Download the Lessonotes Mobile Liberia app for faster lesson access on Android and iPhone.
Subject: English Grammer
Semester: 1
Period: 3
Week: 15
School Name:
Teacher’s Name:
Subject: English Grammar
Grade Level: Grade 12
Period: III
Week & Period: Week 15, Period III
Topic: Grammar: Phrasal Verbs, Common Mistakes, and Past WASSCE Papers
Date:
Specific Objectives:
By the end of the lesson, learners should be able to:
- Use a broader range of phrasal verbs in structured writing and conversations.
- Distinguish commonly confused homophones and homonyms in grammar usage.
- Critically solve grammar-based questions from WASSCE past questions.
- Present mini speeches with reduced common errors.
A – Anticipation (Engage learners):
Starter Question:
"What does it mean when someone says 'He made it up'? Can a verb have more than one meaning when used with different prepositions?"
Think-Pair-Share:
Give students a list of base verbs (e.g., make, turn, break) and have them form at least three phrasal verbs using each. Then share with a partner before class discussion.
B – Building Knowledge (Core Content):
- More Phrasal Verbs – Contextual Use:
Examples and Sentences:
- Break down – The truck broke down on the highway. (intransitive)
- Give in – After a long argument, he gave in. (intransitive)
- Bring up – Please don’t bring up politics during dinner. (transitive)
- Cut off – They cut off the electricity due to unpaid bills. (transitive)
Activity:
Match phrasal verbs to their meanings, then use each in two different sentences—one oral, one written.
- Troublesome Pairs and Usage Errors:
- Accept vs. Except
- Advice vs. Advise
- Effect vs. Affect
- Loose vs. Lose
Mini Task:
Underline the incorrect word and replace it:
- Please except my apology.
- I loose my keys often.
- The medicine had no affect on him.
Correction Activity:
Distribute a paragraph with at least 8 errors (tense, word choice, structure). Learners identify and correct collaboratively.
- Review Past WASSCE Grammar Items:
Provide 10 items with multiple-choice answers. Example: "Identify the grammatically correct sentence:" a) They was going to the party.
b) They were going to the party.
c) They be going to the party.
d) They is going to the party.
Answer: b) They were going to the party.
Group learners and rotate questions. Discuss reasoning behind each answer.
C – Consolidation (Application and Reflection):
Activity:
Play a Phrasal Verb Charades Game. Students act out a phrasal verb, while classmates guess both the phrase and its meaning.
Discussion Prompt:
“Which phrasal verbs are commonly misused in everyday Liberian English?”
Assignment:
- Write 10 correct sentences using commonly confused word pairs (e.g., accept/except, effect/affect).
- Write a dialogue between two characters where at least 8 different phrasal verbs are used correctly.
- Select any 10 grammar-based WASSCE past questions and answer them, explaining your answers.
Assessment in Class:
- Fill in the blanks with the correct phrasal verbs:
- She __________ after hearing the bad news. (broke down)
- Can you __________ the kids after school? (pick up)
- He __________ the offer because he found a better one. (turned down)
- Rewrite these sentences correctly:
- He excepted the prize graciously.
- I advice you to rest more.
- The teacher loose her marker often.
- Identify the phrasal verb and state whether it is transitive or intransitive:
- They called off the meeting.
- She passed out during the heatwave.
- We ran into our old teacher yesterday.
Teacher’s Reflection:
- Were students able to use phrasal verbs in context accurately?
- Did the class understand differences between homophones and homonyms?
- Which students need reinforcement on identifying word function?