29/08/2013 Level: Intermediate (NEF) Objectives: Review phrasal verbs from the previous lesson and expand this

knowledge of separable and inseparable ones. Develop this knowledge into production. Develop speaking fluency through engagement and preparation discussions. Develop reading for comprehension and skimming skills. Close the course and help with any problems in students tests.

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Activity (1) Discuss previous day at work and journey to work today before checking if there were any problems with the homework. Next, discuss if TVs should be switched off around children and if mobiles should be turned off in social situations. (2) Explain the next task and have students match the red verb cards with the blue preposition cards together on the table. Once this has been done, they students must decide on which verbs can have an object, which can be separated and which cannot. They do this by organising the phrasal verbs under headings on the table. (2.1) Introduce and review the concept of separable and inseparable phrasal verbs. Present students with six pictures and check they understand what they are. (2.2) Write the word because on the board and explain how this word can help students improve their English if they use it as much as possible and reasonable. (2.3) Students then take a picture, choose a phrasal verb and try to make sentences using because to expand them. (2.4) Put the picture of the banana on the floor and explain that I can say pick up the banana, and elicit another way of saying it; by using the pronoun. Explain using the board the two different ways of saying the sentence, and explain that we cannot use the pronoun at the end. Then, guide students to the practice on page. 143. (3) As a group of three ask students what they would say if the sentences were said to them. Students must answer using a phrasal verb with the pronoun in the middle. (4) Carousel discussion about giving things up in pairs swapping after two questions to keep things interesting. Students must expand their answers with reasons why. (5)Hand out a selection of vocab from the next reading task. Ask students to discuss the meaning of the words together and elicit their answers after a short while. Next have them discuss what they think the story they are about to read may be about.

Time 10 mins

30 mins

Page 143. Page 110

5 mins

Page 110

15 mins

15 mins

Page 111

(5.1) Students read through the text before discussion with each other what it was about. Next, they discuss if they could do the same. (5.2) Explain the concept of skim reading and ask how skim reading may help the SS in their work and daily life. Students practice skimming for the numbers and reporting back to the class what they represent. (5.3) Check the meaning of any vocab and phrasal verbs in the text as a class. Check comprehension with follow up questions. (6) Hand out certificates and test papers. Help with any questions related to the test ad points in it.

20 mins

10 mins

5 mins 10 mins

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