Teaching the verb phrase to english majored freshmen at can tho in service university

Vietnam National University of Ho Chi Minh City University of Social Sciences & Humanities _ TEACHING THE VERB PHRASE TO ENGLISHMAJORED FRESHMEN AT CAN THO IN-SERVICE UNIVERSITY A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts (TESOL) SUBMITTED BY THÁI THỊ BÍCH PHƯỢNG Under the supervision of TÔ MINH THANH, Ph.D Ho Chi Minh City, April 2012 STATEMENT OF AUTHORSHIP I certify that this thesis entitled “TEACHING THE VERB PHRASE TO ENGLISH-MAJORED FRESHMEN AT CAN THO IN-SERVICE UNIVERSITY” is my own work This thesis has not been submitted for the award of any degree or diploma in any other institution Ho Chi Minh City, April 2012 Thái Thị Bích Phượng i RETENTION AND USE OF THE THESIS I hereby state that I, Thái Thị Bích Phượng, being the candidate for the degree of Master of Arts (TESOL), accept the requirements of the university relating to the retention and use of Master’s Thesis deposited in the University Library I agree that the original of my Master’s Thesis deposited in the University Library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the Library for the care, loan and reproduction for theses Ho Chi Minh City, April 2012 Thái Thị Bích Phượng ii ACKNOWLEDGEMENTS First and above all, I would like to express my deepest gratitude to my wholehearted thesis supervisor, Ms Tô Minh Thanh, Ph.D for her constant enthusiastic guidance, enormously helpful advice, careful proof-reading and line-by-line comments on my writing Without her help, this M.A thesis would still be far from finished My special thanks go to all my teachers in the TESOL program Also, I am grateful to my colleagues at Can Tho In-Service University for their support as well as their contributing ideas to the completion of this thesis I also owe sincere thanks to 53 English-majored freshmen in the academic year of 20102011 at Can Tho In-Service University for their cooperation and willingness of answering the questionnaires Last but not least, I am greatly indebted to my beloved family for their warm love, unending help and support iii ABSTRACT The study done for and reported in this M.A thesis aims at empowering English-majored freshmen at Can Tho In-Service University (abbreviated to CIU) with the ability firstly to identify various English verb patterns and then to use these patterns properly in speech as well as in writing To accomplish this, the researcher did the study with recourse to a combination of three different research designs called descriptive research, experimental research and comparative research Descriptively, the researcher processed the data from the results of the diagnostic test and the achievement test, the feedback from the three questionnaires delivered to 53 students and teachers, and the responses from the interview for the students, she interpreted all the statistics to come up with the nature of the issue in question Experimentally, the researcher designed lesson plans and instructed the English verb phrase to English-majored freshmen of two different classes in eight forty-five-minute periods during the second semester of the academic year 2010-2011 at CIU Comparatively, the researcher contrasted (1) the result of the diagnostic test with that of the achievement test to see the students’ progress in identifying as well as using various English verb patterns, and (2) the students’ responses from the first set of questionnaires with those from the second set of questionnaires in order to see whether or not the students had changed their attitude towards the roles of teaching the English verb phrase in Grammar The study’s major findings then revealed that teaching of the English verb phrase in a systematic and communicative manner to English-majored freshmen at CIU have positively contributed to enhancing the students’ ability to recognize English verb patterns of different kinds and to employ these patterns properly in their speech and writing What’s more, the study’s findings indicated that there was a sweeping change in the students’ attitude towards the roles of teaching the English verb phrase in the process of the students’ acquiring English as a major at university iv LIST OF ABBREVIATIONS A Adjunct Adj Adjective Adv General Adverb AdjP Adjective Phrase AdvP Adverb Phrase C Complement CIU Can Tho In-Service