PHRASAL VERBS
1. CONCENTRATION
Materials: Board, instructor's grid
Dynamic: Groups
Time: 25 minutes
Procedure: 1. Draw a grid on the board with just the numbers. On a paper, your grid will have the answers written in.
NOTE: In the example below, the phrasal verbs have been taken from the list in Fundamentals of English Grammar. Several of the verbs in the chart below can take more than one particle, but the list is usually limited to one or two combinations. It is important to choose combinations you have studied and to limit entries so that three or even four matches are not possible. If you have studied more than one combination (such as ask out, ask over, and ask around,) and you want to review them using this activity, you will need to use some particles more than once. That way, the students will be able to make matches such as ask out, drop out, and so on. This chart is intended only as a model to help you explain the game; your own chart will be geared to the lessons in your class.
On the board:
| 1 | 2 | 3 | 4 | 5 |
| 6 | 7 | 8 | 9 | 10 |
| 11 | 12 | 13 | 14 | 15 |
| 16 | 17 | 18 | 19 | 20 |
Instructor's grid:
| 1 ask | 2 back | 3 drop | 4 up | 5 through |
| 6 around | 7 out | 8 off | 9 down | 10 fill |
| 11 in | 12 get | 13 write | 14 start | 15 throw |
| 16 over | 17 away | 18 put | 19 fool | 20 call |
2. Divide the class into groups of about five. Tell them that this is a memory game and no writing is allowed. Explain that they are looking for matches and will get a point for each match. They can confer as a team, but you will accept an answer only from the student whose turn it is. They can call out two numbers together the first time since no one knows where any of the words are. In subsequent turns, they should wait for you to write the first answer before they call out their second number.
3. As the first student calls out numbers, write the words that correspond to these numbers in the blanks. Ask the class if it is a match. If not, erase the words. If so, leave them there and cross them out (see below).
On the board:
| 1 | 2 | 3 | 4 up | 5 |
| 6 around | 7 | 8 | 9 | 10 |
| 11 | 12 | 13 | 14 | 15 |
| 16 | 17 | 18 | 19 fool | 20 call |
Variation: Instead of matching the verb with an appropriate preposition, you can set up the grid to review meaning. Your instructor's grid might then look like this model. Follow the same rules for the game above.
Instructor's grid:
| 1 call back | 2 give back | 3 stop sleeping | 4 stop a machine/ light | 5 get throughwith |
| 6 return | 7 invent | 8 return a call | 9 start a machine/light | 10 throw out |
| 11 make up | 12 shut off | 13 be careful | 14 put off | 15 discard |
| 16 wake up | 17 postpone | 18 turn on | 19 watch out for | 20 finish |
2. TIC TAC TOE
Materials: Board, Worksheet 1.4 (optional)[8]
Dynamic: Teams
Time: 10 minutes
Procedure: 1. Draw a tic tac toe grid on the board with the first word of the phrasal verbs written in. Divide the class into two groups.
2. A student from Team X comes to the board and writes in the corresponding particle for the verb he/she selects. If correct, he/she draws his/her mark in the square (an X). (You may choose to accept only combinations you have studied in class or that are listed in the students' books, or you may decide to accept any correct combination. Whichever you decide to accept, make your decision clear to the students before playing the game.)
3. A student from Team О then comes to the board and does the same. If an answer is incorrect, the student cannot draw his/her mark and erases the answer. The next player on the other team may choose that same square or another square.
4. The first team with three marks in a row wins.
NOTE: You will probably want to explain game strategy such as blocking, but often the student's choice is based on which verb he/she knows.
5. As a follow-up, divide the class into groups of three and use the worksheet. One student is X, one is 0, and the other is in charge and can have his/her book open to the verb page to judge whether an answer is correct. After the first game, the students should rotate roles so that the judge is now one of the players. Continue until all students have had a chance to be the judge. As you will see, some of the verbs on the handout take several different prepositions. As long as the students make an acceptable phrasal verb, the answer is correct.
NOTE: The items on the worksheet come from the list in Fundamentals of English Grammar. If this worksheet is not appropriate to your class, modify it.
Variation: On the grid on the board (or on a modified worksheet), fill in the squares with both parts of phrasal verbs. When a student selects a certain square, he/she must use the phrasal verb in a complete sentence which demonstrates understanding of the meaning. If the sentence is correct, the student puts his/her team's mark in that square.
