English phrasal verbs, referred to sometimes as verb + particle combinations (Fraser, 1974; Quirk et al., 1985), are “notoriously di!cult to learn” (Celce-Murcia & Larsen-Freeman, 1999, p. 401). A long body of research has systematically documented the learning challenges English as a foreign language (EFL) students face when learning English phrasal verbs due to the verbs’ "exibility in form, multiple meaning senses, appropriate use in context, and absence in some languages, such as Chinese (Folse, 2004; Sider, 1990). However, compared with these documented learning challenges, there has been a limited appearance of pedagogical discussions surrounding instruction for phrasal verbs (White, 2012). As an attempt to bridge the gap between research and teaching practice, this chapter introduces a cognitive approach for the teaching of phrasal verbs informed by Sachiko Yasuda’s (2010) study, which used conceptual metaphors to extend EFL learners’ knowledge of idiomatic phrasal verbs. Based on Yasuda’s research, we created a lesson plan for teaching 10 phrasal verbs that include the particle out. In line with Yasuda’s study, this lesson plan focuses on adult EFL learners at the tertiary level, specially the Common European Framework of Reference for Languages (Council of Europe, 2020) B1 intermediate-level students. This is lesson plan is an example of how orientational metaphors can be used to facilitate students’ learning of phrasal verbs. $is lesson plan not only provides a step-by-step, detailed description following each instructional phase but also delineates the activities students may engage in to enhance their learning. This lesson plan may also serve as a blueprint for you to consider how to construct other meaningful phrasal verbs lessons for your students. We also provide resources to help you develop and extend your knowledge of phrasal verbs (see Appendix A and Appendix B).