University Deg Degree Adverbs dO Direct Object EFL English Foreign Language ELT English Language Teaching iO Indirect Object NP Noun Phrase O Object oC Object Complement obA Obligatory Adverbial Adjunct opA Optional Adverbial Adjunct P Preposition PP Prepositional Phrase PrepO Prepositional Object S Subject sC Subject Complement V Verb Vgrp Verb Group VP Verb Phrase Vcomplex- Complex-transitive Verb Vdi- Ditransitive Verb Vdi-prep Ditransitive prepositional Verb Vi Intransitive Verb Vintens- Intensive Verb Vmono- Mono-transitive Verb Vmono-prep Monotransitive prepositional Verb v LIST OF ENGLISH VERB PATTERNS Pattern 1: Vcomplex- dO oC complex transitive verb + direct object + object complement Pattern 2: Vdi- iO dO ditransitive verb + indirect object + direct object Pattern 3: Vdi- dO to/for iO ditransitive verb + direct object + to/for + indirect object Pattern 4: Vmono- dO monotransitive verb + direct object Pattern 5: Vmono- dO obA monotransitive verb + direct object + obligatory adverbial adjunct Pattern 6: Vintens- sC intensive verb + subject complement Pattern 7: Vmono-prep prepO monotransitive prepositional verb + prepositional object Pattern 8: Vdi-prep dO prepO ditransitive prepositional verb + direct object + prepositional object Pattern 9: Vi intransitive verb Pattern 10: Vi obA intransitive verb + obligatory adverbial adjunct vi LIST OF CHARTS Chart 5.1: Students’ responses to the question “Have you learnt the English VP?” 44 Chart 5.2: Students’ understanding of what the English VP is like 44 Chart 5.3: Students’ understanding of what the clause elements are like 44 Chart 5.4: Students’ distinguishing obligatory elements from optional ones in the English clause 45 Chart 5.5: Students’ responses to whether or not a verb with various complementation types can belong to different sub-categories 46 Chart 5.6: Students’ responses to verb patterns in English taught in class 47 Chart 5.7: Students’ responses to the amount of time spent in class on teaching the English VP 48 Chart 5.8: Students’ responses to how important the teaching of the English VP is in their recognizing various verbs patterns in English…………………………………………………………… 48 Chart 5.9: Students’ responses to how important the teaching of the English VP is in improving their ability to express properly in speech as well as in writing 49 Chart 5.10: Students’ responses to the assumption that CIU English-majored freshmen should learn the English VP in Grammar 50 Chart 5.11: Students’ responses for the time needed for the English VP to be taught in Grammar 50 Chart 5.12: Teachers’ qualifications 52 Chart 5.13: Teachers’ years of teaching English 52 Chart 5.14: Teachers’ responses to the question “Have you taught the English VP to your students?” 53 Chart 5.15: Teachers’ responses to what English verb patterns have been taught in Grammar 53 Chart 5.16: Teachers’ choice of classroom activities employed in teaching the English VP 54 Chart 5.17: Teachers’ viewpoints on the teaching of the English VP…… .55 Chart 5.18: Teachers’ viewpoints on the time needed for the English VP to be taught in class 55 Chart 5.19: Students’ results from the diagnostic test’s Section I 57 Chart 5.20: Students’ results from the diagnostic test’s Section II 58 Chart 5.21: Students’ results from the achievement test’s Section I 59 Chart 5.22: Students’ results from the achievement test’s Section II 60 Chart 5.23: Students’ compared groups from the two tests’ Section I 63 Chart 5.24: Students’ compared groups from the two tests’ Section II 63 vii LIST OF TABLES Table 1.1: Grammar Table 1.2: Grammar Table 1.3: Grammar Table 1.4: Grammar Table 4.1: Teachers’ personal information 37 Table 4.2: Schedule for the experimental teaching 40 Table 5.1: Students’ gender 42 Table 5.2: Students’ age 42 Table 5.3: Students’ years of learning English as a foreign language 43 Table 5.4: Students’ reasons for the answer “No” 46 Table 5.5: Teachers’ age 51 Table 5.6: Students’ mistakes found in the diagnostic test’s Section I 57 Table 5.7: Students’ mistakes found in the diagnostic test’s Section II 58 Table 5.8: Students’ mistakes found in the achievement test’s Section I 60 Table 5.9: Students’ mistakes found in the achievement test’s Section II 61 Table 5.10: Students’ results of the achievement test (compared with those of the diagnostic test) 62 viii TABLE OF CONTENTS Statement of