Phrasal Verb Particles:  Adverbs vs Prepositions

Main Course 3-2 / PHRASAL VERBS / Day 2 of 3


  • To increase students’ understanding of what a phrasal verb is and how it works
  • To increase students’ awareness of how adverbs and prepositions are different and how they affect phrasal verbs
  • To learn the meaning of certain particles
  • To have students put into practice some of the ideas they have been exposed to and to incorporate phrasal verbs into their speaking




Go over concepts and homework


Particles:  Kinds

Adverbs vs Prepositions


Particles:  Meaning

What do some particles mean?



Exercises, speaking and homework


Intermediate up


about an hour


  • Board, screen or flip chart
  • Handouts for class:
    HO1 3 types worksheet
    HO2 + Akey  Low level homework

    HO3 + Akey  Higher level homework
    HO4 + Akey  Adv vs Prep worksheet
    HO5 + Akey  Particle meaning

    HO6 + Akey  Particles in phrasal verbs


– Note 1  deals with concepts from last class
– Note 2  deals with issues from today’s class


Class Plan


3 TYPES OF PHRASAL VERBS                    HO 1

Worksheet for students

A STEP 1         ELICIT 3 TYPES       REVIEW                                   PHRASAL VERBS
a) Tell the students not to look at their notes or the handout from last class.  (You can.)
b) Ask the class for the 3 types and as much information as they can recall.

(what each type is composed of, how they can be used, an example or two of each)

c) Ask them if they have any questions.
d) – optional – Randomly ask different students a few questions.  For example:
1) If the phrasal verb has 2 particles what type is it?       (Type 3)
2) Which type of phrasal verb can use the pronoun form of the object at the end?        (Type 3)
3) What type of phrasal verb is wake up?       (It’s Type 1 but it can be used as a Type 2 if there is an object)
4) What’s the difference between take off and take something off?
Take off              Type 1    no object    means leave the ground
Take st off          Type 2    requires object means to remove something
(which can be placed in the centre)   
5) How many different ways can turn the TV off  be expressed?

(3:  turn the TV off        turn it off        turn off the TV)

A STEP 2      BLOM KO        REVIEW                                                               PHRASAL VERBS
a) Write on the board:  blom ko
b) Tell the students to imagine this to be a phrasal verb that they have never seen before, where blom is the verb and ko is the particle.
c) Ask the students what type (1, 2 or 3) of phrasal verb blom ko is, and why.

Type 1    because there is no object given.

d) Write on the board:  blom ko sb and elicit what type it is.

Type 3    because there is an object and it’s placed at the end.

e) Continue writing on the board and eliciting the following:
blom sb/st ko Type 2    It has an object placed in the centre.
blom (sb) ko Type 1    but it can be a Type 2 if an object is used.    
blom ko (sb/st) Type 1    but it can be a Type 3 if an object is used.

12 PHRASAL VERBS                    HO 2

Answer key


12 PHRASAL VERBS                         HO 3

Answer key

A STEP 3      REVIEW HOMEWORK        REVIEW                                       PHRASAL VERBS
a) Ask the students to take out the handout they were assigned for homework last class.  (This would be HO 2 or HO 3, depending on the one you chose for them.)
b) Elicit the answers and respond to any questions.
A STEP 4      TEACHER / STUDENT        REVIEW                                         PHRASAL VERBS
a) Place the students into pairs, one taking the role of the ‘teacher’ and the other, the ‘student’.
b) The ‘teacher’ has the handout given out for homework (either HO 2 or HO 3), says a phrasal verb from the handout and the student has to say which type it is (1, 2 or 3) and its meaning.
c) Students don’t change roles.
d) Continue for 2 minutes or until one group finishes, whichever comes first.


THE PARTICLES OF PHRASAL VERBS                         HO 4

Adverbs vs Prepositions

Worksheet for students


Answer key to worksheet
(focus on Part 1)

a) Give the students HO 4 (Handout 4 on the Particles of Phrasal Verbs) and go through the intro section together.
b) Refer the students to Part 1 of the worksheet.  Let them read the examples in each of the 3 groups on their own.
c) When they are done, respond to any questions they might have.
d) Direct their attention to the long rectangular box with 12 particles below the 3 boxes.  Tell the students to place them into the box they think is correct.  They can work it out or guess in pairs.
e) Go over the answers together.


Answer key to worksheet
(focus on Part 2)

B STEP 2    PART 2 of HO4               PARTICLES                                            PHRASAL VERBS
a) Students look at the verbs in Part 2.  Ask them how they could correctly decide if they are Type 2 or Type 3.

(If the particle is an adverb, it’s Type 2.  If it’s a preposition, then Type 3.)

b) Tell them to do the exercise individually and later check their answers with the student next to them.
c) Go over the answers.


