Phrasal verbs and verb expressions. Verb expressions with "Come" and "Go" - Иностранные языки и языкознание дипломная работа

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Phrasal verbs and verb expressions. Verb expressions with "Come" and "Go"

The roles of the student, the teacher and the language researcher in understanding the motivation to learn another language. The importance of teaching phrasal verbs and prepositions. Guessing and explaining meanings of phrasal verbs "come" and "go".


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Chapter I. "Maximizing student's interaction"
English is one of the most useful tool we have as humans. With it we could not think thoughts expressible to others, nor could we engage in the activities that commonly take place in the societies we build for ourselves. Most students tend to ignore the importance of listening comprehension skills, for their attention is fixed so completely on reading and writing that they fail to recognize the need for developing functional listening comprehension skills as a prerequisite.
According to related statistics, second-language learners, in order to learn the language, must first learn to understand the spoken language they hear.
Listening is regarded as a receptive skill, in that the listener is receiving messages from a speaker. The main resources received by students come from the teacher who may use English as a communicating skill for instructions. Thus, from the viewpoints of language learning and communicating in real-language situations, it benefits students in learning English for teachers to use English in class.
If the teacher uses English most of the time in class, it will give students more practice in listening and responding to spoken English. This will help them "pick up" words and expressions beyond the language of the textbooks. Besides, the language used, in the lesson itself, is often unnatural and artificial. The situations that occur in the classroom, however, give opportunities for real and natural English to be used. Also, if the teacher uses English to say real things to the class, it will give students the feeling that English is not just a language that belongs to the textbooks, but a real language used for communication. It is pretty certain, of course, that teachers should not use English all the time. There are many occasions obviously when it can be useful to use the students' own language. How much a teacher uses English depends on the level of the class and the teacher's own language ability.
There are two main ways, in which English can be used in class:
(1) It can be used in teaching the lesson itself: introducing a text, asking questions, giving examples, etc.
(2) It can be used for activities which surround the teaching, but which are not actually part of the teaching: checking attendance, chatting to students, controlling the class, etc.
At the beginning of a lesson, the teacher can spend a few minutes chatting to the class about the topics.
The teacher can talk and ask questions, but get the students to give only short responses, which would be a good technique for a large class or with low level students.
T: And I went to the movies with my friends. Did you go to the movies?
T: Whom did you go with? (and so on)
The teacher can prompt every student to talk more about things they have done.
T: What did you do yesterday? Did you go out?
T: A party? That's good. A birthday party?
S1: Yes, my friend's birthday party.
T: OK, tell us what happened there. What did you do at the party?
The teacher can get students to talk and ask questions.
T: OK. Peter went to a party yesterday. Ask him some questions about it.
Using English to chat with students in this way creates not only an opportunity for real language practice but also an English atmosphere in the class. More importantly, it establishes contact with the class and helps students to feel relaxed and ready to learn.
During the class, a teacher has to say many things to organize the lesson, such as starting or stopping an activity, getting students to do or not to do things, etc. Much of this consists of simple commands and instructions, which are repeated lesson after lesson. Therefore, if the teacher says them in English, students will learn what they mean quickly. Following are some examples,
Stand up, please. Open/Close your book.
Sit down, please. Come here, please.
Repeat after me. Be quiet, please.
Who would like to clean the blackboard?
Now practice the dialogue in pairs.
Raise your hand if you have any question.
Open your book and turn to page 72.
Using English in class is worthwhile if it can be done successfully and without too much difficulty. There are some occasions, however, when it is best to use the students' own language. An explanation in English could be very confusing, especially when the word is unfamiliar to students. It would be better to give examples in English and then to give a translation of the word. An advantage of using students' own language is that the situation or the lesson can be explained more quickly and easily, leaving more time for practice. As to using English in class, it provides useful listening practice and helps students by giving them some of the words they need. Most importantly, it is probably best to give explanations in clear and simple English, and repeat some parts in students' own language to make the meanings clear.
· Teachers have been encouraged by the Ministry of Education to use English in the secondary EFL classroom as much as possible. However, classroom English is important for students as well as teachers. Students can learn how to use English in functional situations in class: e.g. asking the teacher for help; saying that they don't understand; asking for repetition; checking for comprehension; working with a partner; etc. This course investigates how teachers can use English in class, and how they can encourage their students to use English in class.
