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.
1


- 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 willing to
2
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change their lives by making every effort to acquire knowledge, especially
English - the international language. However, they mainly learn vocabulary and
grammar points mechanically without meaningful understanding. They often
claim that phrasal verbs present a difficult challenge for them. They do not know
how to deal with memorizing the forms and the meanings of a large number of
phrasal verbs. In addition, since the most common phrasal verbs teaching
method for students in Vietnam is explaination and recitation, the students are
not engaged and motivated in the lessons. Working as a teacher for several
years, I myself understand the nature of the problem and do the research to find

out some effective teaching techniques to apply in my classes to solve those
problems.
3. SOLUTIONS TO THE PROBLEM
3. 1. Helping students recognize what a phrasal verb is
* Definition
“A phrasal verb is a verb that is made up of a main verb together with an
adverb or a preposition, or both. Typically, their meaning is not obvious from the
meanings of the individual words themselves”. (Oxford Dictionary)
For example:

- She has always looked down on me.
- Don’t put me off. I’m trying to concentrate.

* Classifying
PHRASAL VERBS

Intransitive
(no direct object)
Ex: I get up at 6 o’clock.

Transitive
(have a direct object)

Inseparable
Object
Ex: I’ll look after him

Separable
Object
Ex: Turn off the TV

(or: Turn it off)

3. 2. Using some techniques for teaching phrasal verbs
3.2.1 Teaching phrasal verbs by topic
One of good ways to learn phrasal verbs is to organize them by subjects.
When teacher group them in topics, students can see a link between the different
verbs. They find phrasal verbs more relatable and interesting to learn. For
3

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example: when students learn “get up” and “get dressed”, they should learn
them together with other verb phrases in the topic “daily activities” such as go to
work, get home, have a shower, put on,…By this way, students find phrasal
verbs easier to remember.
For this reason, when teacher covers a topic in a textbook, they are
recommended to teach some phrasal verbs with related vocabulary. Teacher can
use one of the four skills such as reading, listening, speaking, and writing to
teach new phrasal verbs.
In English 10 text book, I chose some units that can be easily applied
useful phrasal verbs to demonstrate how to use this technique to teach them.
Here are some demonstration:
Example

Units

Name
unit


of

the Equivalent
Topic

Activities/
exercises

Example 1

Unit 1

A day in the life Morning
of…
activities

Reading, quizzes

Example 2

Unit 2

School talks

Reading, listening,
quizzes

School activities

Example 1: When finishing Unit 1 A day in the life of…(English 10),

teacher can design some exercises for students to practice the phrasal verbs they
have just learnt. Firstly, teacher indicates the topic to learn: “Morning activities”.
Teacher may use some techniques to introduce some phrasal verbs whose
meaning is about the same topic.
Morning activities

List of phrasal verbs to learn in this topic
Phrasal
verbs

4

Meaning

Examples

4


go off

stop working (a light), start
It makes a sudden loud noise when
to ring (an alarm), explode
the alarm goes off.
(a bomb)

wake up

no longer sleeping


I am having an important meeting
tomorrow. Will you wake me up at
6
am?

turn off

stop from operating

We turned off the light before
anyone could see us

get up

be out of bed

What time do you often get up in
the morning?

put on

Wear

I put on a sweater and a jacket.

get on

enter (a bus, train)


Passengers are not allowed to get
on the bus with lots of luggage.

get off

leave (a bus, train)

Every passenger must be careful
when getting off the train.

go into

to start to do sth

He went into a long explanation of
the affair.

After teaching these phrasal verbs above, teacher checks students’
understanding of the meaning of the phrases they have learned by giving them a
piece of text (like the paragraph below: I’m a morning person). Students are
required to read it and try to remember the bold phrases’ meaning. This activity
is very important because it helps students memorize phrasal verbs in context.
I’m a “morning person”
The alarm goes off at 7.00. I wake up and turn it off. I get up quickly and go
downstairs to have a shower. I sing a song in the shower. I love putting on my
jacket every Tuesday. While listening to my favorite English Time, I take a cup of
coffee. Mmm.. Then I have some toast for breakfast. I take my bag and run to
catch the bus. I get on the bus and go for three or four stops, and get off. I go into
work and say “GOOD MORNING” to my first class. It’s 8.30.
5


