- Ask: Have you ever had an unusual journey or do you know someone who has had it? - Point at the pictures of the listening and ask Ss what they see and they are doing; have them guess what kind of journeys they will listen to, usual or unusual?

- Instruct Ss to match 2 pictures to each journey and play recording. ICQ if needed: How many stories are we going to listen? (3) How many pictures are we going to match to each journey? (2) - Peer check and WGFB

- Tell Ss will answer the questions about 3 journeys and let them read the questions at first. - Play the recording and peer check. - Post the feedback on the walls around the classroom

- To elicit and write on the board: 'A farmer sorted out the problem.' ask: 'What is the problem in the first journey? Who sorted out (solved, fixed / found a solution to) the problem?' - Ask Ss what kind of a verb 'sort out' is, try to elicit phrasal verb. - Ask if it has the same meaning as 'sort' has, then have them compare and see the difference. - If it is not clear enough with the Ss, give another example. - Pointing at the handout (ex.1), instruct the Ss to match phrasal verbs to the definitions in pairs. - Nominate a strong S to play the teacher and check the answers with the class.

- Elicit highlighting the form on the board - Have the Ss get more information related with the rules (the table in the book) and ask the question in ex. 2 to check their understanding the difference between separable and inseparable phrasal verbs. - Then instruct them to do ex. 3 in pairs, then WGFB.

- Focus on word linking. - Model and drill some phrasal verbs in ex.3.

- Instruct to complete the questions with correct phrasal verbs. - Pair work and have each S pull out one answer from the pocket you have.

- Have the Ss discuss the questions in the previous activity.