· It is easy to forget that classroom procedures have to be verbalized in the classroom, whatever the methodology. Instructions have to be given, groups have to be formed, time limits have to be set, questions have to be asked, answers have to be confirmed, discipline has to be maintained, etc. The role of this interaction is one of the least understood aspects of teaching, though it is clearly crucial to the success of the learning environment.
· All teachers need specialized classroom competence and need training in this field. Foreign language teachers in particular require linguistic training aimed at the classroom situation, since they need to use the language being taught both as a goal of their teaching and as the prime medium of instruction and classroom management. Foreign language graduates are seldom prepared for the seemingly simple task of running a class in the L2.
· The classroom situation is a genuine social environment, which allows meaningful situational use of the language. This is real interaction.
Details: The course focuses on theoretical justifications and practical solutions: Why should we use English in class?
1. It helps the teacher to model the language and its use.
2. It gives meaning to the language.
3. It provides authentic learning situations.
4. It provides familiarity with common phrases.
5. Students can use the language in real situations.
6. Students gain confidence and motivation through successful communication.
7. Students learn the language by using the language.
8. It allows learners to control and evaluate their own successes.
9. It allows learners to respect the learning styles of other learners.
10. It encourages learners to learn from their peers.
11. It helps learners control the learning environment.
12. It encourages pair- and group-work.
13. It helps learner's access information and resources.
There will be many things to do, and many things to talk about. However, please remember that education is aimed at students, and the students are the most important people in this course and in every course. There will therefore be a continuous focus on learner training, self-assessment, goal setting, reflection and evaluation. This course is for you, and you will therefore be helping to make it and evaluate it!
'Communicative' is a word which has dominated discussions of teaching methodology for many years. Although in a monolingual English language classroom, 'real communication' in English is impossible; in 'communicative methodology' we try to be 'more communicative'. That is to say, even though it may be impossible to achieve 'real communication', we should attempt to get closer to 'real communication' in our classrooms.
Communicative methodology includes a number of different (and perhaps interconnecting) principles.
1. The primary aim of foreign language learning is communication with users of the foreign language.
2. Students study the foreign language as a system of communication.
3. Students learn and practice the foreign language through 'communicative activities'.
In the past the 'primary aim' of language learning seemed to be mastery of the grammatical system. The only practical task was translation and that was usually translation of 'great literature' rather than letters to the bank manager. The methodology for teaching modern, 'living' languages was identical to the methodology for dead, classical languages like Latin and Ancient Greek. Today, we see our primary aim as teaching the practical use of English for communication with native speakers and others.
Learning English as a system of communication
Language contains many 'systems', one of which is the system of grammar. Mastery of grammar is still important but only as a means to successful communication.
How long have you been here? How long are you here for?
We are less concerned with the grammatical difference between these two questions than with their difference in meaning. We are less concerned with grammatical errors of form than with errors of meaning because these will lead to a breakdown in communication.
In its purest form, a communicative activity is an activity in which there is: a desire to communicate; a communicative purpose; a focus on language content not language forms; a variety of language used; no teacher intervention; no control or simplification of the material. Let's examine each characteristic in turn.
In a communicative activity there must be a reason to communicate. When someone asks a question, the person must wish to get some information or some other form of result. There must be either an 'information gap' or an 'opinion gap' or some other reason to communicate.
When we ask students to describe their bedroom furniture to their partners, we are creating an artificial 'communicative purpose' and making the activity more artificial by asking them to do it in English.
We also create artificial 'information gaps' by giving different information to pairs of students so that they can have a reason to exchange information.
3. A focus on language content not language forms.
In real life, we do not ask about our friend's family in order to practice 'have got' forms. We ask the question because we are interested in the information. That is to say, we are interested in the language content and not in the language forms.
In normal communication, we do not repeatedly use the same language forms. In fact, we usually try to avoid repetition. In many classroom activities we often try to create situations in which students will repeatedly use a limited number of language patterns. This is also artificial.
When you are buying a ticket for The Lion King at the theatre, your teacher is not usually beside you to 'help' or 'correct' your English. Teacher intervention in classroom communicative activities adds to the artificiality.