Answer key to worksheet
(focus on Part 3)

B STEP 3    PART 3 of HO4               PARTICLES                                            PHRASAL VERBS
a) Tell the students that all the phrasal verbs in Part 3 are Type 1.  In the form they are shown, there is no object.  All of these particular phrasal verbs can take an object, but some would become a Type 2 and the others would need an accompanying preposition to become a Type 3.
b) Tell the students to work in pairs to try and decide which of the verbs are Type 2 and which are Type 3.  Remind them that they must include the prepositions for any examples in the Type 3 group.
c) Go over the answers together.


THE MEANING OF PARTICLES                    HO 5


THE MEANING OF PARTICLES                    HO 5

Answer key to top part

C STEP 1 HO5          MEANING OF 7 PARTICLES                                           PHRASAL VERBS
a) Write on the board the following 7 particles and elicit what they may mean.  (No other writing is necessary.)
up        down        over        away        on        off        back
b) Give HO5 to the students and have them put those particles in the 7 boxes next to their definitions.
c) Go over the answers and the examples in sentences to the right of the definitions.

THE MEANING OF PARTICLES                    HO 5

Answer key to middle section

C STEP 2 HO5          NEW EXAMPLES IN SENTENCES                                 PHRASAL VERBS
a) Tell the students to look at the middle section with 15 sentences.
b) For each sentence they must do 2 things:
1- Write the particle in the blank in the sentence.
2- Write the number of the meaning next to the letter of the sentence.   (There’s an example.)
c) Students do the exercise individually, then check their answers with another student.
d) Go over the answers and any questions they might have.
C STEP 3 HO5          HOMEWORK                                                                     PHRASAL VERBS
a) Tell the students to do the same thing with the final group of 12 sentences for homework.
b) Remind them to write the definition number too, not just the particle.    (all 15 numbers are to be used.)
c) Point out that some sentences have two blanks for two different particles.


PARTICLES IN PHRASAL VERBS                    HO 6


PARTICLES IN PHRASAL VERBS                        HO 6

Answer key

D STEP 1 HO6    SORT INTO TYPE             APPLY                                          PHRASAL VERBS
a) Have the students look at the table at the top of HO 6.  Point out that the meaning of the particles used (not necessarily the phrasal verb itself) has a reference in the third column to the meanings discussed in HO 5.
b) Ask the students to look at the phrasal verbs and clarify any doubts they might have about meaning or pronunciation.
c) Tell them to fill in the second column, which shows which type of phrasal verb each one is.
d) Go over the answers with the students.
D STEP 2 HO6    SPEAKING PREPARATION             APPLY                       PHRASAL VERBS
a) Tell the students that they will soon engage in a conversation about their families and use some of the phrasal verbs provided.  Before they begin speaking, they are to prepare a little first.
b) Tell them that they are to use some of the phrasal verbs in the table they have just completed and there are six more in the box below it.  Go over the meaning of those six and encourage the students to use at least one or two from that group as well.
c) Give the students 5 to 10 minutes (depending on the level and the interest of the class) to write a few sentences with those phrasal verbs, in a way that they would use them naturally in the coming conversation.  Monitor and respond to questions while they are writing.
D STEP 3 HO6    CONVERSATION               APPLY                                         PHRASAL VERBS
a) Assign the students to groups of 3 or so and tell them to discuss the theme (5 to 10 minutes, or depending upon the involvement they have during the activity), using the phrasal verbs.  It is not uncommon for the students to have doubts or not use the target language exactly as it should be, so monitor the groups while they are speaking.
b) Give some feedback at the end of the speaking activity, highlighting where they did well and a few points they might benefit from.
c) – optional –  Refer the students to the box at the bottom.  In the next class they will be doing a similar activity, but speaking about school or work.  They can have the same list of phrasal verbs as covered on HO6, including the two new ones (take (st) over and do st over).  Introduce these two verbs (elicit / explain) and tell the students that they can prepare something for when they will speak next class or can improvise if they haven’t prepared anything.
D STEP 4 REMIND STUDENTS OF HOMEWORK                                        PHRASAL VERBS
a) Part C from HO5    They have to do the homework section at the end.
b) If phrasal verbs are difficult to use in their speaking, it is recommended that they prepare something for the speaking activity at the end of HO6.  (This is assuming that you want to do this activity next class.)
c) The students should have a good look at the various handouts they have received in today’s and last class.  The next class will be dedicated to more speaking activities where they will be expected to use phrasal verbs.

Handouts for APP 1-2 The Alphabet

HO 1

Used in part A

HO 2

Used in part A

HO 2 Answer key

Used in part A

HO 3

Used in part A

HO 3 Answer key

Used in part A

HO 4

Used in part B

HO 4 Answer key

Used in part B

HO 5

Used in part C

HO 5 Answer key

Used in part C

HO 6

Used in part D

HO 6 Answer key

Used in part D

Special Notes 2