Structure of phrasal verbs for SS 1

Class: SS 1
Term: Second Term
Week: 3
Age: 15 years
Duration: 60 minutes
Subject: English Language Studies
Curriculum Theme: Grammatical Accuracy
Focal competence: Using phrasal verbs appropriately in sentences
Key competencies/values: Communication; ICT and Digital Competencies; Digital Competencies; Entrepreneurship; Critical Thinking; Collaboration
Skills:

• discuss the structure of phrasal verbs

Previous Lesson: Applying Entrepreneurship Register in Speech and Writing
Topic: Phrasal Verbs: Structure Of Phrasal Verbs
Subject Matter: Structure of phrasal verbs

Specific Objectives

By the end of the lesson, pupils/students should be able to:

Cognitive Domain

• Identify the components of phrasal verbs (verb + particle).
• Discuss the structure of phrasal verbs that do not take an object.
• Explain the meaning of common intransitive phrasal verbs.

Affective Domain

• Appreciate the importance of understanding phrasal verb structure for clear communication.
• Show interest in learning and using phrasal verbs correctly.

Psychomotor Domain

• Construct sentences using phrasal verbs without an object.
• Participate actively in exercises involving phrasal verbs.

Social Domain

• Collaborate with peers during phrasal verb identification and meaning matching activities.

Reference Materials

The following resources were used in planning this lesson:

• 2025 New Revised Senior Secondary Education Curriculum (SSEC)
• Relevant State Unified Scheme of Work
• Standard English dictionary
• Online grammar resources
• The HeadTeacher Scheme of work For The New Revised Senior Secondary Education Curriculum (SSEC)

Instructional Materials

The teacher will teach this lesson with the aid of:

• O · Dictionary of idioms
• Course books
• Standard English dictionary
• Online resources (if available)
• Flashcards with phrasal verbs and their meanings
• Whiteboard/Blackboard and markers/chalk

Rationale for the Lesson

Understanding the structure of phrasal verbs is essential for students to use them correctly and effectively in both spoken and written English. This lesson helps students grasp how verbs combine with particles to form new meanings, improving their grammatical accuracy and communication skills. It also lays a foundation for comprehending more complex English expressions.

Prerequisite/Previous Knowledge

Students should have a basic understanding of verbs and prepositions, and be able to identify them in sentences.

Lesson Content/Board Summary

Phrasal Verbs: Structure Of Phrasal Verbs

Structure of Phrasal Verbs: Verb + Particle without an Object

Phrasal verbs are combinations of a verb and a particle (a preposition or an adverb) that function as a single unit and often have a meaning different from the individual words. This lesson focuses on phrasal verbs that do not take a direct object, meaning they are intransitive.

The basic structure for these phrasal verbs is:

Verb + Particle

In this structure, the particle is an integral part of the verb, and the phrasal verb itself expresses a complete action without needing an object to receive that action.

Characteristics of Intransitive Phrasal Verbs (Verb + Particle without an Object)

1. They do not take a direct object after the particle.
2. The action expressed by the phrasal verb is complete in itself.
3. The particle cannot be separated from the verb by an object.

Examples of Phrasal Verbs (Verb + Particle without an Object)

Here are some common examples of phrasal verbs structured as Verb + Particle, which do not take an object:

1. Break down – to stop working (for a machine/system)

• Example: The car broke down on the highway.

• Example: Please come in; it’s cold outside.

• Example: I usually get up early.

• Example: The meeting went on for hours.

• Example: Please hold on; I’ll be right with you.

• Example: Look out! There’s a car coming.

• Example: He didn’t show up for the party.

• Example: Everyone, please sit down.

• Example: The audience stood up and applauded.

• Example: What time did you wake up this morning?

In all these examples, the phrasal verb (verb + particle) completes the meaning of the sentence without requiring an additional object.

Teaching Methods/Instructional Techniques

Discussion, Explanation, Question and Answer, Card Matching Activity, Guided Practice, Individual Practice

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Activating Prior Knowledge

Teacher’s Activity: The teacher greets the students and asks them to recall what they know about verbs and prepositions. The teacher then introduces the concept of phrasal verbs as combinations of these words.

Pupils’ Activity: Pupils respond to questions about verbs and prepositions and listen attentively to the introduction of phrasal verbs.

Learning Point: Recall of verbs and prepositions

Step 2: Explanation of Phrasal Verb Structure (Intransitive)

Time: 10 minutes

Teaching Skill: Explanation/Illustration

Teacher’s Activity: The teacher explains that phrasal verbs are made of a verb and a particle (preposition or adverb). The teacher specifically focuses on the structure where the phrasal verb does not take an object (intransitive phrasal verbs), writing “Verb + Particle” on the board and giving a few simple examples like “wake up” or “sit down”.

