DAKLAK DEPARTMENT OF EDUCATION AND TRAINING
BUON MA THUOT HIGH SCHOOL
---------------o0o---------------

TEACHING INITIATIVE
Title: TEACHING PHRASAL VERBS THROUGH ENGLISH
SONGS AT BUON MA THUOT UPPER SECONDARY SCHOOL

Institution: Buon Ma Thuot High School
Teacher

: Huynh Anh Hong

Subject

: English

BUON MA THUOT, 2015
1


TABLE OF CONTENTS
I. RATIONALE …………………………………………………………..…….1
II. CONTENTS OF THE TEACHING INITIATIVE …………………..…….3
1. Theoretical Background …………………………………………..……...3
2. Research Method and Data Collection .…………………………...……...5
3. Realities……………….. …………………………………………..……...6
4. Procedures and Findings ………………………………………..………..7
a. Procedures ……………………………………………………..……. 7
b. Findings …………………………………………………………. .. 12
5. Solutions………………… ………………………………………………13

a. Commonly used phrasal verbs ………………………………… .… 13
b. Kinds of Exercises .......................................................................................20
 Gap-filling …………………………………………….……….20
 Multiple Choice …………………………………………...…..22
 Sentence Completion ………………………………….………22
 Synonyms ……………………………………………….……..23
 Matching ………………………………………………….… 24
 Sentence Transformation …………………………...………...25
III. CONCLUSION …………………………………………………………… 25
APPENDIX …………………………………………………………………27
REFERENCE BOOKS …………………………………………………… 28

2


TEACHING PHRASAL VERBS THROUGH ENGLISH SONGS AT BUON MA
THUOT UPPER SECONDARY SCHOOL
I. RATIONALE
Special attention is always paid to education by the Communist Party of
Vietnam and the Vietnamese government because education can give us a chance
to get access to the civilizations of human races and the understanding of the
world. In addition, it helps improve the quality of life and brings various benefits
to individuals, collectives and the society. Via many sessions, the Communist
Party of Vietnam stated: “We need to continue enhancing the total quality of
education, innovating the

contents and methods of teaching and learning,

renewing the system of schools and classes and the system of educational
management;


implementing

the

standardization,

modernization

and

socialization.”. With the tendency of globalization and world integration, English
is regarded as an extremely important means of communication to make all the
people throughout the world get closer and understand one another regardless of
geographical distances, politics, religions and races. It plays an indispensable part
in almost every aspect of the society: politics, commerce, diplomacy, tourism,
economy, culture and education. What’s more, the year 2015 is the first year when
the general certificate of secondary education examination and the university
entrance examination are combined and mixed into the national general certificate
of secondary education examination (GCSE Examination). English is picked out
as one of the three compulsory subjects

for the provinces which meet the

requirements of learning and teaching English in a good condition. It is these
changes that have made a wide range of notable challenges to high schools,
especially teaching staff in equipping the learners with the language skills in order
to meet the higher and higher demands of the society. Hence, the teachers of
foreign languages in general and the teachers of English in particular can’t cease
improving their qualifications, innovating the methods of teaching and applying

more modern teaching method of foreign languages in the communicative
approach with a view to improving the language proficiency and communicative
1


competence of students. In order to meet the tendency and needs of the society,
the teachers of English are required to come up with creative and impressive
teaching methods. Since then, the students can understand the lessons deeply and
apply them into their real-life conversations naturally.
The Ministry of Education and Training has had many sets of textbooks composed
in the communicative approach so that the learners can improve and develop their
language skills such as listening, speaking, reading and writing. Of the four
language skills, each skill is of a specific and equivalent importance. The four
skills have a close and reciprocal relationship and they help learners master their
target language. Thus, if the learner is not good at any skill, he/she will have to
cope with some obstacles in the process of using the language. After many years
of teaching English, I realize that the students find it very difficult to remember
English phrasal verbs. They often ask me to show some ways to remember the
phrasal verbs in different contexts. More interestingly, the phrasal verbs often
have quite distinct meanings when they are combined with different prepositions
e,g: look up, look after, look for, look into, look at.
Such difficult questions raised by the students make me think of the topic:
“Teaching phrasal verbs through English songs at Buon Ma Thuot upper secondary
school”. One of the most striking trends of the students nowadays, especially students at
Buon Ma Thuot high school is that they are absorbed in listening to music very much.
Let me illustrate an example extracted from a song to help students understand the
meanings of the phrasal verbs.
“Yesterday, all my troubles seemed so far away.
Now it looks as though they’re here to stay
Oh I believe in yesterday

