(SKKN HAY NHẤT) some motivational techniques for teaching phrasal verbs to 10th grade students at

PART I: INTRODUCTION

1. REASONS TO CHOOSE THE THEME

Phrasal verbs are considered an integral domain of linguistics in the

English language. Native English speakers use phrasal verbs all the time. They

are extremely prevalent in conversations and informal written language.

Therefore, not only do English as a second language learners need to understand

the more common phrasal verbs, but they will also need to use them themselves.

In other words, to be successful in communicating as well as the GCSE

examinations, learners should master a considerate number of phrasal verbs.

However, phrasal verbs are not one of students’ favorite topic because they are

so complicate and difficult for them to memorize and use. When teaching the

students at Nhu Xuan high school, the writer found that most of them are not

motivated in learning phrasal verbs in lessons. Hence, they are often weak in

understanding phrasal verbs and have the tendency to avoid using them,

especially in oral communication.

Those above –mentioned reasons and my career passion motivate me

apply some fun and motivative activities to teach students phrasal verbs and get

some satisfactory results in student’s target language acquirements. Therefore, I

myself would like to write this experience initiative, “Some motivational

techniques for teaching phrasal verbs to 10th grade students at Nhu Xuan high

school”, with the aim to share some of my opinions to make students more

engaged and enjoyable in achieving phrasal verbs.

2. PURPOSES OF THE RESEARCH

The main purposes of the research are to:

- Motivate students to learn phrasal verbs in their reading and speaking

lessons.

- Help students get familiar with phrasal verbs and use them sound natural

and fluent in communication.

- Enable students to earn marks from this difficult grammatical point in

regular tests and the GCSE.

- To contribute a small part to the improvement of teaching and learning at

Nhu Xuan high school

- Provide reference materials for teachers who intend to teach their students

phrasal verbs more fun and effective.

3. METHOD OF THE RESEARCH

- Gathering the information collected from reference books and the Internet.

- Discussing for experiences from my colleagues.

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UAN VAN CHAT LUONG download : add luanvanchat@agmail.com

- Teaching one class using the research techniques and one class using the

given tasks in the textbook Tieng Anh 10.

- Giving tests for assessment.

- Gathering students’ results and evaluate

4. OBJECTIVE AND SCOPE OF THE RESEARCH

The objective of the study is to motivate my students learning phrasal verbs

and use them correctly in suitable context.

The activities are adapted from tasks in the textbook “Tieng Anh 10” and

some from teaching methodology books.

The study was carried on students in two classes 10 A1 and 10 A2 at Nhu

Xuan High School.

PART II: CONTENT

1. THEORETIC BASIS OF THE PROBLEM

This project is based on three theories: Muti-Modal Teaching,

Communicative Language Teaching and “text-context method” . First, the theory

that supports this project is the multi model teaching theory, which aims to teach

a concept through visual, auditory, reading, writing, and kinaesthetic methods. It

is meant to improve the quality of teaching by matching content delivery with

the best mode of learning from the student. Since English learners come from

different cultural backgrounds, multi-modal teaching can facilitate different

platforms to help students comprehend the language. The use of multimodal

resources has the potential to enhance language and literacy learning, and it

could even affect students‘ identities. The second theory mentioned above is

Communicative Language Teaching (CLT). Nunan (1989) points out that

language learning does not occur in the linear-additive fashion that a synthetic

syllabus presupposes and thus the focus of learning should alternatively be on

language use rather than on the language itself. Finally, Andrzej Cirocki, a

proponent of the ‘text/ context method’, has a useful approach to teach phrasal

verbs. He states that if we aim at teaching a few Phrasal Verbs to our students,

we should present them in many different real contexts so as to enable them to

deduce their exact meaning and to see whether they are transitive or intransitive,

separable or inseparable. All these items can be noticed by the students if

Phrasal Verbs are presented in authentic contexts (Cirocki, 2003).

2. PRACTICAL BASIS OF THE PROBLEM

I work in Nhu Xuan High school, which is located in a mountainous

district of Thanh Hoa province. Most of my students are ethnic minority children

who are often disadvantaged in many aspects. However, they are

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UAN VAN CHAT LUONG download : add luanvanchat@agmail.com