Phrasal verbs and verb expressions. Verb expressions with "Come" and "Go" - Дипломная работа

Plan Introduction Chapter I. Maximizing student’s interaction 1.1 The communicative classroom 1.2 Using English in class 1.3 Communicative activities Chapter II. The ways of learning phrasal verbs 2.1 The importance of teaching phrasal verbs 2.2 Phrasal verbs and prepositions 2.3 Guessing and explaining meanings of phrasal verbs come and go Conclusion Used literature Introduction Vocabulary is the most important area in language learning. The importance of vocabulary changes and it depends on teaching aims. Nowadays, the ability of effective communication is the main aim of teaching, so teachers try to develop students’ communicative competence and vocabulary are the key to it. Communication is strongly conditioned upon the level of vocabulary. When it is limited, it distorts or even sometimes it blocks up communication. With a wide vocabulary, a person can communicate effectively even though he or she may be very weak in grammatical knowledge. It means that teachers must pay a lot of attention to constant, regular work on enriching students’ vocabulary. Very important and common feature of English language are phrasal verbs. The topicality of my diploma work is: The current study hasn’t any arguments in its address, because there is considerable interest today in the notion of motivation to learn a second or foreign language. Learning another language involved intelligence and verbal ability. Concepts like attitudes, motivation and anxiety were not considered to be important at all. Today, much of this has changed, and one sometimes gets the impression that affective variables are considered to be the only important ones. The main purpose of the diploma paper work is to discuss the roles of the student, the teacher and the language researcher in understanding the motivation to learn another language. In order to guide this discussion, attention is directed towards the social-educational model of second language acquisition. Although this model considers the motivation to learn another language from the point of view of the student, it is clear that other contributors include the teacher as well as the student’s and the student’s background. According to Macmillan English Dictionary for Advanced Learners a phrasal verb is a verb formed from two (sometimes three) parts; a verb and an adverb or preposition. Most are formed from a small number of common verbs (such as get, go, come, put and set) and a small number of adverbs and prepositions (such as away, out, off, up and in). (This sound illogical- but if you can’t hear them, then it’s likely that other students can’t either. Encourage the quiet speaker to speak louder so that the other can hear). If you will follow all this rules, it will help you to encourage student’s interaction in class. The language classroom is rich in language for learners, quite apart from the language that the learners and the teacher may suppose they are focusing on in the subject matter of the lesson. Students learn a lot of their language from what they hear. Their teacher says the instructions, the discussions, the asides, the jokes, the chit-chat, the comments, ect. It would be unsatisfactory if the teacher dominated the lesson to the exclusion of participation from as many learners as possible. The arguments for language learners usually grow from the idea that the teacher knows more of the target language and that by listening to her the learner is somehow absorbing a correct picture of the language, that by interacting with her the learner is learning to interact with a native speaker or an experienced user of the language, and that this is far more useful than talking to a poor user. Thus, by this arguments, time spent talking to another learner is not particularly useful time. This is ok as far as it goes, but there are a number of challenges to such views. Some are to do with available time: if the teacher talks most of time, how much time will learners get to speak? If the only conversation practice learners get is one to one with the teacher they will get very little time to speak at all. In a class of twenty-five learners, how much time will the teacher have available to speak to individuals? Divide a one-hour lesson by twenty-five and you get just over two minutes each. That doesn’t sound very much. We could maximize learners speaking time at certain points of the lesson by putting them into pairs or small groups and getting them to talk to each other. This instead of two minutes speaking time in a whole lesson they all get a lot of speaking practice within a short space of time. The teacher could use this time effectively by discreetly monitoring what the students are saying, and using the information collected as a source of material for future feedback or other work. 1.1 Communicative classroom Here are some of the basic principles that inform teaching: Language is a tool for communication. Learners need to practice using the language, in as realistic and authenti