Suddenly, I’m not half the man I used to be
There’s a shadow hanging over me
……
Why she had to go I don’t know, she wouldn’t say
I said something wrong now I long for yesterday.
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Yesterday, love was such an easy game to play
Now I need a place to hide away
Oh I believe in yesterday
……..
(extracted from the song YESTERDAY by the Beatles)
Thanks to music, they can remember the meanings of the phrasal verbs included in the
lyrics. From the reality, it is very hard for students to remember and apply the phrasal
verbs into real-life conversations; therefore, I decided to write this teaching initiative
with the purpose of not only stimulating the students’ learning English but also
improving their vocabulary. Additionally, students can use these phrasal verbs flexibly
in different contexts and situations and , more importantly, they can do written tests well.
II. CONTENTS OF THE TEACHING INITIATIVE
1. Theoretical Background
There exist a variety of definitions of phrasal verbs which are given in
different sources as follows:
A phrasal verb is the combination of a standard verb such as make or put
with one or two particles. In some cases the particle is an adverb such as away,
together; in others it is a preposition such as through, in. Here are a few
examples of the many hundreds of English phrasal verbs: pass away, pull
together, fall through, make do with, put down to.
A phrasal verb is a phrase (as take off or look down on) that combines a
verb with a preposition or adverb or both and that functions as a verb whose

meaning is different from the combined meanings of the individual words.
A phrasal verb is a verb followed by a preposition or an adverb; the
combination creates a meaning different from the original verb alone.
Example :
To get = to obtain
To get together = to meet

I need to get a new battery for my camera.
Why don’t we all get together for lunch one day?

Phrasal verbs are part of a large group of verbs called “multi-part” or "multiword” verbs. The preposition or adverb that follows the verb is sometimes called a
particle.
3


Phrasal verbs and other multi-word verbs are an important part of the English
language.
However, they are mainly used in spoken English and informal texts. They should
be avoided in academic writing where it is preferable to use a formal verb such as
“to postpone” rather than “to put off”.
Since the Ministry of Education and Training brought out the English
textbook sets written in the communicative approach, many English teachers have
made several investigations and some teaching initiatives into the difficulties and
solutions in teaching and learning this subject so that students can understand the
lessons better and improve their abilities. Meanwhile, they hope that their creative
methods of teaching can motivate and arouse learners’ enthusiasm and passion for
English in particular as well as for foreign languages in general. Besides the
changes from traditional methods of teaching into learner-centered methods of
teaching, the experienced teachers are required to find out the difficulties of the
learners so that the learners will feel more absorbed in the subject and overcome

their difficulties in the process of study.
After nearly fifteen years of teaching English, I have partly known the
interests and psychology of high school students. It seems to me that what makes
them really excited can help them remember for so long. A survey has been
conducted to get to know what they often do in their free time. Most of the
students reply that they like listening to music when they have spare time and they
add that music helps relieve their stress and take it easy after hard days of study.
Being fully aware of the role music can play in entering the mind of the students, I
make full use of the most effective way to aid the memory of the students by
accompanying some phrasal verbs with the song.
It can be denied that phrasal verbs are really a big obstacle for high school
students. Students often have difficulty in making up their mind which answer is
the best one when they do multiple-choice tests. Therefore, I have come up with a
new idea as to how to help students remember the meanings of phrasal verbs
easily and deeply. I have chosen the English songs which contain phrasal verbs.
4


