Transcript 1. Introduction Who am I and what my workshop is about.

1.
Introduction
Who am I and what my workshop
is about.
Warm up activity
Easy questions to answer.
The participants should listen and answer
to the questions
What makes the PVs so difficult
It’s difficult to
find the
meaning in the
no
activities in
the book
dictionary
Difficult to
remember,
different
prepositions
there is no
theme
connecting with
phrasal verbs in
Ayapova
phrasal verb
meaning and
meaning of
root verb can
be very
different
Three
main
problems
Learning (not in the
dictionary, root verb and
phrasal verb have very
different meanings, PVs
often have multiple
meanings, recognizing PVs
as PVs)
Remembering the
meaning (each root has
many prepositions, PVs
are often presented
without a theme,
recognizing PVs as PVs
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
Learning the meaning solutions
I. Use a learner’s dictionary! Have one in your classroom!
Get one from the English research center! Ask Raihan for one!!
II. Remember to look up the PV in the present tense (eg: went out
go out)
III. Remind students that phrasal verbs are new words, not just
combinations of old words.
IV. Teach PVs like new vocabulary words: “go out” means
“шығу”
V. Give synonyms in native language and English
VI.Focus on one meaning of the phrasal verb at a time; the
meaning you need for your lesson (eg: make up )
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.
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 care
What 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
go out
1.
make up
break up
get along
hang out
2.
4.
3.
5.
6.