5


The final stage should include some multiple choice exercises. This helps
student to get familiar to those in the International examination. Teacher score
students’ paper to evaluate their progress.
Exercise: Choose the best option
1. Yesterday I ___ at 6 but I stayed in bed until my mom called me.
A. got up

B. woke up

C. went off

2. You take the bus number 26 and ___ at the last stop. I live near there.
A. get off

B. get on

C. go off

3. Please ___ the light before you leave the office.
A. go off

B. turn off

C. get off

4. The bus was full. We couldn’t ___.

A. get off

B. go into

C. get on

5. Grandmother tried to ___, but the couch was too low, and she couldn’t
make it on her own.
A. get up

B. wake up

C. get on

6. Grandmother tried to ___, but the couch was too low, and she couldn’t
make it on her own.
A. get up

B. wake up

C. get on

7. It’s very cold outside. I quickly ___ a coat and went out.
A. get on

B. put on

C. get up

8. I stop sleeping very early in the morning.

A. wake up

B. get up

C. put on

9. I stop sleeping and get out of bed at 7 on weekday.
A. get on

B. wake up

C. get up

10. She starts wearing her jacket as she goes out for a walk.
A. goes into

B. gets on

C. puts on

Answer key:
1. B

2. A

3. B

4. C

5. A


6. A

7. B

8. A

9. C

10. C

Example 2: Unit 2: School talks (English 10)
Equivalent topic: School activities
List of phrasal verbs:
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Phrasal verbs

Meaning

Examples

Come in

enter

Always be sure to show a friendly

smile when a customer comes in.

Stand up

be in an upright He was sitting on a bench then
position on your suddenly stood up.
feet

Sit down

to place on surface We sat down with George to discuss a
of sth (ground, new extended contract.
chair)

Take out

bring, get sth

Write down

take a note, jot Sorry, why do I have to write down
down
my name on every page of this
registration form?

Pick up

collect

Make up


tell lie, invent a Judy’s story is hard to believe. I’m
story
sure she made it up.

Look up

discover, search

I didn’t know the correct spelling so I
had to look it up in the dictionary?

Miss out

skip, omit sth

Buy some now or we will miss out on
the best deal of the year.

Turn over

transfer, turn to He didn’t wait to turn the page over;
another side of sth he started to read it attentively.

The thief who broke into the museum
last night took out a lot of precious
paintings.

If you see a note on your way, do you
pick it up?


Teacher lets students read the text to memorize the phrasal verbs they have
learned.
Our classroom “FaceSnaps”
I still remember my first day at school. When my teacher, Mrs. Smith, came in,
everybody stood up to bow. We were allowed to sit down but she immediately
asked us to take out a pen, and then write down our names, birthdays, phone
numbers, home addresses and hobbies on a piece of paper. Then she picked up all
of the paper to make up a book that we called “FaceSnaps”. From then on, by
7

7


looking up our friends’ personal information in that book frequently, we never
missed out on a birthday party. You wanna see my FaceSnap? Turn over the first
page and I’m still there!

Teacher plays the audio from the above text and asks students to do the tasks
in handout papers.
Task 1: Listen and fill in with the missing phrasal verbs
Conversation 1:
W: In our culture, we always …(1)…. to bow to the teacher when she…(2)
……
M: It sounds great. But if you’re busy making something, do you have to
stand up anyway?
W: Yes, sure.
Conversation 2:
M: Have you ….(1)….. their phone number for me?
W: Yah. And I remember …(2)…… somewhere in my notepad.

Conversation 3:
W: Sorry I can’t find the list of the attendees anywhere.
M: …(1)…. my notepad and …(2)… the first 5 pages …(2), then you will see
the list on the left column. But be sure not to add any more names to that list.
W: OK. I just want to …(3)…. some names for my report.
Conversation 4:
W: How did you spend your time when you were young?
M: I just loved …(1)…… on the sofa and watching TV.
W: Well, I didn’t have a TV when I was young, so I think I ….(2)….. on a lot
of fun.
After reading and listening exercise, teacher gives one more exercise so that
students can consolidate the lesson.
Task 2: Circle the correct answer for each blank
1. Fall clothes will be ___ soon.
A. taking out