When I play the songs, I put a stop to the sentences with the phrasal verbs and
then ask them to guess their meanings in the contexts. Moreover, in the curriculum
of the twelfth grade textbooks, phrasal verbs are in Language Focus of Units 14
and 15.
E.g: Remember to ……… your shoes when you are in a Japanese house.
A. take out

B. take after

C. take off

D. take over


It proves that phrasal verbs play an extremely important part in English
language. Once students know how to use them effectively and flexibly, their
writing style can move to a higher level of writing.
In recent years, it is obvious that most of the written tests contain a variety of
phrasal verbs in various exercise forms. This has made the learners, especially
those who are going to take part in the important exams fall into trouble.
Up to now many English teachers have written a big circle of research
papers which are mainly related to the language practice skills. In few research
papers is the method of teaching phrasal verbs via English songs employed. This
initiative is expected to create a more interesting and more impressive learning
atmosphere. It is this teaching method that gives students a great pleasure and
helps them memorize as many phrasal verbs as possible.
2. Research Method and Data Collection
Two research methods applied to conduct this study are quantitative and
qualitative.
The objects for this research are the twelfth graders at Buon Ma Thuot high
school because phrasal verbs are included in Language Focus of Units 14 and 15
and their needs are getting greater and greater when they have to take the national
GCSE examination.
Let me illustrate the steps of this research paper.
Firstly, I have read hundreds of English songs, categorized and picked up the
songs containing phrasal verbs.

5


Secondly, I have had these English songs recorded in the high quality disk
and played the tape recorder for the students.
Finally, the sentences with phrasal verbs are picked out and analysed the

meanings of the phrasal verbs in pragmatic contexts. In addition, some kinds of
exercises and tests are suitably designed in order to check whether they
understand and remember the meanings of these phrasal verbs or not.
Different sorts of questions including information and yes/no questions related to
the contents of the topic have been delivered to more than 100 twelfth graders so
as to find out how effective this teaching method is. Since then, more efforts need
to be made to improve it.
3. Realities
Based on several sources of information such as test results and feedback
from students, it is a fact that students often cope with too much difficulty in
doing the tests with phrasal verbs. They say that phrasal verbs are confusing and
they can’t distinguish their meanings.
What are phrasal verbs? Why are phrasal verbs one of the most difficult aspects
for the learners of the English language?
It is the thought-provoking questions that make English teachers think a lot to find
out more creative and more effective teaching methods. Phrasal verbs are difficult
for learners of the English language for the following reasons:
The first reason is that in many cases the meaning of the phrasal verb can’t be
deduced from their elements. It means that is used idiomatically; therefore,
learners have difficulty in understanding the sentence. Let me show an example.
Ex: The teacher ticked off the student for being late, in which the phrasal verb to
tick off means to reprimand or to express disapproval.
The second reason is that many phrasal verbs are polysemous; i.e., they have
more than one meaning. The phrasal verb to put down has the literal meaning of
putting something down on the table or floor. But it also has the idiomatic
meanings:
6


o


to make someone feel small, to criticize and humiliate them

o

to kill as in the sentence I had to have my cat put down.

o

to stop, quash, put an end to as in the sentence The police put down
the riots with unnecessary brutality.

In order to meet the requirements of the current English teaching and
learning, teachers of English have to find out the most effective teaching methods
to apply them into the lessons and lectures flexibly and creatively so that their
students can understand the contents of the lessons profoundly. As the
communicative goal is presently an integral part of teaching and learning foreign
languages at school, it is very necessary for the students in general and for the
twelfth graders in particular to master both grammatical points and language
competence in different contexts and situations.
From the realities and the difficulties of the students in general and the
twelfth students in particular when they are on the point of facing plenty of
important exams in their life, something should be done to help them overcome
these difficulties. A survey has been conducted to collect more reliable and
veridical information from the students. After a list of questions has been
distributed to more than 100 twelfth students, the results are sorted and analysed
to get to know the reasons why they have chosen wrong answers when doing
multiple choice tests containing phrasal verbs.
4. Procedures and Findings
a. Procedures

More than one hundred English songs which contain phrasal verbs are
selected and then analyzed to give suitable meanings for each phrasal verb
according to pragmatic contexts and situations. I would really like to illustrate
how to teach phrasal verbs through the five English songs: Yesterday Once More,
Last Thing On My Mind, If We Hold On Together, We Are The World and
Papa.