authorship i Retention and use of the thesis i Acknowledgements iii Abstract iv List of abbreviations v List of English verb patterns vi List of charts vii List of tables viii Table of contents ix Chapter 1: INTRODUCTION 1.1 Background of the study 1.2 Description of the grammar course for CIU English-majored freshmen 1.3 Rationale of the study 1.4 Significance of the study 1.5 Aims of the study 1.6 Research Questions 1.7 Limitation 1.8 Organization of the thesis Chapter 2: LITERATURE REVIEW 2.1 Linguistic notions 2.1.1 Descriptive approach to grammar 2.1.2 Phrase structure in the light of descriptive grammar 2.1.2.1 The English noun phrase 2.1.2.2 The English verb phrase 2.1.2.3 The English adjective phrase 2.1.2.4 The English adverb phrase 10 2.1.2.5 The English prepositional phrase 10 2.1.3 Clause structure in the light of descriptive grammar 11 2.1.3.1 The Subject element 11 2.1.3.2 The Verb element 11 2.1.3.3 The Object element 13 2.1.3.4 The Complement element 14 2.1.3.5 The Adjunct element 14 2.2 Pedagogical notions 14 2.2.1 Approaches in teaching language 14 2.2.1.1 The Communicative approach to teaching language 15 2.2.1.2 Explicit teaching vs Implicit teaching 16 2.2.1.2.1 Explicit teaching 16 2.2.1.2.2 Implicit teaching 17 2.2.2 Common ways of teaching grammatical features 17 2.3 Related studies 19 2.4 Summary 21 ix in Boston PRODUCTION - To check how well - Ss ask their 10’ Activity 3: A SURVEY Go around the class and ask your Ss apply the classmates questions friends about their possessions knowledge of the in order to find out Then complete the table with clause elements to their possessions necessary information the practice Ex: A: What you want to own? B: Uhm, I always want to have a car A: Why? B: I can travel or take my family to the supermarket every weekend 2 5 10’ Activity 4: PAIR WORK - To check how well - Ss the activity in Ask each other about your Ss understand and pairs as required favorite activities on holidays use obligatory elements as well as optional elements Ex: A: Do you often travel on holidays? B: No, I don’t I often return to my hometown A: What you at your house? B: I help my parents on the farm and visit my old friends A: Oh, that sounds interesting I usually feel bored during holidays because I don’t know what to I just read books and watch TV 131 LESSON PLAN Teacher’s name: Thai Thi Bich Phuong Teaching point: the complex transtitive VP and the ditransitive VP Time allocated: 90 minutes Class: English 09A,B Date of teaching: January 14, 2011 A Objectives: Knowledge - Help students (abbreviated to Ss) identify the first two types of the English VP: the complex transtitive VP and the ditransitive VP Skill - Enable Ss to understand and use the complex transtitive VP and the ditransitive VP communicatively both in speech and in academic writing - Help Ss produce English sentences using the complex transtitive VP and the ditransitive VP comfortably B Methods: Communicative Approach C Teaching aids: handouts, computer, projector, etc D Procedure: Students’ activities Time Teacher’s activities Purposes in anticipation STABILIZATION 2’ - The teacher (abbreviated to T) - To make sure that - Ss answer T’s checks the attendance and asks everything needed questions (usually Ss to sit in small groups of three is available for the assigned only to the or four class to be class monitor) conducted - Ss sit in groups as instructed PRESENTATION 20’ THE COMPLEX TRANSTITIVE VP - T gives seven more examples: - To direct Ss’ a We want coffee black attention to the b The American voted Barackteaching point Obama president of the USA c We found her in tears d The rain caused the weed to grow fast e You must make yourself respected f She left the child sleeping peacefully - To help Ss to g She saw them enter the shop recognize the direct - T puts Ss in small groups and object tells them to underline the - To help Ss identify direct object in the sentences the object marked from a to g complement by - T asks Ss the following question: themselves o Do such words/phrases as black, president of the USA, in 132 - Ss listen to T - Ss discuss and look for the direct object - Ss answer the question - Ss take notes tears, to grow fast, respected, sleeping peacefully, and enter the shop describe a feature or quality of the direct object or the subject? - T explains to Ss that the element that attributives