Introduce students to the topic: Day off routine. What do you do on your days off? Do you do housework? Just relax? I usually do all of my chores by the morning so I have a free afternoon, or at least that's the idea. Talk in pairs about your day off routine, you will have 5 minutes for this.

Show students a simulated interview where a reporter asks a man what his days off are like. I will tell them they will be reading such interview, and will have to guess what question the invterviewer asked him, and they'll have to answer what they think about his days off, does he have a lot of free time or not? I will ask ICQs such as: Do you have to read for detail or general idea? How much time will you have? They will answer individually, (1 minute 30 secs) and then share their answers in breakout rooms, (2 minutes) we will then talk about it in open class. (2 minutes)

First, students will discover meaning and form through a self guided task in Google Jamboards. I will screen share and do an example of such activity with 1 of the 5 phrasal verbs included in the task. In such task, students will have to decompose the phrasal verb into Verb+ preposition/adverb/noun . And decide if the phrasal verb can or cannot be separated, and if it needs or doesn't need a direct object (Transitive/intransitive). On some occassions, there might be two awnsers. After I've shown my example, and given instructions, students will be indicated that they will be working in teams on the indicated slides . I will ask some ICQs such as: Will you be working alone or in teams? (teams) Which slide will your team be working on? (depends on team number) Must there always be only one answer? (no, can be two sometimes) (Meaning will take 7 minutes) For pronunciation I wil first drill with students the selected sentences that I will screenshare on a power point slide. After that, I will ask the same teams to answer the following questions for each sentence, in turns, so that we clear the pronunciation teaching with their proposals (i.e): On Sundays I wake up late. Team 1, which do you think the stressed words are? (Sundays,wake, late) Team 2, Does Sunday have a z or s sound at the beggining (S) This will take 5 minutes.

For this stage, students will have to fill in the blanks a group of sentences that include phrasal verbs in different conjugations, and some separated. I will give a short demo on Power Point: When I ____ the hat ___ , I realized it looked good on me. (break up, try on, turn on) When I tried the hat on, I realized it looked good on me. "You will have to do the same with a series of sentences, choose the correct phrasal verb and conjugate it into the correct tense. You will have 8 minutes for this. And you will work alone. ICQs: Do you just have to select the correct phrasal verb? (No, we must also conjugate it) Do you have a time limit? (Yes, 8 minutes) Will you be working in teams? (No, alone) After finishing their task, students will be able to discuss with their team or pair, for this they will have 3 minutes.

Students will conduct an interview (in pairs) regarding a set of questions that include phrasal verbs.Each one of them will have to interview and be interviewed. Before doing so, I will give an example interviewing briefly one of the students. I will ask them to do the same, and tell them that they will later have to share anything interesting they found about the other in open class. ICQs: Will you be interviewing just one of you? (No, we will have to interview both of us, in turns) Do you have to remember what they answer? (Only interesting stuff)