7


To begin with, the song Yesterday Once More written by the Carpenters is
played twice and the teacher asks his/her students to identify which phrasal verbs
are used in this song.
When I was young, I’d listen to the radio
Waiting for my favourite songs
When they played I’d sing along, it made me smile
Those were such happy times and not so long ago


run away

leave unexpectedly, escape

The child ran away from home and has been missing
for three days.

run out

have none left


We ran out of shampoo so I had to wash my hair with
soap.

send something back

return (usually by mail)

My letter got sent back to me because I used the wrong
stamp.

set something up

arrange, organize

Our boss set a meeting up with the president of the
company.

set someone up

trick, trap

The police set up the car thief by using a hidden
camera.

shop around

compare prices

I want to shop around a little before I decide on these
boots.


show off

act extra special for people
watching (usually boastfully)

He always shows off on his skateboard

sleep over

stay somewhere for the night
(informal)

You should sleep over tonight if the weather is too bad
to drive home.

sort something out

organize, resolve a problem

We need to sort the bills out before the first of the
month.

stick to something

continue doing something, limit
yourself to one particular thing

You will lose weight if you stick to the diet.


switch something off

stop the energy flow, turn off

The light's too bright. Could you switch it off.

switch something on

start the energy flow, turn on

We heard the news as soon as we switched on the car
radio.

take after someone

resemble a family member

I take after my mother. We are both impatient.

take something apart

purposely break into pieces

He took the car brakes apart and found the problem.

take something back

return an item

I have to take our new TV back because it doesn't

work.

take off

start to fly

My plane takes off in five minutes.

take something off

remove something (usually
clothing)

Take off your socks and shoes and come in the lake!

take something out

remove from a place or thing

Can you take the garbage out to the street for me?

take someone out

pay for someone to go somewhere My grandparents took us out for dinner and a movie.
with you

tear something up

rip into pieces


I tore up my ex-boyfriend's letters and gave them back
to him.

think back

remember (often + to, sometimes
+ on)

When I think back on my youth, I wish I had studied
harder.

think something over

consider

I'll have to think this job offer over before I make my
final decision.

throw something away

dispose of

We threw our old furniture away when we won the

19


PHRASAL VERB

MEANING


EXAMPLE SENTENCE
lottery.

turn something down

decrease the volume or strength
(heat, light etc)

Please turn the TV down while the guests are here.

turn something down

refuse

I turned the job down because I don't want to move.

turn something off

stop the energy flow, switch off

Your mother wants you to turn the TV off and come
for dinner.

turn something on

start the energy, switch on

It's too dark in here. Let's turn some lights on.


turn something up

increase the volume or strength
(heat, light etc)

Can you turn the music up? This is my favourite song.

turn up

appear suddenly

Our cat turned up after we put posters up all over the
neighbourhood.

try something on

sample clothing

I'm going to try these jeans on, but I don't think they
will fit.

try something out

test

I am going to try this new brand of detergent out.

use something up

finish the supply


The kids used all of the toothpaste up so we need to
buy some more.

wake up

stop sleeping

We have to wake up early for work on Monday.

warm someone/something up increase the temperature

You can warm your feet up in front of the fireplace.

warm up

prepare body for exercise

I always warm up by doing sit-ups before I go for a
run.

wear off

fade away

Most of my make-up wore off before I got to the party.

work out

exercise


I work out at the gym three times a week.

work out

be successful

Our plan worked out fine.

