Lesson Plan
SAMPLE
Teacher:
Date:
Time:
Location:
Level: Intermediate
Topic/Theme: Business Phrasal Verbs/Recruitment Process
Communicative aim: Students will be able to speak clearly and effectively during the
recruitment process. Students will confident during an interview.
Linguistic/Grammar aim: Phrasal Verbs
Stages
Warmer
5 minutes
Activities and notes
Business Phrasal Verbs Charades: The teacher will call students
up randomly to act out one of the business phrasal verbs. The
other students will try to guess the verb. For example, for call back
a student will pretend to dial numbers on a phone. The students
will be able to look at the list of phrasal verbs on the board while
doing this activity.
Review
The teacher will review the definition of a verb: a verb describes
an action or a state of being.
Dialogue (Telephone Conversation):
Target
Language
(Drill-work)
15 minutes
A. Hello. Are you hiring new employees?
B. Yes, please bring in you resume and we will set up an
interview.
A. Can I e-mail it?
B. Yes, you may.
A. Great! I will submit it and then call back to follow up.
Thank you again for your time. Is there anything I need to
look over before coming in for the interview?
B. It would be helpful to review our website, which includes
our mission statement.
A. Okay, I will. Thanks again!
Grammar Focus: Phrasal Verbs
Ask students, “What is a phrasal verb?”
A phrasal verb usually consists of a verb plus a preposition or a
verb plus an adverb. Phrasal verbs create a meaning that is
different from the original verb. Phrasal verbs are used everyday in
speaking and writing.
The teacher will explain that phrasal verbs made up of two words
are the most common, but some phrasal verbs can consists of
threes words. The teacher will make a T-chart on the board where
the students will list phrasal verbs with two and three words.
General CCQs (See dialogue above):
Does the job candidate use nice manners on the phone?
Do you think it is best to e-mail your resume or to bring in a hard
copy?
Why is it important to review the company’s website before going
in for the interview?
Resources
Cards with
business
phrasal
verbs
What other types of questions would you have asked if you were
the candidate?
Do you think it is helpful to follow up after you send your resume?
Why?
CCQs Specific:
take on- to have a new role or job
draw up- to complete a document or come up with a plan
turn down- the act of not accepting something, such as a job
bring in- to give something to someone, such as a resume
call back- to return someone’s call
look over- to review or carefully look at something
look into- to investigate something
set up- to make a time to meet with someone
follow up- to reach out to someone again
Phrasal Verbs (Board)
A phrasal verb usually consists of a verb plus a preposition or a
verb plus an adverb. Phrasal verbs create a meaning that is
different from the original verb. Phrasal verbs are used
everyday in speaking and writing.
Example (2 word phrasal verb): I cannot hear you, please speak
up.
Example (3 word phrasal verb): I could not put up with his work
habits anymore.
Activities
(Controlled)
10 minutes
Pre-teach
vocab
5 minutes
Activities
(Controlled)
10 minutes
Activities
(Semicontrolled -
To get the complete lesson plan please return
to the website and request the Business
Phrasal Verbs/Recruitment Process ($10.00)
lesson plan. Thank you!
Free)
15 minutes
Possible extended reading activity
Reading
15 minutes
-Students will answer questions based on a sample resume
(teacher will provide questions)
-Students will be asked to decide whether they feel the candidate
has a strong resume and explain why
-Student will be asked what they feel could be added to improve
the resume
Students will get with a partner and read the sample resume.
Students will answer the following questions:
-
What do you feel are the candidate’s most useful skills for
the world we live in today?
Does the candidate have experience with technology?
What type of education does the candidate have?
What would you change about the resume?
Students will then decide if they feel the candidate has a strong
resume. If so, they will list supporting evidence.
Students will then create a list of what they feel could be added to
improve the resume.
Writing
30-45
minutes
Homework