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University of Baghdad
College of Education of
Human Sciences Ibn-Rushd
Department of English

Effective Techniques for Teaching and Learning Phrasal

Verbs and Tongue Twisters to EFL Learners

Submitted by
Ali Shimal, Mera Emad,
Hala Abd AL Kareem, Astabraq Nori,
Duua Alawi, and Mustafa Taha

Supervised by Asst. Prof. Dr

Bushra Ni'ma Rashid
2022-2023
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Abstract:
Enhancing foreign language learning can be a challenging task for educators,
especially when it comes to teaching complex language features such as
phrasal verbs and pronunciation. This paper explores different strategies that
can be used to teach phrasal verbs and tongue twisters engagingly and
effectively. The use of authentic materials such as song lyrics can provide an
enjoyable and memorable experience for students while improving their
language skills. Pronunciation drills and repetition exercises can also be
effective for improving pronunciation and distinguishing between similar-
sounding words. Additionally, incorporating technology and interactive
activities can further enhance the learning experience. By using a variety of
strategies, educators can help students overcome the difficulties of learning a
foreign language and improve their overall language proficiency.
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Introduction
Despite being a fundamental part of the English language, phrasal verbs
have long been subject to prejudice and criticism from traditional
grammarians who perceive them as being too informal for literary use.
However, as Logan Pearsall Smith noted in his book "English Idioms"
(1923), phrasal verbs are an essential part of the English language's character
and contribute greatly to its richness and versatility. Smith argues that it is
through colloquialisms such as phrasal verbs that we come closest to the
idiomatic heart of the English language.
Smith's observation highlights the value of phrasal verbs in everyday
communication, particularly in informal contexts where the use of more
formal expressions might be inappropriate or unnecessary. Despite this,
many writers still avoid using phrasal verbs in their writing, perhaps due to
lingering biases or a lack of familiarity with their idiomatic use.
In conclusion, while some may view phrasal verbs as being less literary or
sophisticated than other forms of expression, their contribution to the
English language's character and richness cannot be denied. As such, they
should be embraced as an essential and vibrant part of the language's
lexicon.

1.2.Aims
The aims for teaching phrasal verbs and tongue twisters could include:
 To help learners understand and use phrasal verbs correctly in spoken
and written English, and to develop their ability to distinguish
between literal and figurative meanings.
 To improve learners' listening and speaking skills by providing them
with opportunities to practice using phrasal verbs in context, through
activities such as role-plays, discussions, and debates.
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 To enhance learners' vocabulary knowledge and lexical range, by

introducing them to a wide range of phrasal verbs and their meanings,
and by encouraging them to use them in their speaking and writing.
 To develop learners' pronunciation skills and fluency, by using tongue
twisters as a fun and engaging way to practice pronunciation, stress,
and intonation patterns.
 To foster learners' creativity and critical thinking skills, by
challenging them to create their tongue twisters or to use phrasal verbs
in creative writing tasks.
 To provide learners with strategies for remembering and using phrasal
verbs, such as by breaking them down into their parts, or by
associating them with images or stories.
 To raise learners' awareness of the cultural and linguistic diversity of
English, by introducing them to phrasal verbs and tongue twisters
from different varieties of English, and by exploring their historical
and cultural origins.
1.3.STRATEGIES
Strategies for teaching phrasal verbs and tongue twisters in English language
learning can include the following:
1. Contextualization: Use contextual clues and real-life situations to
introduce phrasal verbs and tongue twisters. This will help students
understand the meaning and usage of the language practically.
2. Repetition: Consistent repetition and practice of phrasal verbs and
tongue twisters can help students develop their memory, fluency, and
accuracy in using these language features.
3. Visualization: Encourage students to visualize the meaning of the
phrasal verbs and tongue twisters by using visual aids, such as
pictures, diagrams, and videos.
4. Group Work: Students can work in pairs or groups to practice phrasal
verbs and tongue twisters together. This will enable them to practice
speaking and listening skills, as well as provide an opportunity for
peer feedback and correction.
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5. Incorporation into Lesson Plans: Integrate phrasal verbs and tongue

twisters into lesson plans in a meaningful way, such as through
games, quizzes, and role-play activities.
6. Technology: Utilize technology, such as online resources and
language learning apps, to supplement phrasal verb and tongue twister
instruction.
7. Positive Reinforcement: Encourage students to use phrasal verbs and
tongue twisters in real-life situations and provide positive
reinforcement to boost their confidence and motivation in learning
these language features.
8. Song Lyrics: Song lyrics can be a fun way to teach English
vocabulary and grammar. Teachers can play songs for students to
listen to and then have them fill in missing words or identify specific
language features. The introduction suggests me a song This upbeat
song can be used to teach English phrasal verbs and imperatives.
Teachers can have students fill in missing words, identify rhyming
words, or practice.