work something out

make a calculation

We have to work out the total cost before we buy the
house.

b. Kinds of Exercises
Apart from the glossary of phrasal verbs and example sentences, students are
asked to do different sorts of exercises so that they can consolidate what they have
learnt in the lessons. Only by practice the exercises can they memorize the lessons
well.
Suggested task types are made up of gap-filling, multiple choice, sentence
completion, synonyms, matching and sentence transformation.
I would like to introduce some task types commonly used to assess students’
perceptions and application competence.
 Gap-filling

Fill in each gap, either with one of the verbs or one of the particles. Put the
verbs in the correct form.
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VERBS

bring give put
turn

fall

PARTICLES

try

break

look(2)
take

pick

out
off

back
after

on
down

away

round

up
across

1. Put ______ your warm coat. It’s rather cold today.
2. I’m _____ for yesterday’s newspaper. Did you throw it ______?
3. Could I ______ on that dress in that window?
4. Oh, dear! The lights have gone _____ . I can’t see anything.
5. She told me her computer ______ down, so she couldn’t do the work.
6. You must remember to take the book ____ to the library.
7. I live in Bristol now, but I grew ____ in Leicester.
8. It was my first flight. I was nervous as the plane _____ off.
9. I’m ______ forward to meeting her very much.
10.Don’t worry about the baby. I’ll look ______ her while you’re out.
11.Well, I’ll ______ you up at 8.00 and we can go to the cinema together.
12.I heard someone running behind me. I turned ____ and saw a girl in a track
suit.
13. She ____ off the horse and her wrist.
14. You can _____ the television off. Nobody is watching it.
15. Look ____! The glass is going to fall. Oh! Too late!
16.Please turn ______ the music. It’s too loud!
17.Did you ____ up biting your nails?
18.Each month she _____ some money aside for her retirement.
19.She ____ up three children on her own.
20.Yesterday I came ____ the book I had lost, completely by chance.
Answer key
1.on

5.broke


9.looking

13.fell

17.give

2.looking-away

6.back

10.after

14.turn

18.puts

3.try

7.up

11.pick

15.out

19.brought

4.out/off

8.took


12.round

16.down

20.across

21


 Multiple choice
Choose the word or phrase (A,B,C or D) that best fits the blank space in
each sentence or substitutes for the underlined words or phrases.
1. His mother told him ... for pulling his sister's hair.
A. off
B. out
C. on
D. in
2. I cleared ... the mess from the kids in the back garden
A. over
B. out
C. up
D. off
3. I love children, get ... famously with them, and my grandchildren are one of the
great joys of my life.
A. over
B. out
C. on
D. up
4. I urge parents to think twice before splashing ... on expensive computer games

for their kids.
A. in
B. out
C. on
D. over
5. The little girl said that when she ... up, she wanted to be a flight attendant.
A. grows
B. grow
C. grew
D. growing
6. They dressed the child ... in her best clothes and took her to the celebration.
A. in
B. on
C. up
D. over
7. It was time to play with my daughter, give her a quick bath and pack her ...to
bed.
A. in
B. out
C. up
D. off
8. Times have changed. Nowadays people think beating ... children is wrong.
A. in
B. out
C. up
D. on
9. She's been married three times and has brought ... four children.
A. in
B. out
C. up

D. on
10.Kids are more likely to stay ... of trouble if they get a good education.
A. off
B. out
C. away
D. on
Answer key
1. A 2.C 3.C 4.B

5.C

6.C 7.D 8.C

9.C

10.B

 Sentence completion
Complete the sentences, using one of these phrasal verbs in the correct
form.
turn down

wear out

break into

put off

put out


blow up

cross out

cut down

see off
come across

1. Sue was offered a job as a translator but she _____ it _______.
2. Kathy is going to Australia tomorrow. I am going to the airport to _____ her
____.
22


