Lesson plan of Verbs: Phrasal Verbs

Objectives (5 - 7 minutes)

1. Understanding of Phrasal Verbs: Students should understand the concept of phrasal verbs, which are verbs followed by prepositions or adverbs that together form a new meaning. The teacher should explain that separating these words can completely change the meaning of the verb, making literal translation difficult.

2. Identification of Phrasal Verbs: After understanding the concept, students should be able to identify phrasal verbs in a text or conversation. This involves recognizing the verbs and associated prepositions or adverbs that make up the phrasal verb.

3. Application of Phrasal Verbs: Finally, students should be able to apply phrasal verbs in their own text production, whether in formal or informal writing, or in speech. This implies understanding the appropriate context for using these expressions and employing them correctly.

Secondary Objectives:

• Vocabulary Expansion: Along with studying phrasal verbs, students will be exposed to new vocabulary, which will contribute to expanding their linguistic knowledge.

• Improvement in Text and Conversation Comprehension: The ability to identify and understand phrasal verbs will be an important tool for reading and listening to English texts and conversations, becoming a valuable resource for ongoing language learning.

Introduction (10 - 12 minutes)

1. Review of Previous Concepts: The teacher should begin the class by recalling the concepts of verbs and prepositions, which are essential for understanding phrasal verbs. This can be done through a quick interactive review, where students are invited to remember and share examples of verbs and prepositions. The teacher can also introduce some examples of common phrases that use verbs and prepositions, so that students can observe how these words combine and alter the meaning of the verb.

2. Problem Situations: The teacher should present two situations that will pique students' interest and motivate them to learn about phrasal verbs. The first situation could be reading an English text that contains several phrasal verbs, challenging students to identify them. The second situation could be a brief discussion on the importance of phrasal verbs in everyday English communication, emphasizing that using them incorrectly can lead to misunderstandings.

3. Contextualization: The teacher should explain that phrasal verbs are an important part of the English language, widely used in informal conversations, literature, and the media. Additionally, they should highlight that mastering phrasal verbs can significantly improve English fluency and comprehension, making communication more natural and effective.

4. Topic Introduction: After establishing the importance and relevance of phrasal verbs, the teacher can introduce the topic of the class in an engaging way. For example, they could share some fun facts about phrasal verbs, such as the fact that many of them have multiple meanings, or that some phrasal verbs are specific to certain English-speaking regions or countries. Another option is to present a short story or anecdote that involves the use of phrasal verbs, to illustrate how they can be used creatively and expressively.

Development (20 - 25 minutes)

1. Phrasal Verb Scavenger Hunt Activity (10 - 12 minutes): The teacher will divide the class into groups of 4 to 5 students. Each group will receive a set of cards. Each card will have an English sentence containing a phrasal verb. On the back of the card, there will be the literal definition of the words in the phrasal verb. The goal of the game is for students to identify the phrasal verb in the sentence and match it with the literal definition. The first group to correctly match all the cards wins. In addition to promoting interaction and collaboration among students, this activity will also reinforce understanding of the concept of phrasal verbs and the ability to identify them.

   1. Activity Preparation: The teacher should prepare the cards with the sentences and definitions beforehand. The sentences should be taken from authentic English texts, such as news articles, songs, books, etc., to ensure the contextualization and relevance of the phrasal verbs. The definitions should be literal and written in a clear way, to avoid ambiguity.

   2. Activity Execution: The teacher should distribute the cards to the groups and explain the rules of the game. During the activity, the teacher should circulate around the room, observing the progress of the groups, clarifying doubts, and providing feedback.

   3. Discussion and Feedback: After the activity is finished, the teacher should lead a class discussion, where each group shares the sentences and phrasal verbs they identified. The teacher should correct any mistakes and reinforce the concepts learned.

2. Role-Playing Activity (10 - 12 minutes): Still in groups, students will be asked to create short dialogues using the phrasal verbs they identified in the previous activity. Each group should focus on a specific scenario (for example, a dialogue in a restaurant, in a store, etc.). Students should strive to use the phrasal verbs appropriately and naturally, according to the context. At the end, each group will present their dialogue to the class. This activity will allow students to apply the phrasal verbs in real communication situations, promoting oral practice and fluency.

   1. Activity Preparation: The teacher should provide the groups with some examples of dialogues that use phrasal verbs, to serve as a model. The groups should have time to discuss and plan their dialogue, deciding which phrasal verbs to use and how to use them. The teacher should be available to guide and clarify doubts.

   2. Activity Execution: Each group will present their dialogue to the class. The teacher and the other students should pay attention to the use of phrasal verbs, providing constructive feedback.

