Elicit, ask students what they remember of phrasal verbs from the book, their previous study of English, etc. and the parts of a phrasal verb. Elicit most commonly used verbs. "Get" will inevitably pop up there, so when it does, get a few specific examples of phrasal verbs using it.

Present the dialogue sheet and explain -- this is a dialogue between two people that uses "get" phrasal verbs in context. (the similar previous exercise worked because they had a list of definitions to work with). Check their understanding of the task before they start. Put them in pairs (mixing them up from their usual partners) and have them read the dialogue -- encourage them to act it out if they feel dramatic.

After the dialogue, go over the verbs (10 in all) to make sure they get the meaning -- elicit other examples using the same language or explanations using students' own words. Be careful not to spend too much time or get bogged down at this stage -- don't focus much on the ones they students already seem familiar with)

Speaking activity -- explain before they start that they will be answering questions and talking about situations. Concept check as SOP. Ask them to note any especially interesting answers they get. Monitor groups attentively -- circulate, don't hover, keep an ear out for any recurring errors or other things to note at wrap up.

Feedback and error correction -- draw students' attention to any recurring errors in pronunciation or use, etc. that may have been noticed in monitoring their speaking activity. Wrap up summary of what we did and why. Time permitting: "Tonight I'm Getting Over You" -- song (anyone familiar with the song can tell everyone what the main idea is) Close with version of video that has lyrics on screen.