B. coming in

C. writing down

2. How many teeth did the dentist ___ out?
A. miss
8

B. go

C. take
8



3. If you want to get the correct spelling, please ___ them up in the dictionary.
A. get

B. pick

C. look

4. Please color one side blue, then ___ the page to color the back side orange.
A. turn over

B. miss out

C. write down

5. If you see a toy on the floor, please ___ and put in the toy box.
A. pick up it

B. pick it up

C. pick them up

6. Alex was very furious. He ___ and got out of the room.
A. sat down

B. came in

C. stood up

Task 3: Matching: Which object does each phrasal verb go with?
Phrasal verb


Object

Take out

a party

Write down

a pen

Miss out

a name

Pick up

a number

Turn over

an English word

Make up

a page

Look up

an unreal story


Answer key:
Exercise 1:
Conversation 1: 1. Stand up

2. Comes in

Conversation 2: 1. Looked up

2. Writing it down

Conversation 3: 1. Take out

2. Turn …over

Conversation 4: 1. Sitting down

2. Missed out

3. Pick up

Exercise 2:
1. B

2. C

3. C

4. A


5. B

6. C

Exercise 3:

9

1. Take out a name

2. Write down a number

3. Miss out a party

4. Pick up a pen
9


5. Turn over a page

6. Make up an unreal story

7. Look up an English word
3.2.2 Teaching phrasal verbs using flashcards
There are many media in teaching vocabulary; one of them is by using
flashcard. Flashcard is one of media which can help the teacher to teach phrasal
verbs easily. Flash cards in teaching the vocabulary are very simple visual aids
and the teacher can make the students more active during the teaching learning
process. Teacher can also motivate students by holding some art competitions
among 4 groups in a class. Teacher gives the tasks of drawing some Flashcards

to demonstrate the meaning of some phrasal verbs. These activities keep
students more engaged in the lesson and also fun. Here are some examples of
Flashcards to teach.

10

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3.2.3 Teaching phrasal verbs in groups
This way seems to be appropriate for logical students. The only shortcoming
is that it can be boring and quite hard to remember. Teacher can design more
activities to help students memorize logically. For example, teacher can collect
those cards and classify them into 2 groups based on verbs or particles:
+ Group 1: verbs ( get, fall, make,…)

+ Group 2: particles (off, up, against…)

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3.2.4 Teaching phrasal verbs by using movies, cartoons and English
songs.
3.2.4.1. Using cartoons and movies
Teacher collects an appropriate movie or cartoon, and then shows it in the
class. Teacher asks students to get the meaning of the phrasal verbs appearing in
the movie.
Example: A short cartoon: “The greatest treasure”


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After students watch the cartoon, teacher can elicit some phrasal verbs from
it:
-

Set off : to start a journey

-

Make it through (idiom): manage sth

-

Look for: search for, find out

-

Pull s.o up: raise, lift sb
The next task, Teacher asks students to retell the story in the cartoon they
have just watched. This can help students to improve their speaking skill as
well.
Here is the list of cartoons that can be useful to teach phrasal verbs

1.


The greatest treasure

6.

The ginger bread man

2.

Beauty and the Beast

7.

The Frog Prince story

3.

Alibaba and the forty thieves

8.

The little Mermaid

4.

The wolf and the seven kids

9.

Cinderella


5.

The three little pigs

10.

Little Red Riding Hood

3.2.4.2. Using songs
Music plays an integral part in our life. Most students love listening to
English songs. Hence, they are a great way to teach students to learn phrasal
verbs in a fun.
Let take an example of the song “breakaway” (Kelly Clarkson)
“Grew up in a small town
And when the rain would fall down
I'd just stare out my window
Dreaming of what could be
And if I'd end up happy
I would pray
Trying hard to reach out
But when I tried to speak out
Felt like no one could hear me
Wanted to belong here
But something felt so wrong here
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13


So I prayed (I would pray)

I could breakaway
I'll spread my wings and I'll learn how to fly
I'll do what it takes 'til I touch the sky
And I'll make a wish, take a chance, make a change
And breakaway
Out of the darkness and into the sun
But I won't forget all the ones that I love
I'll take a risk, take a chance, make a change
And breakaway”
Teacher plays the song, and then elicits some phrasal verbs:
“break away/ out of sth/ move on/ reach out/ speak out:
Here is the list of cartoons that can be useful to teach phrasal verbs
1.