6. No control or simplification of the material.
In the classroom, we often use graded or simplified materials as prompts for communicative activities. These will not be available in the real world.
How can we make classroom 'communicative activities' less artificial?
As we have seen, there is no real possibility of real communication in English in a monolingual classroom. Learners must 'pretend' that they need to communicate in English. However, we can reduce the artificiality by looking at the features mentioned above. We can easily reduce teacher intervention, we can use more authentic materials, we can encourage a wider variety of language use, and we can create more natural communicative purposes.
Here are more ways to create opportunities for simple communication in English lessons:
· Start each lesson by asking students about their week, weekend or previous evening. Talk about yours in a natural way: "Did anyone see that funny film on TV last night?"
· Ask students about their area or information you may need to know. Simple requests for help, such as: "Does anyone know if there is a bank open on Saturday here?" Ask for suggestions for places to visit. Even with beginners, opportunities can arise: ask for the time, the date, how to get to places nearby etc.
· Ask for explanations in English whenever students are able. This stretches students.
· Involve students in board work, asking them to spell aloud a word you are writing, inviting younger learners to complete a summary, write a question or correct a mistake on the board.
· Avoid asking "Do you understand?" Try to get more comments with questions to check understanding: "Why is there an's on this verb?" or "Can you pronounce this word?"
· Get students to refer to an English-English dictionary (take your own if necessary). Play games involving definitions (e.g. Guessing a described object; animal, vegetable or mineral?; or What's my line? With job descriptions.) Do simple crosswords with clues.
· Play games where use of the mother tongue loses points for the team.
· Practice and encourage all common classroom requests: "Can I have another piece of paper?" or "May I go to the toilet, please?" - Students may not use English requests amongst themselves but insist they do with you.
Encouraging students can eventually pay-off. If they enjoy your lessons, their attitude to speaking English will improve over time.
Chapter 2. The ways of learning phrasal verbs
Everybody complains about phrasal verbs. It doesn't help that in books they're referred to as 'phrasal verbs' and 'multi-word verbs' and 'prepositional verbs' and whatever other name may be fashionable or grammatically correct at a particular time.
You know what they are, and so do I. They're verbs followed by what is sometimes called a 'particle'. This 'particle' is either a preposition or an adverb, or possibly one of each. Most people think it's a preposition. Personally I don't think it matters whether or not you know it's a preposition or an adverb. The word is a preposition by seeing which type the verb is. If I don't know immediately, then I don't expect people who are learning the language to know. It doesn't help you to remember the verb either.
So don't worry about prepositions and adverbs. Call them whatever you want. The most important thing is that you should understand as many phrasal verbs as possible and be able to use them. English people use them all the time.
Unfortunately there's no easy way of learning them.
There are four types of phrasal verbs. It might help you to know this, but equally it might not. If you find it confusing, don't worry too much. There are various ways of learning phrasal verbs, and knowing the specific type is not necessary. However, knowing what type a verb is can be useful for two reasons. Firstly, it shows you the grammatical construction, and secondly, some verbs can be more than one type and change meaning accordingly. The four types do not correspond to the uses I mentioned above. Each particular type can include verbs with literal and non-literal meanings.
1. These verbs don't have an object.
Examples: The plane took off two hours late.
He left his wife and children and went away.
There was a horrible smell in the fridge because the chicken had gone off.
All right, I don't know. I give up.
Because there's no object, you don't have to worry about where to put it! The main difficulty is when a verb can be more than one type. For example, a plane can take off (no object), but a person can take off a coat (with object). This second example would not be a 'Type 1' verb.
Another problem is when a verb can have more than one meaning but remain the same type. A chicken can go off, for example, which means it's old and bad and can't be eaten. But a person can go off, too, which means the same as go away.
2. These verbs have an object, and this object can go after the verb or between the two parts of the verb.
I must put up those shelves this weekend. I must put those shelves up this weekend. I must put them up this weekend. I must put up them this weekend .
He turned off the TV and went to bed. He turned the TV off and went to bed. He turned it off and went to bed. He turned off it and went to bed .
The council wants to knock down lots of old buildings. The council wants to knock lots of old buildings down. The council wants to knock them down. The council wants to knock down them .