Example:
ask out do over fill up
get off give up try on
turn off make up hang up
A student from Team X chooses "give up." The student then makes a sentence orally: I couldn't understand the assignment, so I gave up. The sentence must reflect the student's understanding of the meaning of the phrasal verb. A sentence such as I gave up or Don't give up is not acceptable. If a sentence is accepted as being correct, the student writes an X over the square. A student from Team О then chooses a square and makes a meaningful sentence using that phrasal verb. Alternate turns until one team has three in a row or the game is a draw.
3. PREPOSITION BEE
See the directions for the Preposition Bee on Worksheet 1.5 or a similar list of your own sentences.[9]
4. BEAT THE CLOCK
Materials: 3" x 5" cards (see sample)
Dynamic: Teams
Time: 30 minutes
Procedure: 1. Put a sentence using a phrasal verb on one side of as many index cards as you need. Review and discuss phrasal verbs. Have the students create sentences or dialogues and practice orally.
2. Divide the class into two teams, A and B. Arrange the teams so that Team A's desks are directly across from (and touching) Team B's desks. If using tables, have Team A sit on one side and Team В on the other side.
3. Show the students the front of a card. The first student {A or B) who answers with a phrasal verb that correctly replaces the verb on the card gets a point for his/her team. If that student can then use the phrasal verb in a sentence with the correct tense, his/her team gets an extra point.
Example:
Card: I raised my children in Ohio.
Student response: bring up
I brought my children up in Ohio.
Sample cards:
FRONT BACK
| I raised my children in Ohio. | bring up |
| I met John by chance at the mall. | run into |
| Tell Jill to return my call. | call back |
| Please be sure to arrive for the test at exactly 8:00. | show up |
5. "UP" VERBS
Materials: 3" x 5" cards
Time: Pairs/Small groups
Time: 20 minutes
Procedure: Write one verb on each card. Choose some verbs that can also be phrasal verbs with up.
Examples: ask (can't be used with up)
check (can be used with up)
cross (can't be used with up)
get (can be used with up)
2. Divide the class into pairs or groups of three or four. Give each group a stack of verb cards.
3. Tell the students to divide the cards into two piles: verbs with up/verbs without up.
4. When all the up verbs are found, have the students take turns explaining the meaning of each phrasal verb to the other students in the group.
Variation: Make three identical sets of vocabulary cards. Divide the class into three teams. Tell the students to find the up verbs. The team that finds the most up verbs wins. Each correct up verb is worth one point. For each incorrect up verb, subtract one point from the total score. Use the same procedure for any phrasal verb pattern (for example, out, away, through, etc.).
6. PHRASAL CHALLENGE
Materials: None
Dynamic: Pairs
Time: 30 minutes
Procedure: 1. Divide the class into pairs. Tell the pairs to write down eight phrasal verbs and their meanings that they think the rest of the class will not know.
2. After they are finished, join two pairs and have the first pair challenge the other pair. Each pair takes turns reading the phrasal verbs from their list and having their opponents state the meaning of each phrasal verb and use it in a sentence.
3. If the opponents answer correctly, they get a point. The pair with the most points wins.
4. For homework, have the students use the phrasal verbs that they missed in correct sentences.
7. STORY TIME
Materials: 3" x 5" cards, writing paper
Dynamic: Small groups
Time: 40 minutes
Procedure: 1. Divide the class into groups of three, and give each group five 3"x 5" cards.
2. Each group writes down a different phrasal verb on each of their index cards. You may want to let them use the lists in their books. Have them write the definition of each phrasal verb on the back.
3. Have the groups quiz each other as to meaning by showing only the front of the card to another group.
4. Next, each group makes a sentence orally for each phrasal verb. Rotate the cards again until each group has seen every card and can make a logical sentence. Monitor the groups during this phase.
5. When the students have a good grasp of the definitions, return their original phrasal verb cards to them. Each group now writes a paragraph using all of their phrasal verbs.
6. When the students have finished, rotate their papers clockwise and the 3"x 5" cards counterclockwise. (Each group will have another group's story and a new set of cards.)
7. Each group reads the paragraph and adds a second paragraph, using their new group of phrasal-verb cards.
8. Have them repeat steps 6 and 7. Each group should now have a three-paragraph story.
9. Return the original story to each group. Tell the students to look it over and make any changes they think are necessary. Have one student from each group read the story to the class. Collect the stories for a final teacher correction.