3. It took firefighters three hours to ______ the blaze.
4. Terrorists had threatened to ______ the embassy.
5. Can you imagine who I ______ while I was in Paris?
6. A house in our neighbor was ______ last night.
7. The doctor advised him to _____ his working hours.
8. If you make a mistake on the form, just ______ it _____.
9. His shoes are quite ______. He’ll have to get a new pair.
10.They have had to ______ the football match _____ because of snow.
Answer key
1. turned ...down
2. see ….off
3. put out
4. blow up
5. came across
6. broken into

7. cut down
8. cross …out
9. worn out
10.put …off
 Synonyms
Rewrite the sentences, using the correct synonym of the underlined phrasal
verbs.
appear

resemble

consider

demolish

discover

discuss

display

occupy

reject

return

1. I must think that matter over carefully before I answer you.
2. The two girls take after their mother very much in appearance.
3. Mr. Lam’s job seems to take up all of his spare time.

4. They are going to pull that building down.
5. That woman certainly tried hard to show off her abilities.
6. I suggest that you talk the matter over with your boss first of all.
7. Is the committee going to turn down his application for admission.
23


8. How many people do you expect to show up at the meeting tonight?
9. These books are overdue. When are you going to take them back?
10.When I was looking through my papers, I came across this picture.
Answer key
1. consider
2. resemble
3. occupy
4. demolish
5. display
6. discuss
7. reject
8. appear
9. return
10.discovered
 Matching
Matching the phrasal verbs with their meanings
bring up

continue

turn off

be quiet


put up with

tolerate

shut up

raise

give up

abandon

go on

disconnect

Answer key
1. bring up = raise
2. turn off = disconnect
3. put up with = tolerate
4. shut up = be quiet
5. give up = abandon
24


6. go on = continue
 Sentence transformation
Complete the second sentence so that it has a similar meaning to the first.
Use the words in brackets.

1. You’re too young to stop working. (GIVE)
2. This bag is Janet’s. (BELONGS)
3. We’re trying to arrange a holiday together. (UP)
4. I always like to enter quiz competitions. (GO)
5. I found this film quite disappointing. (LET)
6. The fire suddenly started in the early hours of the morning. (BROKE)
7. If you don’t know the number, you can find it in the phone book. (UP)
8. I’m bored with waiting for her to telephone. (FED)
9. I visited some old friends while I was in Manchester. (CALLED)
10. We got some money from the insurance company, but nothing could
compensate for losing me wedding ring. (MAKE)
Answer key
1.You’re too young to GIVE UP working.
2. This bag BELONGS TO Janet.
3. We’re trying to FIX UP a holiday together.
4. I always like to GO IN FOR quiz competitions.
5. This film LET me DOWN.
6. The fire BROKE OUT in the early hours of the morning.
7. If you don’t know the number, you can LOOK it UP in the phone book.
8. I’m FED UP WITH waiting for her to telephone.
9. I CALLED ON some old friends while I was in Manchester.
10. We got some money from the insurance company, but nothing could
MAKE UP FOR losing me wedding ring.
III. CONCLUSION
In a view to meeting the requirements set by the Ministry of Education and
Training, as a teacher of English at a high school with numerous accomplishments
25


and high prestige in the community, I myself have to make more efforts to equip

future generations with the knowledge of foreign languages as well as the
language competence.
From the realities of the survey and the collected results, many solutions are
proposed to improve the language competence of the students, particularly the
twelfth graders. These solutions are useful not only for their coming examination
but also for their everlasting process of study.
Hopefully, these measures will bring plenty of benefits to the students and
they will get higher and higher results in the coming exams.
In the process of writing this research paper, I personally think that some
shortcomings and mistakes can’t help being made. Therefore, any comments on
this paper are highly appreciated so that this paper can become more and more
perfect and valuable.
More interestingly, in this teaching initiative I also enclose a compact disk
with twenty English songs which contain phrasal verbs. Additionally, a glossary
of phrasal verbs as well as a big circle of task types are listed and suggested so
that students can look them up whenever they want. There is a famous saying:
“Practice makes perfect”. This means that the more exercises they do, the better
their knowledge of English is. Last but not least, I hope that teaching phrasal verbs
through English songs will be applied positively and flexibly into the lessons.
Buon Ma Thuot, March 15th, 2015

