This is perhaps especially relevant in the arcane field of phrasal verbs where learners are often found to be out of their comfort zones. Even then, there can be complications when relatively obscure, literary or archaic examples (‘butter up’, or ‘chime in’ anyone?) ‘crop up’ in reading texts and it becomes necessary to explain that these are very unlikely to become a useful part of a learner’s active vocabulary, even at extremely high levels.īut then I think about the teacher’s role as a guide to the learner in showing the way to the really useful language that will help them become an effective and sophisticated user of English. This means finding (or ‘coming across’, if you prefer) phrasal verbs in context and drawing students’ attention to them, or introducing them at opportune moments. The challenge of incorporating a body of phrasal verbs, all with different meanings and uses, into a communicative and coherent class plan.įor that reason I prefer to treat phrasal verbs as ‘opportunity’ teaching. The difficulty of deciding which phrasal verbs the students want to study and for what reason.As a teacher I dread the student request ‘we want to study phrasal verbs’ for the following reasons:
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |