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ATeachingGuide
BethDove
ProblemsinEnglishGrammar
UniversityofNorthernIowa
Dr.Roberts
Fall,2014
ContextualandUsageVariables
Multiwordverbsaremoreinformalandcanbefoundininformaltextsaswellasinspoken
language.Theseverbscanbefoundinavarietyofmaterialincluding:
Audio/Videoclips
Everydayconversation
Newspapers/ComicStrips
Novels
Poetry
Multiwordverbscannotbedirectlytranslatedintolearnersfirstlanguages.Multiwordverbscan
betaughttoalllevelsofEnglishlearners.
DefinitionandMainIdea
Multiwordverbsconsistofacombinationofaverbandoneortwootherelements.Thereare
threemaincategories:
1. phrasalverbs
:thesecondwordbehavesasanadverb(getup,takeoff,put(it)in)
2. prepositionalverbs
:thesecondwordbehavesasapreposition(lookafter,decideon,
standfor)
3. phrasalprepositionalverbs
:thesecondwordbehavesasanadverbandthethirdword
asapreposition(putupwith,sendinfor)
Themainidea:verbswillpairupwithanotherwordthatisessentialtothemeaningofthe
multiwordverb.
1
Forexample,twoofthefollowingsentencescontainmultiwordverbs,onedoesnot
.
Shewentintothestore.
Shedecidedonchocolateicecream.
Shealsopickedupatoothbrush.
Thefirstsentencedoesnotcontainamultiwordverbbecause
went
canstandalongand
into
is
onlyapreposition.
[She][went][intothestore.]
1Shepard,N.(2007)
VariousMeanings
Multiwordverbscanhavevariousmeanings.Itisrecommendedtofocusonthesalientmeaning
ofamultiwordverbwhenitcomesupinatext/conversationandtoteachthatmeaningrather
2
thantoteachotherpossibilities.Forexample
:
Heturneddowntheradio.
Themeaninghereistolowerthevolume.Anotherpossible
meaningcouldbetorejectasin,
Heturnedherdown.
Tohelpstudentsbecomeaccustomedtothevariousmeaningsofmultiwordverbs,providethem
withrichtextrichcontainingmultiwordverbs.Forexample,givestudentsasegmentofa
newspaperarticleorcomicstrip(asshownbelow)inwhichtheyidentifymultiwordverbs.In
doingso,theywillbeabletodeducethemeaningofmultiwordverbsfromcontext.
2Steele,V.(2007)
GrammaticalDetails
I.
II.
III.
PhrasalVerbs:averbfollowingaparticlethatfunctionsasaprepositionoranadverbin
othercontexts.Phrasalverbscannotbeunderstoodbythemeaningoftheindividual
elements.Contextisveryimportant.
A. Examples:
1. Jennymadeupastorytoexcuseherlatehomework.
2. Stevenhandedinhisreportearly.
B. TherearetwotypesofPhrasalVerbs:
transitiveandintransitive
.
1. TransitivePhrasalVerbs(theverbtakestheobject)
a) Separable:Partsofthephrasalverbmaybeseparated.
(1) JakelookedtherecipeupontheInternet.
(2) Katiepickedsomedonutsupthismorning.
b) Inseparable:Particlemovementisnotpossible.
(1) Dontstayuplate.vs.Dontstaylateup.
c) PermanentlySeparated:Phrasalverbparticlesarealways
separated.
(1) Janetalwaysseestheprojectthrough.
2. IntransitiveVerbs(theverbdoesnottakeobject)
a. PureIntransitiveVerbs
i.
Usedprimarilyinconversationandfiction.
ii.
Followedbyapreposition.
iii.
Shesatdownveryslowly.
b. ErgativePhrasalVerbs
i. Describeanactionexperiencedbythesubject.
ii. Afteranhour,thestormbegantodiedown.
PrepositionalVerbs:atransitiveverbfollowedbyaprepositionthatiscloselyrelated.
