Lesson Aim:
By the end f the lesson the students will have had better awareness of phrasal verbs and will have practised 6 phrasal verbs in the context of careers by
identifying them in the text and using them to talk about jobs.
Sub aim: speaking
Stage and Aim
Lead in
 to activate schemata
 to set up context
 to stimulate interest in reading
Reading for gist
 to practise reading for gist
 to check their general
understanding of the text
 to encourage cognitive
processing of the text
 to provide context for TL
Text-based presentation
 to draw students’ attention to TL
 to promote pattern-noticing
 to introduce TL
 to promote collaborative
learning
Commented [S1]: How does this sound? I’m not sure about
wording. But it seems to cover what I want them to get out of the
lesson.
“Awareness of phrasal verbs” is a bit vague - what aspect(s) of
phrasal verbs do these learners need help with?
Procedure Time
Interaction
Ask the students about their jobs. What do they want to be/to do in the future? Do they
want to be successful in their jobs? How important is it to them? What do they need to do to
be successful? 2-3 min
t-ss
Give the students Reading Text 1 and ask them to read it quickly (give them 1-2 min) for gist
and answer the questions after.
5 -10
Check the answers as a whole class. min
ss-ss
Do they like the advice? Can it be useful for their careers?
Ask the students to write out the verbs from the text (hand out Worksheet 1). Check with
your partner.
ss
Show the first part of the list up on the board (with one example of phrasal verb). What’s
different? Did they have it with the particle? Elicit/ explain ‘phrasal verb’. Why do we need ss-ss 15 min
it? Illustrate the difference in meaning of the two verbs (get vs. get ahead).
t-ss
Ask the students to look back in the text and find 5 more phrasal verbs.
Again, check against the list on the board. See if they missed any of the separable ones. Point
out that some verbs can be separable (put off, take on) and some can’t.
Controlled practice Show all 6 phrasal verbs on the board. Give out slips of paper with the verbs and their
definitions and ask the student to match them (in pairs). Ask the students to record the
 to check students’ verbs in their vocabulary notebooks. They need to come up with examples. 10 -15
understanding of TL t-ss min
 to promote collaborative
learning ss-ss
 to promote learner autonomy
(keeping vocabulary record)

Flexi stage – controlled practice Give out cut-up sentences containing the 6 phrasal verbs (same verbs) and ask the students
to put them in order.
 to give the students an 10 min
ss-ss
opportunity to use TL in a
controlled exercise

Freer practice
 to provide the students with an
opportunity to practise TL in a
freer activity
 to help students personalise TL
by talking about their jobs
Ask the students about their jobs. Write them up on the board (mention that a housewife or
a student is a job as well).
15 min
Students work in groups of four. They need to decide what jobs are more challenging. Each
student has 6 cards with 6 phrasal verbs. They need to use them all (whenever they use one ss-ss
they can put it down).
Do a brief feedback with the whole class.

Language analysis question:

in the language analysis I only analyse the 6 phrasal verbs, right? One by one using the form, meaning, phonology frame? Commented [DP2]: As well as the phrasal verbs, there might
be other features of the text or other materials which could cause
them difficulty or which they might ask about - anything like this it’s
Materials best to show that you’re prepared to deal with/ explain them.

Reading text (students won’t have the phrasal verbs in bold, of course).

Many people want a good career. Some achieve their goals quicker than others. How do they do it? Here are a few tips that will help you get ahead in your
career:

1. Successful people are organised. Decide what you need to do first. Don’t put important things off, do them as soon as possible and your manager
will notice it.
 2. Take on some extra responsibilities to show that you can do many different things.
3. Learn something new. Sign up for a course. Ask your company if they have any training programmes you can join.
4. Get along with your co-workers. You will need their support in the future.
5. Don’t work too much. Working hard is important but is you work too hard you will burn out. Relax when you have time.

Phrasal verbs and their definitions

get ahead - achieve success

put off – do something later, delay something.

take on - accept some work or responsibility, especially a difficult one

sign up for - agree to do something or to join a course or organization.

get along - if people get along, they like each other and are friendly to each other

burn out - make yourself ill or unable to continue working because you have worked too hard