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Lesson planning
Lesson Plan Cover Sheet
Name: Date 1/6/22 Week 2 Day 5
Neil McMahon
Level: TP No. 3
Pre-Intermediate

Lesson Type: Time: 9.0 Length: 45

Vocabulary
Class profile: Materials/Aids:
Mostly Argenines between 23 - 60, adapted from New Total English Pre-Intermediate P82 8.2

Main Aim: Aim:By the end of the lesson students will...be better able to understand and use
phrasal verbs (such as go out with, split up with, grow apart) to describe romantic relationships.

Secondary aims: Students will also...have practised speaking for fluency within the context of
romantic relationships.

Assumptions
Students won’t find the topic uncomfortable
Students will already know the phrasal verbs ask out and go out with, so they’ll be able to do some of
the initial test
Students have already done all task types before and won’t have issues with instructions.

Teacher/personal aims: Criteria

Clarify more systematically in feedback to the test using an MPF rhythm
2e
Keep clarification precise so I have time for the practice activities
5i, 2g
Provide the students with feedback on their language errors, particularly to do with
target language, after productive tasks 2b
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Lesson planning

Vocabulary Analysis Form

Meaning Pronunciation Written Form Problems and Solutions
What does the item mean? Write the phrase in phonemic How are you going to write the form
How will you elicit the item? script to aid pronunciation. How on the board? (e.g. (e.g. stress,
How are you going to check meaning? E.g. will you backchain the phrase if syllables, weak forms, problem sounds,
picture / CCQs / examples… necessary? What contexts will you subject + verb-ing, any dependent
drill it in? prepositions; irregular forms etc.)
split up with = end a relationship, stop going /splɪd’ʌpwɪØ/ ⧭ ⧭ ⧭ P: Might not link the verb
out with split up with someone together, or use /t/ instead of
with the /d/ (Same for get over, put
CCQs: Do you end the relationship? Yes dupwith phrasal verb, transitive, inseparable up)
splidupwith linking between split and up
If you split up with someone, do you decide to S: Elicit the sounds, linking, drill
end the relationship or do they? You do. They split up with each other. Noun form: a split-up and back chain if necessary.
We split up last week. Also intransitive verb: they split up
Is it an easy thing to do? Not normally.
Irregular: split, split, split

get over someone = to stop feeling upset about /ɡe’dəʊvəsʌmwʌn/ ⧭ ⧭⧭ P: Might think you can use it
not being with someone anymore get over someone intransitively.
her
CCQs: verher phrasal verb, transitive, inseparable S: Ask ‘Can they get over? Elicit
Did you feel sad about the end of a doverher you need to get over each
relationship? Yes. gedoverher linking between get and over other!

Do you stop feeling sad when you get over I’m getting over him. Irregular: get, got, got P: Might confuse got and gotten
them? Yes. Get over it!
S: elicit gotten is only for past
(Can you get over illnesses or other bad participle and in US Eng.
situations? Yes).
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Lesson planning

grow apart = become less close as friends, see /ɡrəʊwə’pɑːt/ ⧭ ⧭ ⧭ P: Only for romantic
or talk to each less often, share less grow apart relationships
time/secrets etc. part
wapart phrasal verb, intransitive, inseparable S: Ask a CCQ - can we grow
CCQs growapart apart from friends and family
Were you close friends with someone? Yes. linking between grow and apart too? Yes.
We’re growing apart.
But now you don’t see or talk to each other They grew apart Irregular: grow, grew, grown P: Might use grew for past
much? No. We’ve slowly grown apart. participle or leave off n sound.

Can we grow apart from family, friends and S: Elicit the three forms and drill
partners? Yes int he three contexts.

put up with = tolerate something you don’t like /pəd’ʌpwɪØ/ ⧭ ⧭ ⧭ P: Confuse with put someone
to maintain a positive relationship / put up with someone up
atmosphere. with
dupwith phrasal verb, transitive, inseparable S: CCQs and discuss the
CCQs pudupwith context / different meanings -
Do you like what the other person does? No. linking between put and up put someone up = give them a
Don’t put up with it! bed for the night.
Do you complain about it? No. Why do you put up with it? Irregular: put, put, put

Do you think it’s better to ignore it / tolerate it?

Yes.

What things don’t you like about partners that

you put up with? Examples.
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Lesson planning
Lesson Plan Procedure
Stage name / Time &
Procedure Problems & Solutions
Stage Aim Interaction
LEAD-IN: To WC Tell students I went out for dinner with my best friend last night and that we only P: Take too long to guess the answer.
establish the 1 talked about one thing – can you guess what it was?
topic of romantic S: After one minute, tell them.
relationships and Pairs Students discuss in pairs / as a group in main room.
interest in the 1 P: Don’t guess anything.
lesson Discuss together as a group
WC S: Give further examples.
2 Turn off video and mic.
1
Quick whole class feedback on content – same different guesses? Who was
5 mins closest? Real answer – relationships, so this is the topic of today’s lesson.

Feedback on language (but not target).

