Using phrasal verb stories

The story presents the phrasal verbs in a clear context, helping to clarify
the meaning. The funny stories are memorable. Not only do learners tend
to remember the phrasal verbs, but they usually remember the whole
sentence in which it occurred in the story. That is, they remember a good
clear example of its usage. This is extremely helpful in allowing them to
use the phrasal verb, not just recognise it.

How to use the stories

To tell the story, no photocopying or any other material is required
1.
Teacher tells the story, students make a note of verbs + meaning
,which
the
teacher
explains as they go along. (15 to 20minutes). No materials
needed.
2. Students retell the story in pairs. They now have a list of the verbs in
the
same
order
as in the story. (5 or 6 minutes). No materials needed.
For stages 3, 4 and 5, one double sided photocopy between 2 students is
enough.
They do the whole activity orally. The teacher then takes back the
photocopies to
reuse in the next lesson/future.
3.
Students test each other by matching phrasal verb to definition
4.
Gapped exercise (sentences) done in pairs, orally (5 minutes). DO not
let them
write anything in the gaps. This way, you can reuse the sheets over
and over again.
WARNING! Learners will take one look at the gaps and just assume
they have to
fill them in. To be fair, this is what they have to do 99% of the time
when faced with
"gaps" so it is understandable that when you start explaining what to
do, some
dont listen because they assume they know what to do i.e fill in the
gaps! They
soon learn though.
5. Semi-controlled oral activity 1 (Question and answer) using the
phrasal verbs (5 minutes)
Some of the sheets have Sentence transformations. This can initially
also be done in pairs orally in class. If your students need this type of
practice for the Cambridge First Certificate exam, this can be photocopied
one per student. (Homework?)
Dominic Streames
efltheatreclub.co.uk

2011

How to tell the story

Tell the students that you going to tell them a short story containing
various phrasal verbs which they are to make a note of as they crop up. As
you tell the story highlight the verbs in question and concept check to
make sure the meaning is clear. The students must make a note of the
meaning as well as the phrasal verb.
For example:

The story as it might appear in the book.

Uncle Bob was getting over a serious operation. I get on well with Uncle
Bob so I decided to visit him in hospital. I got on the bus outside my house
and got off at the hospital. ........

What the teacher actually says...

Uncle Bob was getting over a serious operation. He was getting over a
serious operation (repetition to emphasise the verb) What does that
mean? (asking the students) Anyone? Yes, Maria, yes, he was recovering
from an operation. Uncle Bob was getting over a serious operation. I get
on well with Uncle Bob. (I tend to slow down when saying the verb, to
give emphasis and thus make it clear what the target language is) What
does it mean I get on well with him? Yes, I have a good relationship with
him. So I got on the bus. (I pause) a student says, you enter the bus?
Good, yes, but we dont enter a bus, or a train, we always... (Students
reply)get on Good. And at the hospital I ... (The pause prompts a student
to guess get off) Good, I got off the bus. (I now quickly review, to keep
the students on their toes) So, in the hospital Uncle Bob was _____ a
serious operation. (Students reply getting over) Good, and I have a god
relationship with Uncle Bob, I ____ (Students get on well). So I ______
(Students got on the bus) ...etc.
The story telling process has certain important techniques.
1. Repetition to emphasis the target language.
2. Constant reviewing. A typical story contains ten phrasal verbs.
After four or five, review quickly. Some students will need to consult
their notebooks of course, but some will immediately remember the
verb. By the end of the story, and a few reviews, the students are
already beginning to remember the phrasal verbs quite well.
2.

Retelling the story

The next stage is for the students to retell the story. This is not as difficult
as it might seem. Now, the students have a list in their notebooks of al the
phrasal verbs, and their meanings, in the same order in which they
occurred in the story. Explain that you do not expect them to be able to
remember all the details of the story. All they have to do is put the verbs
Dominic Streames
efltheatreclub.co.uk

2011

into sentences. In fact, most students will be able to recreate the whole
story more or less
3. Students in pairs match phrasal verb to definition.
This is done orally. One student says the definition, and their partner has to
give the phrasal verb. Then change partner and repeat stage 3, but this
time their partner has to make a sentence with the phrasal verb. It is
okay if the sentence is the same as that in the story since the examples in
the story as designed to be very typical (i.e high frequency) examples.
4.

Gapped sentences . Matching the phrasal verb to the sentence.

In pairs, orally, students match the phrasal verbs to the sentences. They
do not write anything so that the exercise can be used again.

Dominic Streames
efltheatreclub.co.uk

2011