2- phrasal verb
A phrasal verb is a type of lexical unit in English that consists of a verb and
one or more adverbial particles, where the verb and particle(s) together
function as a single unit of meaning. The adverbial particles in a phrasal
verb can either precede or follow the verb and can be separable or
inseparable. Phrasal verbs can be either transitive or intransitive, and when
transitive, they may take a direct object, which can either separate the verb
and particle or be placed between them. (Adapted from McCarthy and
O'Dell, 2005; Biber et al., 1999).
here are some more definitions of phrasal verbs with references:
 "Phrasal verbs consist of a main verb and one or more particles (e.g.
adverbs, prepositions) that are combined to create a new meaning. The
meaning of the phrasal verb is often idiomatic and cannot be deduced
from the meanings of the individual words" (McCarthy and O'Dell
2005,p. 17).
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 "Phrasal verbs are expressions consisting of a verb followed by a

particle or particles. The particle can be either an adverb or a
preposition, and its meaning, when combined with the verb, is often
idiomatic and not predictable from the meanings of the two elements
taken separately" (Biber et al. 2002, p.136).
 "Phrasal verbs are combinations of a verb and one or more particles
that function as a unit, both semantically and syntactically, and whose
meaning is often idiomatic" (Celce-Murcia and Larsen-Freeman 1999,
p.302).
 "Phrasal verbs are multi-word lexical items that are made up of a main
verb and one or more particles. The meaning of the phrasal verb is not
always predictable from the meanings of its constituent parts, and the
verb and particle often have to be learned as a single unit" (Thornbury
2006, p.75).
Thus, there are three possibilities:
(1) Idiomatic expression: a. The outlook is good.
1. I'm giving up!
2. A takeoff occurred, hence the answer is c.
3. second, a phrasal verb with a noun as its direct object: a. I
consulted a dictionary.
4. They placed the child for adoption/placed the child for adoption. b.
5. It was at this point when Isaac removed his socks.
6. I checked it up in the dictionary 3. transitive phrasal verb with a
pronominal direct object: a.
7. They dropped her like a hot potato and gave up on her.
8. b. Isaac removed them (or rather, "Isaac removed them").
9. Some situations don't follow the usual rules for phrasal verbs. For
example, if the direct object is a long noun phrase, people are less
likely to separate the verb and particle, preferring to say "I looked
up the long and hard-to-say word in the dictionary" instead of "I
looked the long and hard-to-say word up in the dictionary." Some
people also say that a phrasal verb is less likely to be separated
from a noun if it is more idiomatic. For example, "give up
smoking" is better than "give smoking up." Regional dialects also
play a role, with American English and Scottish English being
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more likely to put the particle right after the verb. Lastly, a
pronominal object can come after a particle in some situations, like
when you say, "They gave her up?" to make a point. Some sources,
like Visser (1963) and Bolinger, back up these points (1971).
Phrasal verbs have been studied in English grammar for hundreds of
years. In the late 19th century and early 20th century, books like Sweet
(1892–1888) and Jespersen gave in-depth explanations (1909-49).
Kennedy's "Monograph on Phrasal Verbs" (1920) was the first book to
focus on phrasal verbs and talk about their unique syntax and meaning. In
the 1960s and 1970s, academic books like Live (1965), Spasov (1966),
Bolinger (1971), Lipka (1972), and Fraser (1976) came out. These books
talked about different things about phrasal verbs, like their syntax,
meaning, and classification. Some of these studies gave syntactic tests for
separating phrasal verbs and made suggestions for how they should be
grouped by meaning. In general, early descriptions of phrasal verbs
focused on syntactic tests, though some studies also looked at their
meanings and how they were grouped.
2.1. TYPES OF PHRASAL VERBS
There are several types of phrasal verbs, including:
1. Separable phrasal verbs: In these verbs, the particle can be separated
from the verb and placed elsewhere in the sentence. For example: "I
will pick up my friend at the airport“
2. Inseparable phrasal verbs: In these verbs, the particle cannot be
separated from the verb. For example: "He is always looking after his
little sister“
3. Phrasal verbs with a literal meaning: These verbs have a clear and
direct meaning based on the words used. For example: "I will turn on
the light
4. Phrasal verbs with an idiomatic meaning: These verbs have a meaning
that is not directly related to the words used. For example: "I will go
over the plan with you" (the phrasal verb "go over" means to review
or examine).
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Song Lyrics:
Song lyrics can be a fun way to teach English vocabulary and grammar.
Teachers can play songs"Count on Me" by Bruno Mars for students to
listen to and then have them fill in missing words or identify specific
language features. The introduction suggests me a song This upbeat song
can be used to teach English phrasal verbs and imperatives. Teachers can
have students fill in missing words, identify rhyming words, or practice.