A. Examples:
decideon,stareat,carefor,standfor,dependon,applyfor
B. Prepositionalverbstransitive(theverbtakestheobject).
C. Meaningcanusuallybededucedfromfromtheverbalone.
a. standfor=represent,callon=visit
D. Inseperable.
a. Heappliedforthejob.vs.Heappliedthejobfor.
PhrasalPrepositionalVerbs:verbsfollowedbytwoelements,aprepositionanda
prepositionalphrase
A. Allphrasalprepositionalphrasesarefollowedbyanobjectandthustransitive.
B. Examples:
doawaywith,lookupto,putupwith,runupagainst,lookforwardto,
comeupwith,comedownwith,lookdownon
C. Mostphrasalprepositionalverbshaveonewordequivalents.
Hereisa
link
toawebsitethatprovidesanextensivelistofmutliwordverbs(forthesake
ofateachersknowledge.Itisnotrecommendedtogivesuchalisttostudents)
SuggestionsforTeachingMultiwordVerbs
TeachingMethod
Definition
Example
Explicitdeductiveinstruction
Presentdifferentmultiwordforms
andpracticewithinstructured
activities
Teacherprovidesstudentswith
multiwordverbs,explainsthe
meaning,thengivesstudentsa
worksheettopractice.
Explicitinductiveinstruction
Formulaterulesfromthe
languagespokeninclass
Teacherasksstudentstohand
intheirhomework.Teacher
pausestoexplainmeaningand
useofhandin.
Implicitinstruction
Providemanyexamplesof
multiwordverbsandallow
studentstocometotheruleon
theirown
Teacherprovidesstudentswitha
textpassagewithmany
multiwordverbs.Studentsfind
theverbsanddeducemeaning
basedoncontextofthetext.
Itisgenerallyagreeduponthatitisunrealisticforteacherstoexpectlearnerstolearn
all
multiwordverbs.Itissuggestedthatthebestmethodtoteachmultiwordverbs,however,is
throughextensiveauthenticreadingandlisteningexercises.Thismethodisreferredtoasthe
Text/ContextMethod
.Itgivesstudentsaccesstomultiwordverbsinmanydifferentreal
contextsandenablesthemtodeducetheexactmeaningoftheverbsandtoseewhetherthey
aretransitiveorintransitive,separableorinseparable(Mart,2012).Inaddition,itis
recommendedthatteachers
avoid
teachingmutiwordverbsbypresentingstudentswithlong
listsortofocusonmultiwordverbsinasingleunit.Instead,teachthemeaningofsuchverbsas
theycomeupinclass.Itisonethingtomemorizeaphrasalverbanditsmeaning,butquite
anothertobringthephrasalverbintoyouractive,everydayspeakingandlistening.(Mart,
2012).
AVOID:
1. Presentinghugelistsofmultiwordverbsandteachingtheverbsinanisolatedunit
a. longlistscanseemdauntingtostudents
b. longlistsareuncontextualizedandunmeaningful
2. Focussingexclusivelyontheverb
a. Forexample,donotteacheverymultiwordverbwiththewordgetinone
lesson.Theseverbstypicallyhavenothingmoreincommonthantheverbin
them.Meaningwillvary.
FOCUSON:
1. Teachingmeaningofmultiwordverbsastheycomeupinclassusenaturallanguage
2. Understandingverbmeaningfromcontextofspokenorwrittenlanguage
3. UsingtheText/ContextMethod
PracticeActivities
1. Read,Read,Read!
Presentstudentswithatextinwhichmultiwordverbscanbespotted.Nearlyany
newspaper/magazinearticlecanbeused.BooksbyShelSilversteinarefuntousetoo
(
SomethingMissing,TheGivingTree,TheNailbiter,JumpingRope
).
2. IntroduceTransitiveandIntransitivePhrasalVerbs3
Introduceasetofverbsthatcanbeexplainedthroughactionsstandup,sitdown,speakup
(intransitives)andasetofverbsthatcanbeexplainedwithclassroomobjectspickup,put
down,handout,handit(transitives).Useactionstoillustratemeaning.