Huynh Anh Hong

26


APPENDIX
During the process of writing this research paper, I have read and selected more
than one hundred songs. However, not all of the English songs contain phrasal
verbs and not all of the songs containing phrasal verbs have arousing and exciting

melodies and beats. Therefore, I would like to list twenty songs with lovely lyrics
and fantastic beats so that they can be applied to teach phrasal verbs.
1. Yesterday Once More

_ The Carpenters

2. Last Thing On My Mind

_ Steps

3. We Are The World

_ All stars of USA and Africa

4. If We Hold On Together

_ Diana Ross

5. Papa

_ Paul Alka

6. Take Me To Your Heart

_ Michael Learns to Rock

7. If You Go Away

_ Terry Jacks


8. I Wish I Could Fly

_ Roxette

9. Because I Love You

_ Shakin’ Stevens

10. A Love Before Time

_ Coco Lee

11. Yesterday

_ The Beatles

12. My Love

_ Westlife

13. Carry You Home

_ James Blunt

14. I Miss You

_ Westlife

15. Everytime You Go Away


_ Paul Young

16. Nobody Wants To Be Lonely _ Ricky Martin
17. Nothing To Lose

_ Michael Learns to Rock

18. Rhythm of The Rain

_ The Cascades

19. Sad Movies

_ Sue Thomson

20. Shape of My Heart

_ Backstreet Boys

27


REFERENCES
[1] Betty Schrampfer Azar (1989), Understanding And Using English Grammar,
Prentice Hall Regents.
[2] Hoàng Tuấn – Nguyễn Văn Vững (2008), Cụm Động Từ Tiếng Anh Thông
Dụng, Nhà xuất bản giáo dục Đà Nẵng.
[3] Hoàng Văn Vân– Hoàng Thị Xuân Hoa(2012), Tiếng Anh 12, Nhà xuất bản
giáo dục Việt Nam.
[4] Mai Lan Hương, Ngô Hà Diễm Trang (2007), Bài Tập Tiếng Anh 10 Nâng

Cao, NXB Đà Nẵng.
[5] Mai Lan Hương, Ngô Hà Diễm Trang (2007), Bài Tập Tiếng Anh 11 Nâng
Cao, NXB Đà Nẵng.
[6] Mai Lan Hương, Ngô Hà Diễm Trang (2007), Bài Tập Tiếng Anh 12 Nâng
Cao, NXB Đà Nẵng.
[7] Mai Lan Hương, Ngô Hà Diễm Trang (2006), Giải Thích Ngữ Pháp Tiếng
Anh, Nhà xuất bản Đà Nẵng.
[8] Nguyễn Văn Phước- Mỹ Trang (2007), The Best Songbook Of All Time, Nhà
xuất bản trẻ.
[9]Nguyễn Hòa (2004), Understanding English Semantics, Vietnam National
University.
[10] Levinson, Stephen.C.(1983), Pragmatics, Cambridge University Press.
[11] Raymond Murphy(1993), English Grammar In Use, Nhà xuất bản trẻ.
[12] Tiếng Anh 10, Nxb Giáo dục, Bộ giáo dục và Đào tạo.
[13] Tiếng Anh 10 Nâng Cao, Nxb Giáo dục, Bộ giáo dục và Đào tạo.
[14] Tiếng Anh 11, Nxb Giáo dục, Bộ giáo dục và Đào tạo.
[15] Tiếng Anh 11 Nâng Cao, Nxb Giáo dục, Bộ giáo dục và Đào tạo.
[16] Tiếng Anh 12, Nxb Giáo dục, Bộ giáo dục và Đào tạo.
[17] Tiếng Anh 12 Nâng Cao, Nxb Giáo dục, Bộ giáo dục và Đào tạo.

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