Pupils’ Activity: Pupils listen to the explanation and observe the examples on the board, asking questions for clarity.

Learning Point: Basic phrasal verb structure

Step 3: Identifying Components of Intransitive Phrasal Verbs

Time: 10 minutes

Teaching Skill: Guided Identification

Teacher’s Activity: The teacher writes several sentences on the board containing intransitive phrasal verbs (e.g., “The plane took off.”, “She woke up late.”). The teacher guides students to identify the verb and the particle in each phrasal verb and to confirm that no object follows.

Pupils’ Activity: Pupils identify the verb and particle in given sentences and confirm the absence of a direct object.

Learning Point: Identifying verb and particle

Step 4: Card Matching Activity – Phrasal Verbs and Meanings

Time: 10 minutes

Teaching Skill: Collaborative Learning/Activity-Based

Teacher’s Activity: The teacher distributes cards, half with intransitive phrasal verbs (e.g., “break down”, “come in”) and the other half with their meanings (e.g., “to stop working”, “to enter”). Students are instructed to find their partners by matching the phrasal verb with its correct meaning.

Pupils’ Activity: Pupils move around to find their matching card partners, discussing meanings and phrasal verbs.

Learning Point: Matching phrasal verbs and meanings

Step 5: Discussing Meanings and Usage in Sentences

Time: 5 minutes

Teaching Skill: Discussion/Reinforcement

Teacher’s Activity: After the card matching, the teacher asks each pair to read out their phrasal verb and its meaning. The teacher then asks them to use the phrasal verb correctly in a simple sentence, ensuring no object is used.

Pupils’ Activity: Pairs present their matches and construct sentences using the phrasal verbs without objects.

Learning Point: Using intransitive phrasal verbs

Step 6: Further Examples and Clarification

Time: 5 minutes

Teaching Skill: Elaboration/Clarification

Teacher’s Activity: The teacher provides additional examples of intransitive phrasal verbs and sentences, addressing any misconceptions or difficulties students might have. The teacher emphasizes that the particle is part of the verb’s meaning and cannot be moved.

Pupils’ Activity: Pupils listen to further examples and ask any remaining questions about the structure or usage.

Learning Point: Deepening understanding of structure

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

1. What are the two main components of the phrasal verbs we discussed today?
2. Give two examples of phrasal verbs that do not take an object.
3. Use the phrasal verb “go on” correctly in a sentence without an object.
4. Why is it important to understand the structure of phrasal verbs?

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Assessment of phrasal verb structure

Step 8: Note-Taking

Time: 10 minutes

Teaching Skill: Guided Writing

Teacher’s Activity: The teacher guides pupils/students to copy the essential Board Summary notes on the structure of phrasal verbs without objects, including examples, into their notebooks.

Pupils’ Activity: Pupils/students copy the notes carefully into their notebooks.

Learning Point: Recording lesson content

Step 9: Conclusion

Time: 5 minutes

Teaching Skill: Consolidation

Teacher’s Activity: The teacher summarises the key learning points about the structure of intransitive phrasal verbs and encourages students to practice using them in their daily conversations and writing. The teacher reminds them that consistent practice will improve their fluency.

Pupils’ Activity: Pupils listen to the summary and prepare for the next lesson.

Learning Point: Reinforcement of phrasal verb structure

Continuous Assessment/Further Study

Type: Homework

Instruction: Complete the following tasks in your English notebook:

1. Identify the phrasal verb in each sentence and state its meaning:
   1. The children woke up early this morning.
   2. Please hold on while I check.
   3. The old car finally broke down.
2. Choose three of the intransitive phrasal verbs discussed in class and use each in a new, original sentence. Ensure your sentences do not include a direct object after the phrasal verb.

Lesson Keywords

• Phrasal verb – a verb combined with an adverb or a preposition, or sometimes both, to give a new meaning
• Particle – the adverb or preposition that combines with a verb to form a phrasal verb
• Intransitive – a verb that does not take a direct object
• Structure – the way in which parts are arranged or put together to form a whole
• Verb – a word that describes an action, state, or occurrence

Differentiation

For struggling learners: Provide simpler sentences and a limited list of phrasal verbs to focus on. Offer one-on-one guidance during the card matching activity and allow them to work with a stronger peer. Provide fill-in-the-blank exercises.

For advanced learners: Challenge them to identify more complex intransitive phrasal verbs or to create short paragraphs using a variety of the phrasal verbs learned. Encourage them to research other intransitive phrasal verbs and their meanings.

Suggested Lesson Videos

For further understanding, search on YouTube for: intransitive phrasal verbs SS1 English