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Printable one-to-one lesson plan
Phrasal verbs (advanced)
Control advanced multiword verbs by meaning, particle pattern, object placement, register, and productive use in connected discourse.
Use after the complete B2 sequence, not as a lesson quiz.
Open diagnostic →15–20 minutes optional: Write a setback-and-recovery update
Derived from this lesson’s source
Lesson-specific teaching brief
This is not a second lesson registry. The plan reads the same native content that produces the learner page.
What the learner should do
Interpret and use advanced phrasal and prepositional verbs as grammatical chunks, placing objects correctly and shifting to a more formal equivalent when context requires it.
What must become clear
Learn a multiword verb as meaning + grammar + object pattern + register. Particles offer useful clues: out often suggests completion or emergence, and up can suggest completion or increase. The complete chunk, not the particle alone, determines meaning.
High-value friction points
- We drew it up yesterday.A pronoun object goes between a separable verb and particle.
- I came across an interesting article.Come across is inseparable.
- The agreement fell through.Fall through is intransitive in the meaning fail to happen.
Ask before explaining
- Place the pronoun: turn off + it.Expected: Turn it off, not turn off it.
- Explain one meaning of look after, give up, and find out.Expected: Look after = care for; give up = stop trying/doing; find out = discover.
- Shift register: We need to look into the complaint.Expected: We need to investigate the complaint.
The recovery briefing
Tell the story of a project, trip, event, or personal plan that faced a setback and recovered. Use a timeline and at least six multiword verbs from different grammar patterns.
- We drew up…
- … backed out / fell through.
- We fell back on…
- We looked into…
Listen for: Use separable, inseparable, intransitive, and three-part patterns accurately. · Make the meaning clear enough to infer from context. · Shift register without assuming the phrasal verb is always less correct or less precise.
Carry this language into the next session
Create four personal example cards: one separable, one inseparable, one intransitive, and one three-part verb, with the object pattern visibly marked.
Use while teaching
Operational teaching notes
Choose a route before class, but change it when the learner’s production gives you better evidence.
Ask before explaining
- Place the pronoun: turn off + it.
- Explain one meaning of look after, give up, and find out.
- Shift register: We need to look into the complaint.
Correct for the stage
- Controlled work: correct immediately, then require the complete repaired sentence.
- Fluency building: note repeated errors and reformulate after the learner finishes the thought.
- Communication: interrupt only when meaning breaks down or the target decision is the lesson’s main evidence.
Retrieve, do not reteach
Create four personal example cards: one separable, one inseparable, one intransitive, and one three-part verb, with the object pattern visibly marked.
Short, core, or extended
Choose the route
All three routes end in learner production. More time means more contrast and transfer, not a longer explanation.
Short route
Retrieve for 3 minutes. Notice and discover for 8. Use the two most diagnostic tasks from The particle helps build a meaning, but the whole chunk decides and Build the contingency response for 12. Protect 9 minutes for The recovery briefing, then reflect for 3.
Core route
Follow the six-stage sequence below. Reduce repeated controlled items when accuracy is already stable, but keep the nearest useful contrast and final production.
Stretch route
Add Write a setback-and-recovery update, then repeat the communication task with a new situation or stricter success criteria.
70–80 min core working plan
Session sequence
Protect the final communication and reflection time. If the learner needs more support, reduce the number of controlled items instead of removing production.
- 5 min
Retrieve
Activate what the learner already controls and check any prerequisite language.
Teacher move: Use these lesson-specific starters: Place the pronoun: turn off + it. · Explain one meaning of look after, give up, and find out. · Shift register: We need to look into the complaint.
- 6–8 min
Notice
Let the learner observe meaning and form in a small sample before naming the rule.
Teacher move: Keep the noticing conversation anchored to this decision: Learn a multiword verb as meaning + grammar + object pattern + register. Particles offer useful clues: out often suggests completion or emergence, and up can suggest completion or increase. The complete chunk, not the particle alone, determines meaning.
- 8–10 min
Discover
Connect form, meaning, use, word order, and the nearest useful contrast.
Teacher move: Test the learner’s explanation against this repair: We drew it up yesterday. A pronoun object goes between a separable verb and particle.
- 12–15 min
Build + drill
Move from accurate choices to faster retrieval and sentence construction.
Teacher move: Prioritize these lesson tasks: The particle helps build a meaning, but the whole chunk decides · Build the contingency response · A delayed community research project · Repair pronoun placement. Reduce repetitions if needed, but keep the final production time.
- 12–15 min
Communicate
Use the target language for a real adult purpose the learner cannot complete by copying.
Teacher move: The recovery briefing: Tell the story of a project, trip, event, or personal plan that faced a setback and recovered. Use a timeline and at least six multiword verbs from different grammar patterns.
- 3–5 min
Reflect
Make progress visible and choose one specific next use.
Teacher move: Create four personal example cards: one separable, one inseparable, one intransitive, and one three-part verb, with the object pattern visibly marked.
Keep only useful evidence
After-lesson notes
These notes are for deliberate tutor records or printing. Nothing is stored in the learner’s browser.
The learner can now…
Write one observable use of the target language.
Still needs support with…
Record one repeated error, contrast, or point of hesitation.
Next retrieval prompt
Write one short prompt the learner will answer at the next session.
Anonymous live-lesson evidence
Learner pilot worksheet
B2 · Phrasal verbs (advanced)
Pilot 1 of 30 recorded · 3 remaining
Date
Approximate starting level
Core lesson time
Starting evidence
What did the learner already control? What was the first misconception, hesitation, or contrast that mattered?
Did the principle become clear?
Learn a multiword verb as meaning + grammar + object pattern + register. Particles offer useful clues: out often suggests completion or emergence, and up can suggest completion or increase. The complete chunk, not the particle alone, determines meaning.
Did the first hint help?
Record the first item that caused difficulty and whether the contextual hint led to self-correction before the full repair appeared.
Could the learner do the outcome?
Interpret and use advanced phrasal and prepositional verbs as grammatical chunks, placing objects correctly and shifting to a more formal equivalent when context requires it.
Listen for: Use separable, inseparable, intransitive, and three-part patterns accurately. · Make the meaning clear enough to infer from context. · Shift register without assuming the phrasal verb is always less correct or less precise.
What remained available?
If possible, check before rereading in the next session. Record what returned independently and what still required a cue.
Keep, revise, or investigate?
Note any explanation the tutor still had to supply, the smallest useful revision, and whether another pilot should test the same issue.