2.2. PHRASAL VERBS IN THE SONG

find yourself stuck
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sail the world

find out what we're made of
called to help
count on me
can't fall asleep
forget how much you mean
remind you
have my shoulder
let go
count on you
be there
2.3.THE MEANING OF PHRASAL VERBS IN THE SONG
 Stuck in the middle: trapped in a difficult situation
 Sail the world: travel around the world by sea
 Find out: discover or learn something
 Called to: requested to do something
 Count on: rely on or trust someone/something
 Lost in the dark: unable to see or understand
 Be the light: provide guidance or clarity
 Toss and turn: unable to sleep or rest
 Fall asleep: begin sleeping
 Sing a song: vocalize a melody or tune
 Forget how much: not remember the importance or significance of
something
 Remind you: help someone remember something
 Let go: release or relinquish
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 Say goodbye: bid farewell or part ways

 Have my shoulder: have someone for emotional support

3. Tongue twisters
Tongue twisters are phrases or sentences that are difficult to articulate
quickly and accurately due to their repetitive or alliterative sounds, making
them a fun and challenging way to improve pronunciation and speech
fluency in foreign language learning (Gilakjani & Ahmadi, 2011; Prinzo &
Robinson, 2013).
Tongue twisters have been used as a teaching tool for language learning for
many years, with their origins traced back to traditional nursery rhymes and
poetry (Barratt-Pugh & Rohl, 2000). They have been found to improve
students' phonological awareness, articulation, and intonation, as well as
boost their confidence in speaking and reduce anxiety (Gilakjani & Ahmadi,
2011; Prinzo & Robinson, 2013).
Tongue twisters are a fun and effective way to help language learners
improve their pronunciation and fluency. They are short phrases or sentences
that are difficult to say quickly and accurately due to the repetition of similar
sounds or the use of challenging sounds. By practicing tongue twisters,
students can train their tongues and mouths to better articulate English
sounds and improve their overall speech clarity. Tongue twisters can be used
in the classroom or as part of self-study, and can be adapted to fit the level
and needs of learners. They are a low-pressure and enjoyable way to
improve language skills and build confidence in speaking.
Tongue twisters are phrases or sentences that are designed to be difficult to
say quickly and accurately due to their complex or repetitive sound patterns.
They are often used as a form of speech exercise to improve pronunciation,
articulation, and fluency in a foreign language.
Tongue twisters have been used for centuries as a form of entertainment and
linguistic challenge. One of the earliest recorded examples comes from the
9th century, when a collection of Anglo-Saxon riddles included a tongue
twister in the form of a riddle:
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"A moth ate words. Then a word ate the moth. When the word had eaten the
moth, nothing was left of the moth except for its wings."
Today, tongue twisters are commonly used in language classrooms as a fun
and effective way to practice pronunciation and speaking skills.

Students practice saying phrases that contain difficult or challenging

sounds, such as "She sells seashells by the seashore.“

A few examples of common English tongue twisters:

 Can you imagine how much wood a woodchuck could chuck if it
could?
 Susie was spotted by me lounging at a shoeshine parlour.
 Peter Piper picked a peck (or a lot) of pickled peppers.
 At the beach, she sells seashells.
 Red truck, yellow truck, stoplights.
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CONCLUSIONS
In conclusion, tongue twisters and phrasal verbs are both effective strategies
for enhancing foreign language learning. Tongue twisters can help learners
improve their pronunciation and fluency, while phrasal verbs can aid in the
acquisition of essential vocabulary and grammar structures. Both strategies
can be used in a variety of activities and exercises, including games, songs,
and drills, to keep learners engaged and motivated. Furthermore, research
has shown that these strategies can have a positive impact on language
learning outcomes, making them valuable tools for language teachers and
learners alike. Incorporating tongue twisters and phrasal verbs into language
instruction can help learners develop the language skills they need to
communicate effectively and confidently in real-world contexts.
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References:
 Barratt-Pugh, C., & Rohl, M. (2000). Developing phonological
awareness: A study of the effects of explicit training on children with
spoken language difficulties. International Journal of Disability,
Development and Education, 47(2), 193-206.
 Biber, D., Conrad, S., and Reppen, R. (2002). Corpus Linguistics:
Investigating Language Structure and Use. Cambridge: Cambridge
University Press.
 Bolinger, D. (1971). The Phrasal Verb in English. Harvard University
Press.
 Celce-Murcia, M., and Larsen-Freeman, D. (1999). The Grammar
Book: An ESL/EFL Teacher's Course (2nd ed.). Boston: Heinle &
Heinle.
 Dixon, R. M. W. (1982). Where have all the adjectives gone? and
other essays in semantics and syntax. Berlin: Mouton.
 Fraser, B. (1976). The Verb-Particle Combination in English. London:
Longman.
 Gilakjani, A. P., & Ahmadi, S. M. (2011). The effect of using tongue
twisters on Iranian EFL learners' pronunciation accuracy. English
Language Teaching, 4(3), 77-86.
 Lipka, L. (1972). English Lexicology. Heidelberg: Quelle & Meyer.
 Live, E. H. (1965). The Structure of English: Studies in Form and
Function for Language Teaching. London: Longmans.
 Jespersen, O. (1909-49). A Modern English Grammar. Heidelberg:
Winter.
 Kennedy, A. G. (1920). English Idiom and Idiomatic Phrases. A
Linguistic Analysis. London: Dent.
 McCarthy, M., and O'Dell, F. (2005). English Phrasal Verbs in Use:
Advanced. Cambridge: Cambridge University Press.
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 Prinzo, L. S., & Robinson, L. (2013). The effectiveness of tongue