When you don't use a pronoun, it doesn't really matter where you put the object. We generally put the object where it sounds better.
If the object is very long - it could include a relative clause, for example - it will probably sound better after the verb.
If you use a pronoun, you have to put it between the two words of the verb.
These verbs have an object, but the object must go after the verb. It doesn't matter whether it's a pronoun or not.
My sister takes after my mother. My sister takes after her. My sister takes my mother after . My sister takes her after .
I'm looking for my credit card. Have you seen it? I'm looking for it. Have you seen it? I'm looking my credit card for . Have you seen it? I'm looking it for . Have you seen it?
These are the same as Type 3 verbs, but they have three words instead of two. The object must go after the verb.
I'm looking forward to the holidays. I'm looking forward to them.
Do you get on with your neighbors? Do you get on with them?
Get on with your work! Get on with it!
There are a number of ways of learning phrasal verbs:
you can learn different meanings according to the main verb, for instance look up, look up to, look down, look down on, look into, etc.
you can learn different meanings according to the preposition or adverb, for instance let down, turn down, sit down, put down, write down, etc.
you can learn different verbs used for a particular subject or situation, for instance telephoning: put through, hold on, hang up, get through, cut off, speak up, etc.
you can learn the different meanings for one particular verb:
the new job didn't work out she's been working out in the gym all afternoon
I've worked it out and you owe me ?75
Personally, I think trying to learn verbs from a list is boring and quite difficult. It's better to learn them for different situations, then there's more chance that you'll remember them.
Even easier is to treat them as you treat any other vocabulary you learn. Don't think of them as a special subject that has to be learnt. They're only words! If you find a useful phrasal verb, learn it like you would learn the word for 'table' or 'ashtray' or anything else.
But make sure you write down the structure. It's useless to note down that turn off means apagar in Spanish if you don't know how to use it. The absolute minimum you need to note down is turn something off, because then you'll know where the object goes.
Even better would be to note down a couple of sentences using the verb so that you have a context to remember it in.
2.1 The ways of teaching phrasal verbs
Individually read the text and underline all the phrasal verbs, then re-write the article replacing each phrasal verb with a single-word verb.
In small groups write a short skit containing six phrasal verbs to act out in front of the whole class.
Or maybe it's just the funkiness of the language itself; wolf down, potter around, chill out, sex up. Whatever it is, and no matter how geeky it might sound, I have to say that phrasal verbs - I love `you!
There are definite 'do's and don'ts' for teaching phrasal verbs. Strangely, the most widely accepted 'don't' is the most common way most textbooks actually present and practice them. Grouping phrasal verbs according to the verb in the phrase is the big 'no'. Get on, get up, get over, get through, get round, get out, get by, get at, get in with, get out. Take on, take up, take through, take over, take down, take out, take in, take back, and take off. Break in, break out, break up, break off, and break through.
McCarthy, M., O'Dell, F. (2004) English Phrasal Verbs in Use, CUP.
Just looking at these lists makes my eyes sore; you probably didn't even bother to read all the phrasal verbs listed. For our students, presenting phrasal verbs grouped in this way is a learning nightmare. There's nothing for them to mentally latch onto. All the verbs are the same so the only difference between them is a small particle, which learners from many language backgrounds find difficult anyway. Meanings are easily mixed up and the learning experience quickly becomes negative.
How to approach phrasal verbs in the classroom
1. Phrasal verbs can be introduced at the same time as other lexical items, which are all connected to a particular theme or topic. Indeed, at beginner's level there's often no choice but to do it in this way. For example:
· Daily routines - wake up, get up, wash, eat breakfast, go to work
· Airport vocabulary - take off, land, check in, flight attendant, pilot, immigration
· Other vocabulary groupings such as synonyms - get over = recover, curious = inquisitive, stubborn = obstinate, break up = separate
In this way phrasal verbs are presented and practiced without drawing attention to them as a separate language feature.
2. Work specifically on phrasal verbs as a distinct language area is possible with students at pre-intermediate level and above. This can be done either with sets of phrasal verbs, which are unrelated in terms of meaning and topic and which do not share the same verb, or with sets of phrasal verbs, which are connected in terms of topic. For example
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