8. CLASS SURVEY
Materials: 3" x 5" cards in four different colors list of difficult phrasal verbs sheets of newsprint and markers (optional)
Dynamic: Groups
Time: 40 minutes
Procedure: 1. Choose four themes and for each theme make up a set of questions, using the phrasal verbs that you want to practice. (You may want to have the students compile a list.)
Examples: Family:
Do you take after your father or your mother?
Did you grow up in a large family or a small family?
Do you get along well with your brothers and sisters?
Are you named after anyone in your family?
School:
Do you go over your notes after class?
Do you try to get out of doing your homework?
Do you ever have trouble keeping up with the assignments?
What is an important grammar point that you have to look out for?
2. Write one set of questions on one yellow card, one set of questions on one green card, etc.
3. Divide the class into groups. (Four groups of four works well, but five groups of five or three groups of three also works. Put extra students into existing groups to work as pairs.)
4. Tell the students that they are going to do some investigation into the society of the classroom by doing a survey. Give each group a set of same-color cards and a theme: The Yellow Group—Family; The Green Group—Friends, etc. Give the question card to the group leader and a blank card to each of the other members.
5. The group members copy the questions from the group leader's card on their own cards so that each has a card with the same questions. They may add questions of their own if they wish or if there is extra time. Any additional questions must include a phrasal verb.
6. When each member has an identical set of questions, the teams stand up and form new groups with one member of each color. (If there are extras of one or two colors, they can work as partners within the group.)
7. In their new groups, the students take turns interviewing each group member. The yellows ask their questions first and record the data, then greens, then blues, etc. Everyone asks everyone else in the group his/her questions.
8. The students reform their original same-color groups, summarize their findings, and present them to the entire class. If time permits, have the groups prepare a visual on newsprint in the form of a pie chart, a graph, a list of statistics, or another type of visual. The posters can be part of the presentation and later be put up around the board.
NOTE: To save time, write out the duplicate cards yourself on colored index cards or copy one set of questions on different-colored paper. This will take the place of step 5. Collect the cards and reuse them in later classes.
SUGGESTION: This activity works well with preposition combinations instead of phrasal verbs.
Examples:
Best Friends:
What do you look for in a best friend?
Is your best friend patient with you?
Do you ever hide anything from your best friend?
Do you ever argue with your best friend?
Work:
Are you content with your job?
Do you look forward to going to work?
Do you forget about your job when you leave at the end of the day?
Does your boss ever take advantage of you by having you do extra work?
2.2.2 Conditionals and Wishes
TRUE IN THE PRESENT/FUTURE
1. SUPERSTITIONS
Materials: None
Dynamic: Small groups
Time: 15 minutes
Procedure: 1. Write a few superstitions on the board. Here are some examples. If a black cat crosses your path, you'll have bad luck. If your palm itches, you're going to receive money. If you break a mirror, you'll have seven years bad luck. If you step on a crack, you'll break your mother's back.
Look at the verb forms in the if-clause and result clause together. Ask students to generate a rule (if this is an introduction) or review the rule (if you have already introduced this form).
2. Break students into small groups and have them discuss superstitions from their countries. They should list three or four to share with the rest of the class.
3. As a whole group, share the superstitions and discuss which are universal and which seem to exist only in one or two cultures. Students often have similar superstitions in their countries and like to share them, and it is interesting to compare slight variations.
4. For further review of forms, you may want to write several of the students' superstitions on the board and analyze them (Were they written correctly?).
2. SUPERSTITIONS MATCH A
Materials: Worksheet 2.1[10]
Dynamic: Whole class
Time: 15 minutes
Procedure: 1. Cut up the worksheet or make your own. Give each student half of a superstition, that is, one card.
2. The students circulate and try to find the missing half of their superstition. When students feel they have a match, they sit down. You will probably have to check student matches and advise them to sit down or find a different match. (In case you are unfamiliar with some of the superstitions in the worksheet, the //-clause on the left matches the result clause directly across from it.)
3. Go over the superstitions together, talking about meaning and form.
3. SUPERSTITIONS MATCH В
Materials: 3" x 5" cards, or paper cut into strips at least 2" x 4"
Dynamic: Groups
Time: 15 minutes
Procedure: 1. Follow steps 1 and 2 for Superstitions.
2. Have the students write their superstitions on the cards or paper strips so that one half of the superstition is on one card and the other half is on a different card. (Each group should produce only half as many superstitions as there are members in their group, so that a group of four students will write two superstitions, a total of four cards. In step 2 of Activity 1, students may have generated many superstitions, so instruct them to choose the ones they like best.)