12 Phrasal verb snap

I got back to her. I phoned her with an answer. I couldnt sort it out. I couldnt find an answer to this problem.

I put up with her bad behaviour.

I was very patient and didnt complain about it.

I dropped the papers off at your office.

I left them when I passed by.

I couldnt put up with what she was doing.

I found her behaviour annoying and completely unacceptable.

I talked him through the procedures.

I explained in detail how to do things.

I can put you up.

Theres space for you to stay in my home.

I gave up eating fried food.

I completely stopped doing this.

I put it off.

I planned to do it but I didnt do it. (Ill do it later.)

The loud noise put me off the caf.

It made me feel very negatively towards the place.

I put her up to it.

I encouraged her to do something naughty.

I told the child off.

I criticized her for doing something naughty.

I looked after her.

I took care of her.

I wanted to call in some professional help.

I thought we should get an expert to deal with our problem.

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12 Phrasal verb snap

Activity
Pair or groupwork. Students play snap, matching a sentence with a phrasal verb to a sentence with a similar meaning.

Focus
Vocabulary: phrasal verbs with objects.

Preparation
Photocopy one worksheet for each pair or group of three to four students. Cut the worksheet up into separate cards.

Procedure
Explain that students are going to play phrasal verb snap. They are aiming to match a sentence with a phrasal verb to another sentence with a similar meaning. Divide the class into pairs or groups of three to four students. Hand out one set of cards to each pair or group, placed faced down on the desk. Explain how to play the game. Students take it in turns to take a card from the pile and place it face up on the table. There are two types of card (grey and white) and they should add each card they turn over to the same type of card to build up two piles. The two piles should be placed next to each other. When a student places a card, anybody in the group (including the student who played the card) can call out Snap if they think that the meaning of the two sentences (grey and white) is similar. If the other students agree that they are correct, the student who called Snap picks up those two cards. Those cards are now owned by that student and are not used again in the game. (N.B. Its a good idea to do a demonstration of this game before students start playing. Make sure they see an example of how to make the two piles of cards and understand when they can call Snap.) When all the cards placed face down are used, the two piles are shuffled into one set and the game starts again. The game continues until either (a) no more sentences are possible, (b) all cards have been taken or (c) you stop the activity. Check the correct matching of sentences with the class and deal with any confusions or problems. The student in each group with the most cards at the end is the winner.

Notes
The meanings of the sentences on the grey and white cards are very close but not absolutely identical. One card may include some specific details that are not given on the other card, e.g. I gave up eating fried food matches I completely stopped doing this. If the same nouns (or other words) were used in both cards, e.g. I gave up eating fried food and I completely stopped eating fried food, it would immediately give away the correct answer without students having to think about the phrasal verbs. The following phrasal verbs are used in this task: get back to someone, sort something out, put up with something, drop something off, talk someone through something, put someone up, give something up, put something off, put off something, put someone up to something, tell someone off, look after something, call someone in.

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