CEP Lesson Plan Template Teacher/s: Caitlyn Alley Pena Level: A-1 Date: 4/3/2014 Goal: Familiarize students

with phrasal verbs relating to public transportation. Objectives: (In a perfect world) Students Will Be Able To 1. Understand the concept of phrasal verbs 2. Identify phrasal verbs in a text 3. Produce sentences using phrasal verbs 4. Contribute to a story using phrasal verbs Theme: I Beg to Differ

Aim/Skill/Microskill Review or Preview (if applicable)

Activity/Procedure/Stage Linking & Transitioning to rest of lesson:

Interaction (for example: SS-T)

Time

Activity 1: Public Pre-Stage: Read story including Transportation Phrasal Verb transportation-related phrasal verbs to Story Activity the students. Tell them that it is a bad experience I had with public transportation.

T-SS

1 min

Students talk with a partner about a bad S-S experience theyve had with public transportation. If they havent had a bad experience, they can just describe their daily transportation routine. Have a few students report their partners story to the class. SS-T

5-7 min

5 min

Ask students what verbs they normally T-S use when talking about transportation. Elicit phrasal verbs or give phrasal verb equivalents to words they supply (leave = pull away, etc.) Introduce concept of phrasal verbs. Use pull away as an example. Ask students if they can think of any phrasal verbs, and write them on the T-S

5 min

5 min

board.

During Stage: Have students read the story (originally told at the beginning of class) in pairs. SS will underline any phrasal verbs they can identify. As a class, ask students what phrasal verbs they underlined. Draw attention to ones that they didnt catch. Write them all on the board.

S-S

5-7 min

SS-T

5 min

Assign one phrasal verb to each pair of S-S students. SS should figure out the meaning from the context. Then, SS will write their own sentence using that verb. Post-Stage: Review students SS-T definitions and sentences as a class. Provide clarification for any definitions that may be incorrect or incomplete. Transition to #2: Now that we have talked about phrasal verbs and our own stories about public transportation, (Tangible Outcome): SSs written we are going to create a definitions and sentences. story together as a class.

5-7 min

5-7 min

Activity 2: Phrasal Verb Story Collaboration Game

Pre-Stage: Provide directions for the story game. T says a sentence using a phrasal verb. The next S must add to the story by providing a sentence new using a new phrasal verb. The sentences should connect like a story. This pattern continues until all of the students have added to the story. Provide the starting sentence

T-S

2 min

(T will write all of the phrasal verbs on SS-SS the board. As students use them, she will put a checkmark next to those that

10 min

have been used and the following SS must use verbs that have not yet been used). During Stage: Play the story game. If a student gets stuck, others can help them out. SS-T 2 min

Post-Stage: Ask if anyone can remember the entire story. If not, ask a student to give the gist of the story.

Wrap-up

Note again that phrasal verbs are very important to English. Although there are often one word verbs that can be used, native speakers tend to use phrasal verbs. In order for students to understand native speakers, they must be aware of phrasal verbs, and if they want to sound more native like, it is important for them to practice using phrasal verbs.

Materials: Phrasal verb story handout

Anticipated Problems & Suggested Solutions: Students may have a hard time providing sentences quickly during the phrasal story game. Depending on the level of difficulty students are experiencing, the teacher can assist the students by either choosing the phrasal verb they should use for them, prompting them with an idea for the sentence without giving them the structure or allow them to work in small groups to complete the story in order to ease the pressure. Contingency Plans (what you will do if you finish early, etc.): If I finish early, I will ask students to work with a partner to explain their daily transportation routine using phrasal verbs.