I will set the context of the lesson by asking the following questions: What was the last city you visited as a tourist? What did you see? This will personalise the topic and may lead to the students using the TL naturally without it being directly introduced. Before students answer, I will provide a teacher model. E.g. 'The last city I visited as a tourist was London. I saw the preparations for the Jubilee, for example lots of British flags.'

Firstly, I will provide the students with a short text which includes the TL. The first task is a reading for gist task where the students will have 1 minute to read the text and decide which headline is correct out of the following choice of 3: 1. The worst holiday I’ve ever had. 2. My summer holiday. 3. My sister’s holiday to Italy. (Answer: My summer holiday). Secondly, I will ask the students to read the text again and highlight all the phrasal verbs with look they find in the text. As the TL hasn't been explained to them yet, I will provide a teacher model so they know what to look for. I will give them 2-3 minutes to do this, followed by OCFB.

I will show the students the highlighted text with the TL and explain this is what we will be covering in today's lesson. (e.g. I'm looking forward to...).

MEANING I will elicit meaning from students by showing them a picture and a sentence with the TL highlighted and ask them what they think it means based on the context. E.g. 'We don’t know how this happened. We’ll LOOK INTO it.' - ask students what they think it means. Answers will be provided after this. I will use CCQs to check understanding throughout. E.g. 'Is this something we physically have to look into, like a hole?' Or for look after - 'Is this talking about the future? Is this something that has to happen after something else?' I will repeat this for 4 more phrasal verbs with look (5 in total). FORM I will try to elicit form by showing the students a sentence and asking what the different words are that form the phrasal verb. E.g. I wanted to LOOK UP some information online. 'What is look?' (Answer - verb (base form)) 'What is up?' (Answer - adverb - also known as a particle in this context). I will also explain prepositions can be used instead of/in addition to adverbs. (e.g. to look forward to) Therefore, verb (base form) + particle (adverb and/or preposition) PRONUNCIATION Highlight that the stress is usually on the particle to highlight that it is a phrasal verb as the particle is what changes the meaning of the base verb. E.g. We'll look INto it. (IPA - /lʊk ˈɪntuː/) - Stress on first syllable of particle. I will provide a teacher model for pronunciation followed by choral drilling and potentially some individual drilling if needed.

The students will practice understanding with a gap fill via Google Forms with questions that require the correct phrasal verb with look. E.g. 'I really like ______ animals.' looking after or looking up? (Answer - looking after). We will do the first one together as a class. Then I will ask them to do the others individually. Then I will put students in BORs to discuss their answers. This will be followed by OCFB.

The students will practice use of the TL with a speaking exercise. I will provide them with the following questions to discuss in BORs: 1. Do you look after anyone or anything? Who? What do you do? 2. What was the last thing you looked up online or in a book? 3. What are you looking forward to? 4. Where was the last place you looked around? 5. Do you have anything you need to look into? These questions require the students to have understood the meanings of the phrasal verbs in order to respond correctly. I will model the first one before putting them into BORs. E.g. 'I look after my dog. I take her out for walks and feed her every day.' After the BORs, there will be OCFB and DEC.