Don’t bring me down

2.

Brought up that way- Taylor Swift

3.

You go your way, I’ll go mine- Ainslie Wills

4.

Carry on (Love is coming to us all)- Crosby Stills and Nash

5.


Somewhere only we know- Lily Allen

6.

Haven’t met you yet? – Michael Buble

7.

Extreme Ways- Moby

8.

I get along- The Libertines

9.

Get over it- Avril Lavigne

10.

The show must go on- Queen.
3.2.5 Teaching phrasal verbs using games
Not only kids but teenagers like games. Choosing games for teaching and
learning activities means teachers have to spend time designing tasks. However,
it brings fabulous effects. Students are more excited and motivated in learning
lessons. As a result, they definitely memorize the language target quickly and
deeply. Some common useful games for example: BINGO, TIC TAC TOE,
CROSS WORD, WHO WANTS TO BECOME A MILLIONAIRE, ROAD TO
MOUNT OLYMPIA,…
Example 1: Game: MIMING

In this game, teacher requires students to use gesture and movement without
words. Teacher divides the class into 4 groups. Each group will select one
representative to mime; others guess the actions (phrasal verbs).
Unit 1: A day in the life of…
14

14


1.

Get up

2.

Wake up

3.

Go off

4.

Turn off ( the TV)

5.

Turn on (the TV)

6.


Put on (clothes

7.

Put off (clothes
8. 8. Eat up
9.

9. Eat out

10. 10. Dress up
11.
12. Unit 2: School talks
1.

Sit down

2.

Come in

3.

Come out

4.

Look up (a word)


5.

Look for

6.

Hand in

7.

Cross out

8.

Fill in (a form)

9.

Run into

10.

Rub out

11.

Rip up

12.


Write down
13.
14.Example 2: Game: CROSS WORD
As we all know, crosswords have been used successfully in many
different disciplines, showing their versatility and flexibility. They are also a
useful tool as most people are already familiar with them, which reduces the
need to explain directions, saving class time. Additionally, these puzzles are
often perceived as being a recreational activity, therefore making them more
enjoyable and less threatening than traditional teaching techniques. Teacher
15.

15

15


designs a worksheet given some questions or hints… so that students can guess
the phrasal verbs and complete the crossword.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.

28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
16

16


46.
47.
48.
49.

1


B

Answer key:
2

50.

R

E

A

K

D

O

A

S

K

F

O

R


3

H

A

N

G

E

A

M

O

F

5

L

E

T

6


7

51.
52.

4

D

R

53.
54.
55.
56.
57.

8

58.
59.

N

U

P

D


O

W

N

G

O

O

U

T

W

I

L

I

S

T

E


N

T

O

U

P

F

A

L

L

O

V

E

R

9

S


M

I

L

E

A

T

10

S

H

O

U

T

A

T

G


E

T

U

P

12

P

A

Y

F

O

R

60.
61.

W

11


T

H

62.
63.
64.
65.

13

H

O

L

D

O

N

14

R

U

N


O

U

T

A

L

L

B

A

C

K

16

C

A

T

C


H

17

W

I

N

K

A

T

F

I

N

D

O

U

T


19

L

O

O

K

F

O

R

20

P

I

C

K

U

P


A

F

T

E

R

66.
67.

15

C

68.
69.
70.

18

71.
72.
73.
74.
75.


21

L

O

O

K

76.
17

17


77.
78.
79.
80. 4. The assessment of experimental results of the research
81. In general, data from observation and test results show that the
techniques used by the lecturer in teaching phrasal verbs enhance the students’
acquirement of phrasal verbs. The problem faced by the students in memorising
the language target can be solved. In term of phrasal verb achievement, the
students of class 10A2 and class 10A1 are at different level after the research.
After a school year, taught with the mentioned techniques, the students 10A2 are
more eager in learning phrasal verbs and get a large number of phrasal verbs.
Especially, they are able to use them naturally in appropriate context, which the
other students taught by the method of explaination and recitation as normally
cannot master.

82.

Following is the result of my research on class 10A1 (Not applied
the techniques) and 10A2 (applied the techniques)

83.

84.Cl
ass

86.8-10
point
s

87.6.57.9
points

88.5-6.5
point
s

89.0 - 5

93.
To

95.
To

97.

