RATIONALE
The Communist Party of Vietnam and the Vietnamese government prioritize education as it provides access to global civilizations and enhances quality of life They emphasize the need to improve education quality, innovate teaching methods, and modernize educational systems In the context of globalization, English has become a crucial means of communication, bridging gaps across diverse cultures and sectors such as politics, commerce, and education The introduction of the combined national general certificate of secondary education examination in 2015, which includes English as a compulsory subject, presents significant challenges for high schools and educators Consequently, foreign language teachers, especially English instructors, must continually enhance their qualifications and adopt modern, communicative teaching methods to meet society's growing demands for language proficiency.
To address societal needs, English teachers must adopt innovative and effective teaching methods that enhance student competence This approach enables students to grasp lessons more profoundly and seamlessly integrate them into real-life conversations.
The Ministry of Education and Training has developed numerous textbooks utilizing a communicative approach to enhance learners' language skills, including listening, speaking, reading, and writing Each of these skills holds equal importance and is interrelated, contributing to the mastery of the target language A deficiency in any skill can hinder effective language use Through years of teaching English, I have observed that students struggle with remembering phrasal verbs and often seek strategies for retaining them in various contexts Notably, phrasal verbs can have distinct meanings depending on their accompanying prepositions, such as "look up," "look after," "look for," "look into," and "look at."
Such difficult questions raised by the students make me think of the topic:
"At Buon Ma Thuot Upper Secondary School, students are increasingly engaged in music, making it an effective medium for teaching phrasal verbs Utilizing popular English songs can enhance their understanding of these verbs by providing relatable examples and context."
“Yesterday, all my troubles seemed so far away
Now it looks as though they’re here to stay
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
Yesterday, love was such an easy game to play
Now I need a place to hide away
(extracted from the song YESTERDAY by the Beatles)
Music aids students in recalling the meanings of phrasal verbs found in lyrics, making it easier for them to incorporate these verbs into real-life conversations This teaching initiative aims to enhance students' English learning and vocabulary skills, enabling them to use phrasal verbs flexibly across various contexts Ultimately, this approach also helps improve their performance in written tests.
CONTENTS OF THE TEACHING INITIATIVE
Theoretical Background
There exist a variety of definitions of phrasal verbs which are given in different sources as follows:
A phrasal verb consists of a standard verb, like "make" or "put," combined with one or two particles, which can be adverbs (e.g., "away," "together") or prepositions (e.g., "through," "in") Examples of common English phrasal verbs include "pass away," "pull together," "fall through," "make do with," and "put down to."
A phrasal verb is a unique expression formed by combining a verb with a preposition or adverb, such as "take off" or "look down on." These phrases function as verbs, and their meanings often differ significantly from the literal interpretations 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
To get = to obtain I need to get a new battery for my camera
To get together = to meet 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 "multi- word” verbs The preposition or adverb that follows the verb is sometimes called a particle
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 introduced English textbooks based on the communicative approach, many teachers have explored challenges and solutions to enhance student understanding and skills They aim to inspire enthusiasm for English and foreign languages through innovative teaching methods In addition to shifting from traditional to learner-centered approaches, experienced educators are tasked with identifying student difficulties to foster engagement and help learners overcome obstacles in their studies.
After nearly fifteen years of teaching English, I have gained insights into the interests and psychology of high school students A recent survey revealed that most students enjoy listening to music during their free time, as it helps them relieve stress after challenging days of study Recognizing the significant role music plays in engaging students, I effectively incorporate songs to aid their memory, particularly when teaching phrasal verbs.
Phrasal verbs present a significant challenge for high school students, particularly during multiple-choice tests where they struggle to select the correct answers To address this issue, I propose a novel approach that utilizes English songs featuring phrasal verbs, making it easier for students to remember their meanings effectively.
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
Phrasal verbs are essential in the English language, significantly enhancing students' writing skills Mastering their effective and flexible use can elevate one's writing style to a more advanced level.
In recent years, written tests have increasingly featured a wide range of phrasal verbs in different exercise formats, causing difficulties for learners, particularly those preparing for important exams.
