity is a match. The desired goal in this part of the lesson is to check meaning. In other words, to check if students understood the meaning and usage of these phrasal verbs correctly. The gap filling activity reinforces the learners’ knowledge. This exercise has already been checked and given feed back to students. Next step is the written conversation in which students will have to analyze the similarities among chatting on the internet and writing a conversation. When they understand the similarity is when they will have to produce a conversation and then perform in front of the class to demonstrate what they have internalized about the activity. Finally the extended speaking practice allows students to apply the knowledge they had and modified all along the lesson’s development. At this point they would probably realized about it. This is the reason why this plan is based on the learners’ analytic capability: all of the activities contained in it promote change and innovation by making students enhance their reasoning ability and analyze aspects of the lesson that could seem not relevant yet they are part of the teaching-learning-internalizing process.
16. Do materials rely on change or modification? Why?
Materials are well designed and do not need to be modified. However they could be changed or adapted to different topics or contents.
17. Are materials and activities content-based? Why?
Definitely, because during the whole lesson development the students use their background knowledge to perform in different activities in different skills. So, they demonstrate what they know, how they work with what they know and how they enhance their analysis skills to modify their knowledge through innovative activities.
18- Is it focused on language form? Why?
Yes , because student would find the way to express their own self by solving the activities that teacher gave and that is going to be a role model to they to follow future conversations.
19- Does it develop favorable attitudes toward task base teaching and solving problems?
Yes, because base on teaching in this plan students learn language by communicating by themselves like games that promote communicative language.
Base of solving problems helps teacher who participate at the time that teacher develop the class
20- How many characteristics of a renewed and innovative pedagogical practice does it have?
This planning has at list 5 renewed characteristics and pedagogical practices. Due to the planning was made in order to the Ss participate and interact among them in the developing of the different activities during the class. This because they (Ss) are all the time the protagonist in the classroom also the construction of learning in the Ss is very visible that they can acquire knowledge in the lesson no matter if they have a prior information about the new topic, always a not knew thing is going to be given by the teacher; besides that the teacher center his attention in Ss problems in this case due to in the majority of the cases Ss do not know that exist phrasal verbs and what are those about so the teacher helps to the Ss to recognize them and how to use them. Give a great value to what the Ss do because if a teacher values to what they do in this occasion Ss can get interest to the subject and learn in a very good way a foreign language or what the teacher is explaining. Stimulates the creativity of the Ss this given them a situation to do so at this way they (Ss) can develop their creativity, their knowledge and at the same time also the Ss learn.
21. Is it innovative?
No, it is not, because if we relate this planning and its activities with a planning of a long time ago those planning are very similar; for example: filling the blanks, develop of conversations with given situations… are the requirements. So if we analyze those we can deduct that innovative does not apply in this case.
created by: Hellen, Karla C, Mauren, Laura D, and Mirlla C. 2011
;)