To

99.
T

90.Point
s

85.
94.
%

96.
%

98.
%

100.
%

102.
10A1
103.
(38
stu
de
nts
)


91.A
ve
ra
ge
p
oi
nt
101.

113.
114.
4.39
105.
1

106.
2

107.
5

108.
1

109.
17

110.
4


111.
15

112.
3

104.

18

18


115.
10A2

126.
127.
6.62

116.
(35
stu
de
nts
)

118.
5


119.
1

120.
14

121.
4

122.
15

123.
124.
4
1

125.
2

117.
128. Statistically speaking, the main information to consider is that the
average mark obtained by the experimental students in class 10A2 was 6.62.
This reflects that most students were able to master a large number of different
phrasal verbs taught by the lecture. Only few students were above the average
(only one in fact). In contrast, the average mark obtained by the students in
class 10A1 is much lower, only was 4.39. This has proved that the techniques
used for teaching phrasal verbs take effects on the students’ learning process.
129. It can be seen more clearly through the below chart:
130.

131.
132.
133.
134.

PART III – CONCLUSIONS AND SUGGESTIONS

1. SUMMARY OF THE MAIN FINDINGS

135.
In this research, I have applied some techniques which help my
students memorize phrasal verbs in a motivative and fun way. According to the
data collected from the written test results, classroom observation and oral tests,
I have come to the conclusion that the experimental students in class 10A2 are
now more confident in using phrasal verbs in daily context and they are more
likely to succeed in answering questions which belong to this part in the GCSE.
In addition, as I noticed, the classroom atmosphere when the teacher using the
techniques was positive, and more students were engaged in classroom
activities. Furthermore, the students are no longer afraid of memorizing
complicated phrasal verbs. In fact, they are eager to find out more about this
language target from other authentic materials.
136.
19

2. IMPLICATIONS FOR MORE EFFECTIVE
19


137.
Through practical teaching and implementation of this topic,

I would like to propose some things as follow:
138.
2. 1. To the school side
139.
- Supply students with online and digital material resources
140.
- Give English teachers opportunities to take part in training
courses, teaching method workshops and education seminars to improve
their professional development.
141.
- Provide financial support to organize extracurricular
activities, English – speaking clubs...
142.
2.2 To the Department of Education side
143.
- Organize training courses, teaching method workshops and
education seminars for teachers to learn and share career-related
experiences.
144.
2.3. LIMITATIONS AND SUGGESTIONS FOR FURTHER
RESEARCH
145. There may be some possible limitations in this study. The first is
the small – scale of the research since it focuses on only the way to teach
students how to know and use phrasal verbs. The second limitation concerns the
self-reported data. The researcher has conducted a qualitative research study
and gathering the data myself, which is limited by the fact that it rarely can
be independently verified.
146.
3. CONCLUSION
147. With my own experience and the contribution of my colleagues, I

have done this rearch to find the most effective and motivative ways to teach
phrasal verbs. I hope to contribute my ideas to teachers who are finding ways to
help students master this part of language. In process of implementation, there
should certainly be unavoidable shortcomings. Therefore, I look forward to
receiving valuable comments on my topic to make it better.
148.

CERTIFIED BY THE
HEAD OF THE OFFICE

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PHUONG

DO THI

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Nhu Xuan, May 10, 2021
155.
I assure that this is my
experience innovation and do not
copy the content of others
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NGUYEN THI THANH


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REFERENCES

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Candling, C — D. F. Murphy. (1987). Language learning tasks.
Englewood Cliffs, NJ: Prentice Hall.
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Murphy, J. (2003). Task-based learning: the interaction between
tasks and learners. ELT Journal, 57(4), 352-360
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Nunan, D. (1989). Designing tasks for the communicative
classroom. Cambridge: Cambridge University Press.
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Nunan, D. (2004). Task-based language teaching. Cambridge:
Cambridge University Press.
178. Cirocki, A. (2003). Teaching Phrasal Verbs my Means of Constructing
Texts. ELT Newsletter. Retrieved 2nd
February 2011 from
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Tiếng Anh 10, students’ book, Vietnamese Education Publish House

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Tiếng Anh 10, teacher’s book, Vietnamese Education Publish

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Oxford advanced learner's dictionary, Oxford University Press

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