TEST: To establish Focus students on the box in Ex1 (chest h/out)/( share screen): P: Get example wrong
what vocabulary In Exercise one, we have some questions about relationships. In the box below, we
is already known WC have definitions and missing phrasal verbs (gesture to columns). Write the phrasal S: Do a second example together.
with a focus on 2 verb from the questions above next to the correct definition.
phrasal verbs -
relationships Indy Do one example with ss: what do you do when you invite someone to go on a date P: Only 3 students
3 with you? Yes, you ask someone out. Now do the rest on your own. S: Check as a group.

Pairs Students check in pairs (in BORs) . P: Ask me what something means.
3 Note problem words (meaning, pronunciation or form) while monitoring. S: Do what you can, we'll discuss it
8 mins together in feedback.

TEACH: To clarify 10 mins Clarify the MPF of each phrasal verb in WC feedback from previous test See analysis sheet.
meaning, WC (see vocab analysis sheet)
pronunciation P: People don’t contribute to choral drills
and form of the The correct answers are: (A) go out with, (B) split up with, (C) grow apart, (D) ask
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Lesson planning
target language, someone out, (E) get over, (F) put up with. S; Nominate for individual drills.
i.e. phrasal verbs
Focus on words noted ininitial test stage. P: Monitoring isn’t conclusive about what
For each item, as we get the answers, ask CCQs, drill chorally and individually in is new.
context, board syllables, stress, problem sounds, part of speech, linking, spelling -
transitive or intransitive, separable or inseparable. S: Quickly check everything, keep it
dynamic.
Eliciting PWP for the board record.

TEST: Give WC Students complete the sentences with the correct from of the phrasal verb in Ex2 P: They don’t change the verb forms
controlled Do 1st example together - ask out - elicit the answer from the class. S: Elicit need for change, remind them
written practice Indy when monitoring.
of the TL Now let’s practise using these phrasal verbs. In Exercise 2, you have to complete the
Pairs sentences with the verb in the correct form. Look at number one. P: Slow finishers / Taking too long.
S: Give a countdown, one more minute.
1. Pete ___ me ___ yesterday. He wants to take me to a restaurant.
P: Short of time
WC Pete? Elicit asked me out. S: Set a time limit - Do what you can in two
Great! Do the rest by yourselves on your handouts. minutes.

6 mins Monitor and make comments on handouts. S: Group peer FB rather than pairs.
S: Confirm on handout as they discuss.
Now check your answers in pairs in BORs / Now check your answers as a group (in the
main room. Turn off video and mic and share screen and confirm correct answers on
handout)

Continue to monitor closely for bad forms and pron in particular.

Conduct WC feedback and correct mistakes, ask further CCQs or drill TL again if
needed. Ask SS to nominate each other for answers. Who’s next?
If checked as a group, just focus on ones they weren’t sure about.

The correct answers are: 1. asked out, 2. split up with, 3. puts up with, 4. get
over, 5. going out/go out with, 6. grown apart.
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Lesson planning
TEST: to give 10 mins Divide class into pairs P: Short of time
freer spoken WC S: SS choose 2 or 3 questions to discuss
practice of the TL Pairs Now let’s use these verbs to find out your opinions about relationships. Answer the S: Give them a time limit.
questions in Ex1 with your partner.
Tp provide. WC P: Monosyllabic answers.
feedback on For example, here in Argentina, girls do ask boys out - in fact my wife asked me out! S: Give your extended example to start
content and What about in your countries? Discuss the questions in BORS with your partner. with.
language. S: Bring them back together and ask them
Get WC feedback hearing their ideas while error correcting as necessary. to ask follow up questions - exemplify this
again (Only do if there’s time).
Did you and your partner agree about question X, Y? S; Nominate stronger answers in Content
feedback.
Now look at these statements I heard. Are they good or can we make them better?
P: Don’t remember partner’s answer
Great, thank you all very much, you did great. Now I’ll hand you over to… S: Move on to next student.

(Make Z host. P: Didn’t pick up any errors with the target

Complete hot feedback. ) language
S: Plan some errors.
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Lesson planning

Vocabulary – phrasal verbs – relationships

Exercise 1

Write the phrasal verbs in the questions next to the correct definitions.

1. Do women ever ask men out in your country?

2. What do you think is the minimum time you should go out with someone before you get married?
3. Do you think couples who marry young often grow apart? Why/Why not?
4. If your partner never did housework, would you put up with it? Why/Why not?
5. For what reasons do people usually split up with their partners?
6. What different ways do people use to get over the end of a relationship?

Phrasal verb Definition

A. ____________________ be someone’s partner

B. ____________________ invite someone to go on a date with you

C. ____________________ stop being someone’s partner

D. ____________________ slowly stop having a good relationship

E. ____________________ stop feeling sad about something

F. ____________________ accept a bad situation without complaining

Exercise 2

Complete the sentences with the correct form of the phrasal verbs from Exercise 1.

1. Pete ___ me ___ yesterday. He wants to take me to a restaurant.

2. Jade’s been single since she ______ her boyfriend last year.
3. Oliver never does the washing up and Maria just _____ it.
4. When my sister got divorced, she found it difficult to ______ her ex-husband.
5. Linda and Guy are a couple. They started _____ each other last month.
6. We used to be good friends, but we’ve _________ over the last year.

Exercise 3

Discuss the questions in Exercise 1.

New Total English Pre-Intermediate Student Book P82, Crace & Acklam, Pearson 2011