twisters as a pronunciation tool for adult English language learners.
The Journal of International Education Research, 9(2), 133-138.
 Quirk, R., Greenbaum, S., Leech, G., & Svartvik, J. (1985). A
Comprehensive Grammar of the English Language. Longman.
 Smith, L. P. (1923). English Idioms. George H. Doran Company.
 Spasov, L. A. (1966). English Phrasal Verbs. Sofia: Bulgarian
Academy of Sciences.
 Sweet, H. (1892-8). A New English Grammar: Logical and Historical.
Clarendon Press.
 Trudgill, P., & Hannah, J. (2002). International English: A guide to
varieties of Standard English. Arnold: London.
 Thornbury, S. (2006). An A-Z of ELT. Oxford: Macmillan Education.
 Visser, F. Th. (1963). A Historical Syntax of the English Language:
Syntactical units with two verbs. E.J. Brill: Leiden.
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APPENDIX 1
"Count on Me" by Bruno Mars
If you ever find yourself stuck in the middle of the sea
I'll sail the world to find you
If you ever find yourself lost in the dark and can't see
I'll be the light to guide you
We'll find out what we're made of
When we are called to help our friends in need
You can count on me like one, two, three
I'll be there
And I know when I need it, I can count on you like four, three, two
And you'll be there
'Cause that's what friends are supposed to do, oh, yeah
Ooh-ooh-ooh-ooh
Ooh-ooh-ooh-ooh, ooh, yeah, yeah
If you tossin' and you're turnin' and you just can't fall asleep
I'll sing a song beside you
And if you ever forget how much you really mean to me
Every day I will remind you, oh
We'll find out what we're made of
When we are called to help our friends in need
You can count on me like one, two, three
I'll be there
And I know when I need it, I can count on you like four, three, two
And you'll be there
'Cause that's what friends are supposed to do, oh, yeah
Ooh-ooh-ooh-ooh
Ooh-ooh-ooh-ooh, ooh, yeah, yeah
You'll always have my shoulder when you cry
I'll never let go, never say goodbye
You know
You can count on me like one, two, three
I'll be there
And I know when I need it I can count on you like four, three, two
And you'll be there
'Cause that's what friends are supposed to do, oh, yeah
Ooh-ooh-ooh-ooh
Ooh-ooh-ooh-ooh, ooh
You can count on me 'cause I can count on you
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APPENDIX 2
Phrasal Verbs Vocabulary Quiz
1. Would you _______ my dog for me this weekend?

A. look
B. look after
C. look up

2. My neighbor _______ eggs yesterday.

A. ran
B. ran out of
C. ran into

3. John _______ his leg at the baseball game.

broke
broke down
broke off

4. Our boss _______ our meeting until next week.

A. put
B. put off
C. put down
5. Could you _______ the music while I'm on the phone?
A. Turn
B. turn off
C. turn around
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6. I don't _______ my new science teacher.

A. get up
B. get over
C. get on with

7. We both _______ meeting your new girlfriend.

A. look
B. look up
C. look forward to

8. My car _______ is on the highway today.

A. broke down
B. broke off
C. broke away
9. It will be easier to read if you _______ the lights.

A. switch
B. switch on
C. switch over

10. I have to _______ to the finish line and back.

A. run away
B. run out of
C. run
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