TABLE OF CONTENTS
INTRODUCTION
UNIT 1 (1. be over – 14. come on)
UNIT 2 (15. cross out – 24. get back)
UNIT 3 (25. get down – 35. give out)
UNIT 4 (36. give up – 45. hand in)
UNIT 5 (46. hand out – 55. look after)
UNIT 6 (56. look for – 66. put on)
UNIT 7 (67. put out – 77. show up)
UNIT 8 (78. sit down – 88. turn down)
UNIT 9 (89. turn into – 100. write in)
UNIT 10. Revision
GLOSSARY
APPENDIX. COLLOCATIONS
EXTRA DISCUSSION QUESTIONS
KEYS
INTRODUCTION
Teaching phrasal verbs through collocations: a guide for teachers
This book is designed for English language teachers and learners at the B1
level, focusing on phrasal verbs – a key component of everyday spoken and written English. It provides a structured, theory-based approach to teaching phrasal verbs through collocations, contextual learning, and communicative practice.
The content draws from well-established methodologies in second language acquisition, including:
– the Lexical Approach (Michael Lewis) – emphasizing the importance of collocations and chunks,
– Communicative Language Teaching – encouraging real-life usage and interaction,
– Task-Based Language Teaching – promoting meaningful use of language through tasks,
– insights from TKT (Teaching Knowledge Test) modules on lexis and language skills,
– Cambridge Dictionary (online), Oxford English Dictionary (online), Longman Dictionary of Contemporary English (online), Merriam-Webster’s Advanced Learner’s Dictionary.
Why teach phrasal verbs?
Vocabulary should not be taught in isolation. Phrasal verbs are essential because:
– they appear frequently in spoken English and informal writing,
– they are crucial for understanding native speakers, TV shows, films, and social media,
– many B1–B2 exams (like PET, FCE) test phrasal verbs directly or indirectly,
– using phrasal verbs improves fluency and makes speech sound more natural.
Why are collocations important?
1. They help students speak more naturally.
Collocations make speech sound more fluent and native-like. For example, saying "carry out an experiment" sounds more natural than "do an experiment" , even though both are grammatically correct.
2. They aid memory and retention.
Learning phrasal verbs in context helps students remember them better. Instead of memorizing abstract definitions, students learn how the verbs are used in real life.
3. They improve reading and listening comprehension.
Familiarity with common collocations helps learners recognize patterns in spoken and written English, improving comprehension speed and accuracy.
4. They prevent common mistakes.
Without knowing collocations, students may create unnatural or incorrect phrases like: "carry out homework" instead of "do homework" / "carry out research"
Teaching collocations prevents these errors by showing what actually goestogether in real usage.
How to teach phrasal verb collocations effectively?
1. Introduce each phrasal verb with its typical collocation(s).
Always present a phrasal verb alongside its most frequent noun partner(s).
Example: Break down (machine):
Collocation: break down (car/machine)
Sentence: The car broke down on the way home.
Avoid teaching phrasal verbs in isolation – always pair them with nouns they naturally go with.
2. Use visual aids and concept checking questions.
For multi-meaning phrasal verbs like break down, use visuals or short dialogues to show different contexts. This helps clarify meaning and reinforces correct usage.
Concept checking questions for break down (person): Is someone happy when they break down?
Do they cry or stay calm?
Does it happen after good news or bad news?
3. Encourage personalization through speaking and writing tasks.
