are transitive / intransitive, and, if the former, whether they are separable or not. Phrasal verbs are also often grouped according to their lexical verb: get up, get back, get off, get over, etc., And exercises are designed to test the learner s knowledge of the difference. This may seem systematic but there is a very good chance learners will get them confused: there is a «sod s law» operating in language learning that goes: the more similar two items are, the more likely it is that they will get muddled. Occasionally, exercise types focus on the meanings of the particles - a particle being the adverb or preposition component of the phrasal verb (in, back, off, around etc). A focus on particles aims to sensitize learners to the shared meanings of a group such as carry on, drive on, hang on, go on and come on. The good thing about this approach is that it helps «fix» the meaning of the particles, so that learners have a better chance of understanding new phrasal verbs when they meet them, eg log on, press on, etc. But there still remains the problem of confusability. It may be the case that phrasal verbs are best learned on an item-by-item basis, and preferably in short contexts that demonstrate their syntactic behaviour. The are some good advices to students: you read a book, newspaper or text in English, get into the habit of identifying and underlining phrasal verbs.down in a special notebook the sentences in which they appear.your English-English dictionary to look up the meaning, and write this after your sentence.to write your own sentence using the same phrasal verb in a different context.an English teacher or friend to check that your sentences are correct.the number of new phrasal verbs you collect to, say, two or three each day; if you do five or ten minutes good work with each, you will quickly build up a useful stock of words which you have actually seen used in the English you have read.
Used literature
1.Adrian Doff (1988) Teach English: A Training Course for Teachers (Trainers Handbook), Cambridge University Press
2.Allsop, J. (2002) Test your phrasal verbs. Longman. Dainty, P. (2002) Timesaver Phrasal Verbs and Idioms: Pre-intermediate - Advanced (Timesaver). Mary Glasgow Magazines.
3.Ben-Barka, A. C. [1982]. In search of a language teaching framework: An adaptation of a communicative approach to functional practice. (EDRS No. ED239507, 26 pages)
4.Berns, M. S. (1984). Functional approaches to language and language teaching: Another look. In S. Savignon & MS Berns (Eds.), Initiatives in communicative language teaching. A book of readings (pp. 3-21). Reading, PA: Addison-Wesley.
5.Biber, D., Johansson, S., Leech, G., Conrad, S., Finegan, E. (1999) Longman Grammar of Spoken and Written English. Longman
6.Coucorde International.2000 «English Language and Activity Courses for Young People»
7.London.
8.Clark, J. L. (1987). Classroom assessment in a communicative approach. British Journal of Language Teaching, 25 (1), 9-19.
9.Dean Curry. 1994 «Talking English» Conversational English for students of EF Washington.
10.Das, B. K. (Ed.) (1984). Communicative language teaching. Selected papers from the RELC seminar (Singapore). Anthology Series 14. (EDRS No. ED266661, 234 pages)
11.Dolle, D., & Willems, G. M. (1984). The communicative app...