   3. Discussion and Feedback: After all the presentations, the teacher should lead a class discussion, where the groups can share their experiences and difficulties in creating the dialogues. The teacher should provide individual and collective feedback, highlighting the strengths and areas for improvement.

3. Drawing Activity (5 - 8 minutes): To end the Development stage, students will be challenged to draw a scene that represents the meaning of a phrasal verb. Each group will receive a different phrasal verb to work with. The drawings will be displayed in the classroom and the other groups will have to guess the phrasal verb represented. This playful and visual activity will help students consolidate the meaning of phrasal verbs in a fun and memorable way.

   1. Activity Preparation: The teacher should prepare the phrasal verbs for the activity beforehand and provide drawing materials (paper, color pencils, etc.).

   2. Activity Execution: The teacher should distribute the phrasal verbs to the groups and explain the rules of the activity. The students will have a set time to draw.

   3. Discussion and Feedback: After the activity is finished, the drawings will be displayed and the other groups will have to guess the phrasal verb represented. The teacher should correct any mistakes and provide feedback.

Return (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes): The teacher should organize a group discussion, where each group shares the solutions or conclusions they reached during the activities. This will allow students to learn from each other, as well as promote English speaking practice. During the discussion, the teacher should encourage students to explain the reasoning behind their choices and to refer to the rules and examples presented in class. The teacher should moderate the discussion, ensuring that all students have the opportunity to speak and that the conversation remains focused on the topic of the class.

2. Connection to the Theory (2 - 3 minutes): After the group discussion, the teacher should do a brief recap of the class, reiterating the main concepts and the connection between the theory and the practical activities. The teacher could, for example, review some of the more challenging phrasal verbs that were identified by the students and explain again their meaning and usage. Additionally, the teacher should highlight how the skills of identifying and applying phrasal verbs were developed during the group activities.

3. Individual Reflection (2 - 3 minutes): To conclude the class, the teacher should ask students to do a brief individual reflection on what they have learned. The teacher should ask questions that encourage reflection, such as:

   1. What was the most important concept you learned today?
   2. What questions still haven't been answered?
   3. How can you apply what you learned today in real English communication situations?

   The students should have a minute to think about their answers. Then, the teacher can ask some students to share their reflections with the class, if they feel comfortable doing so. The teacher should encourage honest and open answers, and ensure that all the students are heard and respected.

4. Feedback and Closure (1 minute): Finally, the teacher should thank the students for their participation and reinforce the importance of continuous study and practice in improving English skills. The teacher should also inform the students about upcoming classes and assignments, and encourage them to get in touch in case of any doubts or difficulties.

   The teacher should take this moment to collect feedback from the students about the class, asking, for example, what they liked most and least, or what they found most challenging. This will allow the teacher to adjust and improve future classes, according to the students' needs and interests.

Conclusion (5 - 7 minutes)

1. Summary and Recap (1 - 2 minutes): The teacher should start the Conclusion by recalling the key points of the class. This includes the definition of phrasal verbs, their importance in the English language, and the skills developed by the students in identifying and applying these expressions. The teacher could recap some of the most relevant phrasal verbs that were discussed during the class, reinforcing their meanings and uses.

2. Connection Between Theory, Practice, and Applications (1 - 2 minutes): Next, the teacher should explain how the class connected theory, practice, and applications. The teacher could highlight how the "Phrasal Verb Scavenger Hunt" and the "Role-Playing" activities allowed students to apply the theory of phrasal verbs to practical communication situations. Additionally, the teacher could emphasize how the drawing activity provided a playful and creative application of phrasal verbs.

3. Extra Materials (1 - 2 minutes): The teacher should suggest some extra materials for students who wish to deepen their knowledge of phrasal verbs. This could include grammar books, educational websites, online videos, and English songs. The teacher could, for example, recommend using the Cambridge Dictionary Online and the Oxford Learner's Dictionaries, which offer detailed explanations of phrasal verbs, usage examples, and interactive activities. Additionally, the teacher could suggest that students practice identifying and applying phrasal verbs by reading English texts, watching movies and series, listening to songs and podcasts, and participating in English conversations.

4. Importance of the Topic (1 minute): Finally, the teacher should emphasize the importance of phrasal verbs in everyday life, not only for English communication but also for understanding texts and conversations. The teacher could remind students that phrasal verbs are widely used in various contexts, from informal conversations and literary texts to political and academic speeches. Therefore, the ability to identify and apply phrasal verbs is fundamental for fluency and effectiveness in English communication.

5. Closure (1 minute): The teacher should close the class by thanking the students for their participation and effort, and encouraging them to continue studying and practicing. The teacher should reinforce their availability to clarify doubts and the importance of student feedback for improving future classes. Finally, the teacher should remind students about any assignments or activities that need to be completed for the next class, if there are any.