A Global Approach to Teaching Phrasal Verbs
Teachers and learners tend to perceive Phrasal Verbs as difficult to learn, particularly as they seem to have so many alternative meanings, yet they are among the first verbs acquired by native speaker children. You’ve probably encountered them in traditional lists as discrete items of vocabulary, often paired with their Latin cognates, e.g. come back / return, as a massive load to be learnt by heart. Happily, there is a much better solution, requiring a complete shift in approach. As with every component of any language, you have to think ‘system’.
To . . .
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