Many English teachers have conducted extensive research on language practice skills, yet few studies focus on teaching phrasal verbs through English songs This innovative approach aims to foster a more engaging and memorable learning environment, providing students with enjoyment while enhancing their ability to memorize phrasal verbs effectively.
Research Method and Data Collection
Two research methods applied to conduct this study are quantitative and qualitative
This research focuses on twelfth graders at Buon Ma Thuot High School, as phrasal verbs are integral to the Language Focus sections of Units 14 and 15 With the increasing demands of the national GCSE examination, understanding phrasal verbs has become increasingly essential for these students.
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
Secondly, I have had these English songs recorded in the high quality disk and played the tape recorder for the students
The selected phrasal verbs are examined for their meanings within practical contexts Additionally, various exercises and assessments are created to evaluate the learners' understanding and retention of these phrasal verbs.
A survey was conducted with over 100 twelfth graders, utilizing various types of questions, including informational and yes/no formats, to assess the effectiveness of a specific teaching method The findings indicate a need for further improvements to enhance the overall impact of this educational approach.
Realities
Students frequently struggle with tests involving phrasal verbs, as indicated by various sources, including test results and student feedback Many learners find phrasal verbs confusing and have difficulty distinguishing their meanings.
What are phrasal verbs? Why are phrasal verbs one of the most difficult aspects for the learners of the English language?
English teachers often ponder thought-provoking questions to discover more creative and effective teaching methods One challenge they face is teaching phrasal verbs, which can be particularly difficult for learners of the English language.
Phrasal verbs often have meanings that cannot be inferred from their individual components, making them idiomatic and challenging for learners to understand For instance, the phrase "give up" means to quit or stop trying, which is not evident from the words "give" and "up."
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
Many phrasal verbs are polysemous, meaning they possess multiple meanings For example, the phrasal verb "to put down" can literally refer to placing an object on a surface, such as a table or floor, while also carrying idiomatic meanings that extend beyond its literal interpretation.
The term "put down" can refer to making someone feel insignificant through criticism and humiliation It can also mean to euthanize an animal, as in the phrase "I had to have my cat put down." Additionally, it signifies the act of stopping or quashing something, exemplified by the sentence "The police put down the riots with unnecessary brutality."
To effectively meet the demands of modern English teaching, educators must identify and implement innovative teaching methods that enhance student comprehension With a focus on communicative goals, it is essential for students, especially twelfth graders, to gain mastery over grammatical concepts and language skills applicable in various contexts.
Twelfth-grade students face significant challenges as they prepare for crucial exams, necessitating support to help them navigate these difficulties A survey was conducted to gather reliable insights from over 100 twelfth graders, focusing on their experiences with multiple-choice tests involving phrasal verbs The results were sorted and analyzed to identify the reasons behind their incorrect answer choices.
Procedures and Findings
Over a hundred English songs featuring phrasal verbs have been carefully selected and analyzed to provide appropriate meanings based on their pragmatic contexts This article aims to demonstrate effective methods for teaching phrasal verbs using five specific English songs, including "Yesterday Once More."
Last Thing On My Mind , If We Hold On Together , We Are The World and Papa
The Carpenters' song "Yesterday Once More" is played twice, prompting the teacher to engage students in identifying the phrasal verbs featured in the lyrics.
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
How I wondered where they’d gone
But they’re back again just like a long lost friend
All the songs, I love well
Looking back on how it was in years gone by
And the times that I had
Make today seem rather sad, so much has changed
It was the songs of love that I would sing to them
As they melt the years away
All my best memories come back clearly to me
The song features several phrasal verbs, including "listen to," "wait for," "look back on," "go by," "melt away," and "come back to." The teacher explains the meanings and usage of these phrasal verbs to the students Additionally, students are encouraged to create their own sentences using these expressions to reinforce their understanding.
Listen to sth/sb = try to hear sth/ sb; pay attention
Ex: You are not listening to what I am saying!
