1. Introductio

n

Who am I and what my workshop is about.

Easy questions to answer. The participants should listen and answer to the questions

Warm up activity

What makes the PVs so difficult

It’s difficult to find the

meaning in the dictionary

phrasal verb meaning and meaning of

root verb can be very

different

no activities in

the book

Difficult to remember, different

prepositions there is no theme

connecting with phrasal verbs in

Ayapova

Three main

problems

Using the phrasal verbs (no practice time, no activities in the book, grammar is difficult, don’t often review, usually use synonyms, no theme) All of the above: students don’t care

Remembering the meaning (each root has many prepositions, PVs

are often presented without a theme,

recognizing PVs as PVs

Learning (not in the dictionary, root verb and phrasal verb have very different meanings, PVs

often have multiple meanings, recognizing PVs

as PVs)

Learning the meaning solutions

Remembering the meaning solution

I. Don’t focus on teaching many phrasal verbs with the same root (as in Kozlov 8th form)—it is confusing. Instead, organize phrasal verbs around a theme, like relationships, the classroom, work, travel, etc.

II. But we don’t have time for that! Use review days, extra classes, choose only a few PVs from the lesson (eg: in the reading.)III. Pair phrasal verbs with a known word (turn on the TV, turn up the music, get on the bus)IV. Practice recognizing PVs (look for prepositions), and teach them as vocabulary—if students learn the PV as one piece, they will see it as one piece.

I. Don’t focus on teaching many phrasal verbs with the same root (as in Kozlov 8th form)—it is confusing. Instead, organize phrasal verbs around a theme, like relationships, the classroom, work, travel, etc.

II. But we don’t have time for that! Use review days, extra classes, choose only a few PVs from the lesson (eg: in the reading.)III. Pair phrasal verbs with a known word (turn on the TV, turn up the music, get on the bus)IV. Practice recognizing PVs (look for prepositions), and teach them as vocabulary—if students learn the PV as one piece, they will see it as one piece.

Using the Phrasal Verbs solution

I. Grammar: don’t focus on it every time, but DO focus on it once a year or so. Use yourself during the lesson;(like, let’s do over the last vocab.)”repeat”

II. No activities: Think of one or two example sentences for each PV.

Fill-in-the-blank, synonym matching and replacing, caption the pictures.

III. Keep it authentic. When do English speakers use PVs?

In conversation, and casual communication. Take this as a model in your speech (eg: let’s go over the words again; please hand in the assignment) and for your classroom activities (dialogues, notes, arguments, descriptions, stories).

IV. Students don’t careWhat do students hate? Grammar lessons. What

do students love? Slang (eg hang out), music, speaking, games, films, relationships. Use them to teach PVs.

  

.

1.Match each picture with a phrasal verb.

settle down make up get along go out break up hang out

1. 2. 3.

4. 5. 6.

1. 2. 3.