Speaking:
Phrasal Verb Charades
Grouping:
Time:
Small groups
15 minutes
Aim
Students will act out and guess phrasal verbs, reinforcing their meanings in context.
Materials
• A set of phrasal verb cards (e.g., give up, turn down, put off).
Preparation
• Write phrasal verbs on separate cards, ensuring a mix of literal and idiomatic meanings.
Activity Breakdown
1. One student draws a card and acts out the phrasal verb.
2. Others guess the verb and use it in a sentence.
3. The actor confirms the correct answer.
4. Rotate roles.
Instructions
1. Pick a phrasal verb card.
2. Act it out (without speaking).
3. Your team guesses the verb.
4. Use it in a sentence to confirm understanding.
5. Rotate and repeat.
Concept Checking Questions
• “Does give up mean to physically give something?” (No, it means to stop trying).
• “Can turn down have two meanings?” (Yes, rejecting an offer or lowering volume).
Examples
• Guess: Is it ‘give up’?
• Response: Yes! I gave up smoking last year.
Extensions/Varations
• Harder: Add multi-word phrasal verbs (e.g., put up with).
• Easier: Provide a list of possible verbs.
Error Correction
• Teacher clarifies incorrect meanings and elicits self-correction.
Writing:
Rewrite the Story
Grouping:
Time:
Individual → Peer review
20 minutes
Aim
Students will rewrite a short story using phrasal verbs naturally.
Materials
• A basic short story without phrasal verbs.
Preparation
• Write a simple story using formal language and provide a list of phrasal verbs to replace formal expressions.
Activity Breakdown
1. Students read the story.
2. They rewrite sentences using phrasal verbs.
3. They swap with a partner for feedback.
Instructions
1. Read the story.
2. Find sentences that could use phrasal verbs.
3. Rewrite them using phrasal verbs.
4. Swap with a partner for feedback.
5. Share one sentence with the class.
Concept Checking Questions
• “Does put off mean to place something down?” (No, it means to delay).
• “What is a formal way to say turn down?” (Reject).
Examples
• Original: She declined the job offer.
• Rewritten: She turned down the job offer.
Extensions/Varations
• Harder: Students write their own original story using at least 10 phrasal verbs.
• Easier: Provide a list of suggested phrasal verbs.
Error Correction
• Teacher reviews sentences and provides feedback on usage.
Listening:
Phrasal Verb in Context
Grouping:
Time:
Pairs → Whole class
15 minutes
Aim
Students will identify phrasal verbs in a conversation and infer their meanings.
Materials
• An audio recording with a natural conversation using phrasal verbs.
• A gap-fill worksheet with missing phrasal verbs.
Preparation
• Choose a dialogue containing various phrasal verbs (e.g., break down, call off, run into).
Activity Breakdown
1. Students listen to the conversation.
2. They write the missing phrasal verbs on their worksheet.
3. They match verbs with meanings.
Instructions
1. Listen to the conversation.
2. Fill in the missing phrasal verbs.
3. Match each verb to its correct meaning.
4. Compare with a partner.
5. Review answers as a class.
Concept Checking Questions
• “Does call off mean to call someone?” (No, it means to cancel).
• “If a car breaks down, is it still working?” (No, it has stopped working).
Examples
• Dialogue: I had to call off the trip because of the weather.
• Gap-fill: I had to ___ the trip because of the weather.
• Answer: Call off (cancel).
Extensions/Varations
• Harder: Students write their own conversation using phrasal verbs.
• Easier: Provide multiple-choice options.
Error Correction
• Teacher pauses the audio to discuss tricky phrasal verbs.
Reading:
Phrasal Verb Hunt
Grouping:
Time:
Pairs
15 minutes
Aim
Students will identify and infer meanings of phrasal verbs in a short text.
Materials
• A reading passage with several phrasal verbs underlined.
• A matching worksheet with definitions.
Preparation
• Write a short story or article featuring phrasal verbs in context.
Activity Breakdown
1. Students read the passage and underline phrasal verbs.
2. They match verbs with their meanings.
3. They write new sentences using the verbs.
Instructions
1. Read the text.
2. Underline all phrasal verbs.
3. Match them with their meanings.
4. Write new sentences using them.
5. Share your sentences with a partner.
Concept Checking Questions
• “Does give in mean to give something?” (No, it means to surrender).
• “Can run into mean to literally run?” (No, it means to meet unexpectedly).
Examples
• Text: She ran into her old friend at the supermarket.
• Meaning Match: Ran into = met unexpectedly.
Extensions/Varations
• Harder: Use phrasal verbs with multiple meanings (take off = remove clothing / airplane departure).
• Easier: Provide definitions alongside the text.
Error Correction
• Teacher reviews sentences and elicits self-correction.