Wait for sth/sb = stay where one is, delay acting, etc for a specified time or until sb or sth comes or until sth happens
Ex: We are waiting for the rain to stop
Look back on sth = think about (sth in) one’s past: look back on one’s childhood , past, life
Ex: When I look back on those days, I realize that I was desperately unhappy
Go by (of time) = pass, elapse
Ex: As time goes by , my memory seems to get worse
In Last Thing On My Mind by Steps, there exist some phrasal verbs such as go away , look into, work out , plan for
I thought we had it made, I thought you’d never go away
When I looked into your eyes
There was something you weren’t telling me
But in my confusion, I just couldn’t see
If there was any doubt, I thought we would work it out
Of all the things I was ever planning for
This was the last thing on my mind
In this song, the phrasal verbs can be explained as follows:
Ex: We are going away for a few days
Look into = turn one’s eyes in a particular direction in this situation
However, “ look into ” also means “investigate, examine”
Ex: His disappearance is being looked into by the police
Work out = find the answer to sth; solve sth
Ex: Can you work out what these squiggles mean?
Plan for sth = make preparations: plan for the future, one’s retirement, etc
Ex: Has your father planned for his retirement?
In "If We Hold On Together," various phrasal verbs play a significant role, including "throw away," "hold on," "roll by," "seek out," "wash away," and "dream about." These phrases are strategically woven into the lyrics, enhancing the song's emotional depth and meaning.
Don’t lose your way, with each passing day
You’ve come so far, don’t throw it away
Live believing, dreams are for weaving
If we hold on together
I know our dreams will never die
Dreams see us through to forever
Where clouds roll by for you and I
Souls and the wind must learn how to bend
Seek out a star, hold on to the end
Washes our tears all away
When we are out there in the dark
We’ll dream about the sun
In the dark we’ll feel the light
From this song, the phrasal verbs contain the following meanings:
Throw away = discard sth as useless or unwanted
Ex: That’s rubbish – you can throw it away hold on (to sb/sth) = keep grasping or gripping sb/ sth; not let go of sb/ sth
Ex: When the horse jumped over the fence, I held on as hard as I could
Roll by = make (sth) or be made into the shape of a ball or cylinder
Seek sb/sth out = look for and find sth/sb
Ex: She sought out and acquired all his early paintings
Wash sb/sth away (of water) = remove or carry sb/sth away to another place
Ex: The cliffs are being gradually washed away by the sea
Dream about sth = experience sth in a dream
Ex: I dreamt about flying last night
"We Are The World" is a globally recognized and meaningful song that emphasizes unity and collaboration, featuring notable phrasal verbs like "come together" and "go on."
There comes time when we heed a certain call when the world must come together as one
There are people dying, oh and it’s time to lend a hand to life the greatest gift of all
We can’t go on pretending day by day that someone,
Somewhere will soon make a change
As we can see from this song, the phrasal verbs come together and go on imply the following meanings:
Come together (as one) = unite
Ex: The party went on until dawn
The last song which is used to teach phrasal verbs is Papa by Paul Anka There are some phrasal verbs appearing in this song
After all the prays were said
Growing up with him was easy
Time just flew on by , the years began to fly
He aged and so did I
I could tell that mama wasn’t well
Papa knew and deep down so did she, so did she
When she died, papa broke down and cried
Your children live through you
They’ll grow and need you too
In this song, the phrasal verbs can be understood as follows:
Grow up = reach the stage of full development; become adult or mature
Ex: She is growing up fast
Fly on by = pass, go by
Break down = lose control of one’s feeling
Ex: Tom breaks down whenever he thinks of the tragedy
Or He broke down and swept when he heard the news
Live through = experience a difficult situation or event
Ex: It was hard to describe the nightmare she had lived through
Incorporating this teaching method into lectures enhances students' ability to memorize phrasal verbs while also making the process of learning English more enjoyable.
After incorporating English songs into the teaching of phrasal verbs, I conducted a survey to evaluate the effectiveness of this innovative approach Additionally, I compared the outcomes of this modern method with those of traditional teaching techniques.
A survey conducted among over 100 twelfth-grade students at Buon Ma Thuot High School, which included various written assessments and interviews with English teachers, revealed significant findings regarding student performance and engagement in English language learning.
A significant 72% of students believe they can improve their test performance, with an increasing familiarity with phrasal verbs Many students express that their interest in learning these verbs has grown through listening to English songs, noting that the more they engage with music featuring phrasal verbs, the better they are at retaining them.