3. WriteaLetter
Studentswritealettertotheirfriendstalkingaboutaparticulartopic.Whilewritingtheletter,
studentsmustusethemultiwordverbspresentedinapredeterminedlist.
Forexample:Writealettertoafriendaboutatopicofyourchoice.Youmustincludethe
followingmultiwordverbsinyourletter:getdownto,keeponwith,takedown,fallbehind,put
off,getthrough,catchupwith.
4. SingaSong!
Usesonglyricsrichinmultiwordverbs.Playthesongforstudentsandinstructthemtolistenfor
multiwordverbs.Afterplayingthesongonce,writetheverbsontheboardwhichstudentheard.
Next,givestudentsacopyofthelyricswiththemultiwordverbsdeleted.Playthesongagain
andencouragestudentstofillintheblanks.(Anotheroptionwouldbetoprovidestudentswitha
multiplechoiceinwhichtheycircletheanswertheybelievetobecorrect)Possiblesongsare:
a. SomebodyThatIUsedtoKnowbyGotye
b. YouCanLeaveYourHatOnbyJoeCocker
c. HardToSayImSorrybyChicago
5. MultiwordCardGame 4
Studentsworkinsmallgroupsthataredividedintotwoteams.Eachteamisgivenadeckof
cards.Oneteamisgivenadeckwithmultiwordverbswrittenoneachcard.Theotherteams
deckhasthemeaningofthemultiwordverboneachcard.Theteamwiththemeaningsofthe
wordshowtheotherteamacardandthatteammustselectthecorrectmultiwordverbfromtheir
decktomatchthemeaning.Beforetheyreceiveapoint,theymustcorrectlyusethewordina
fullsentence.
3
4
Cowan,R.(2008)
Cowan,R.(2008)
Assessment
Becauseitisnotrecommendedtoteachmultiwordverbsinisolatedcontexts,itisbetterto
assessusageofsuchverbsthroughoutthedurationofacourse,notinoneunitalone.Todoso,
highlightmultiwordverbsastheycomeupinclass.Forexample,ifthetopicofthedayis
clothing,takesometimetofocusonthemutliwordverbs:tryon,takeoffandputon.Toassess
studentsmasteryoftheusageoftheseverbs,havestudentsworkinpairstowriteadialog
usingmultiwordverbs.Whengroupsarefinished,theyactouttheirdialogs.
Alternateoptions:
1. Afterthedialogsarefinished,studentsreplacethemultiwordverbswithaverbthathas
thesamemeaning(ifpossible).
2. Havestudentsexchangedialogsandworktoreplacethemultiverbwordsinthedialogof
theirpeers.
OtherAlternativeAssessmentIdeas
1. Roleplayanewscast
2. Createacomicstrip
References
Cowan,R.(2008).
TheTeachersGrammarofEnglish:Acoursebookandreferenceguide.
NewYork,NewYork:CambridgeUniversityPress.
Cirocki,A.(n.d.)TheWeeklyColumn:TeachingPhrasalVerbsmy[sic]MeansofConstructing
Texts.Retrievedfrom
Clandfield,L.(n.d.).Phrasalverbs:Introduction.Retrievedfrom
http://www.onestopenglish.com/skills/vocabulary/phrasalverbs/phrasalverbsintroductionarticle
/144986.article
Mart,C.T.(2012).HowtoTeachPhrasalVerbs.
EnglishLanguageTeaching,(5)6
,114118.
http://www.ccsenet.org/journal/index.php/elt/article/viewFile/17472/11644
Pesce,C.(n.d.).
HowtoTeachPhrasalVerbs.Retrievedfrom
http://busyteacher.org/8138howtoteachphrasalverbs.html
Steele,V.(2007)Multiwordverbs:Learnerproblems.Retrievedfrom
https://www.teachingenglish.org.uk/article/multiwordverbslearnerproblems
Shepard,N.(2010).Theidiot'sguidetobiggrammaritemsSeries2:multiwordverbspart1.
ModernEnglishTeacher,(19)
4,1620.