A significant portion of students, specifically 28%, express confusion over the extensive use of phrasal verbs, struggling to differentiate and apply them correctly To address this challenge, I propose that we continue utilizing an effective teaching method to enhance their English learning, along with providing a comprehensive list of commonly used phrasal verbs.
13 sorted alphabetically More importantly, the students will practice a variety of exercises in different forms with the motto “Practice makes perfect ”
From the problems and realities illustrated above, the researcher puts forward some suggestions below:
English teachers select engaging songs that feature phrasal verbs to enhance students' interest in learning the language The incorporation of music not only captivates students but also encourages them to explore the meanings of the song lyrics As students listen to more songs, their retention of phrasal verbs improves significantly.
English teachers should provide clear explanations of phrasal verbs in various contexts to enhance students' practical application Additionally, offering diverse exercises will help students avoid mistakes and use phrasal verbs accurately and flexibly To further assist learners, a glossary of commonly used phrasal verbs along with example sentences is included for easy reference.
PHRASAL VERB MEANING EXAMPLE SENTENCE ask someone out invite on a date Brian asked Judy out to dinner and a movie ask around ask many people the same question
I inquired about my missing wallet, but no one has seen it Your total purchases amount to $200 To allow me to exit, you'll need to reverse your car My wife supported my decision to resign from my job The racing car exploded after colliding with the fence We need to inflate 50 balloons for the party Lastly, a vehicle or machine may stop functioning or break down unexpectedly.
During a snowstorm, our car broke down on the highway, causing frustration The term "break down" can also refer to emotional distress, as seen when a woman broke down upon learning of her son's death In an educational context, "break down" means to divide a project into manageable parts, like when our teacher separated the final project into three sections Additionally, "break in" refers to the illegal entry into a property, as happened when someone stole our stereo last night Firemen often need to break into buildings to rescue individuals, demonstrating the urgency of the situation Lastly, "break something in" involves wearing an item multiple times to make it more comfortable and less new.
I need to break these shoes in before we run next week break in interrupt The TV station broke in to report the news of the president's
PHRASAL VERB MEANING EXAMPLE SENTENCE death break up end a relationship My boyfriend and I broke up before I moved to
In informal contexts, "break up" can refer to laughter, as seen when kids react to a clown's antics The term "break out" signifies escape, illustrated by prisoners who managed to flee when guards were distracted Additionally, "break out in something" describes developing a skin condition, like a rash after camping The phrase "bring someone down" conveys making someone unhappy, such as when sad music affects one's mood Conversely, "bring someone up" means raising a child, exemplified by grandparents who took care of a child after the loss of parents The expression "bring something up" can indicate starting a conversation about a topic, as when a mother leaves the room during discussions of sports Lastly, "bring something up" can also refer to vomiting, as in someone who drinks excessively Lastly, "call around" involves reaching out to various places or people.
Solutions
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)
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.
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
26 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
Based on the survey findings, several effective solutions have been proposed to enhance the language competence of twelfth-grade students These strategies aim to not only prepare them for their upcoming examinations but also support their ongoing educational journey.
Hopefully, these measures will bring plenty of benefits to the students and they will get higher and higher results in the coming exams
While writing this research paper, I acknowledge that certain shortcomings and mistakes may arise I welcome any feedback or comments to enhance the quality and value of this work.
This teaching initiative includes a compact disk featuring twenty English songs that incorporate phrasal verbs, along with a glossary of these verbs and a variety of suggested task types for students to reference at their convenience.
"Practice makes perfect," emphasizing that consistent exercise enhances English proficiency I also hope that incorporating phrasal verbs through English songs will be effectively and creatively integrated into lessons.
Buon Ma Thuot, March 15 th , 2015
In my research, I reviewed over a hundred songs to identify those that effectively incorporate phrasal verbs While not every English song features phrasal verbs, and not all songs with these verbs have engaging melodies, I have curated a list of twenty songs that combine beautiful lyrics with captivating beats, making them ideal for teaching 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
6 Take Me To Your Heart _ Michael Learns to Rock
7 If You Go Away _ Terry Jacks
9 Because I Love You _ Shakin’ Stevens
10 A Love Before Time _ Coco Lee
13 Carry You Home _ James Blunt
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
20 Shape of My Heart _ Backstreet Boys