a property to the direct object, not the subject is called the object complement - T reads out black, president of the USA, in tears, to grow fast, respected, sleeping peacefully, and enter the shop And then T asks Ss to point out the forms of these words/ phrases in the sentence - T explains to Ss that adjective phrases, noun phrases, prepositional phrases, and nonfinite clauses can play the role of the object complement - Ss recognize the - To help Ss forms understand what the object complement is - Ss listen to T and - To check whether or take notes not Ss know the forms of these words/ phrases in the sentence - To help Ss know that the object complement is realized by adjective phrases, noun phrases, prepositional phrases, and nonfinite clauses - To help Ss get familiar with the complex transitive VP - T tells Ss that the complex transitive VP includes a complex transitive verb followed by the direct object and the object complement 20’ THE DITRANSITIVE VP - T gives four examples: - To lead Ss to the h I handed Jennifer the pile of letters.teaching point i Save your brother some sweets j I handed the pile of letters to Jennifer - To check whether or k Save some sweets for your brother not Ss look for the - T raises the questions: direct object and the o How many objects are there in indirect object the four sentences? o Which is the direct object? Which is the indirect object? - To introduce the - T explains that the indirect PPs (the indirect object in sentences marked h-i object containing corresponds to a PP in a to/for) to Ss position following the direct object in sentences marked j-k Therefore, the PPs that correspond in this way with To help Ss the indirect object is always distinguish the 133 - Ss answer the questions - Ss as required - Ss take notes - Ss listen to T, trying to Recipient indirect distinguish the objects from Recipient indirect Beneficiary indirect object from the objects Beneficiary indirect - To check if Ss object - T asks Ss to give more verbs clearly understand - Ss give as many which take the Recipient the Recipient verbs as they can indirect object and alternative indirect object and to constructions or more verbs the Beneficiary which take the Beneficiary indirect object indirect object and alternative - Ss answer the - To help Ss to for constructions question identify the - T poses one question: ditransitive VP o What verb patterns in English have you just learnt? PRACTICE 10’ Activity 1: Work in pairs - To help Ss practice Ss the Complete these sentences, using completing the exercise suitable constructions from those sentences illustrated by Handout Ex: The poor woman CAUGHT her husband lying unconsciously on the floor of the living room 10’ Activity 2: Work in small - To make Ss aware - Ss the activity groups of three or four of the difference as required Explain how different the two between the two sentences in each of the given sentences pairs are Ex: We  ’LL CHOOSE  Margaret a good present on her coming birthday Vdi+ iO + dO + opA of time We CHOSE  Nguyen Phu Trong  chairman of National Assembly V complex- + dO + oC PRODUCTION 12’ Activitiy 3: Imagine that you - To help Ss express - Ss work in small and your friends are talking themselves, using groups about giving Nam birthday Vcomplex- dO oC, gifts, using one of the three verb Vdi- dO to/for iO, or patterns: Vcomplex- dO oC, Vdi- Vdi- iO dO dO to/for iO, or Vdi-iO dO 8’ Activity 4: Work in pairs - To help Ss build up - Ss make up their Make up six sentences their own sentences describing your childhood and sentences, using the tell your partner how verbs make and let permissive or strict members of your family were In the first three sentences, tell what members of your family made introduced by to or for - T explains the notions of Recipient indirect objects and Beneficiary indirect objects 134 you this or that when you were a child, and in the last three sentences, tell what other members let you it Ex: My parents HAD MADE me WASH my hands before I ate my meals My parents MADE me SAY thank you when I was given presents My dad LET me STAY UP late on Fridays HOMEWORK 2’ Activitiy 5: Translate the given - To tell Ss to - Ss the exercise sentences into English, using translate the Vcomplex- dO oC, Vdi- dO to/for iO, Vietnamese sentences into or Vdi- iO dO Ex: Tôi bảo người làm lau nhà English, using cho Vcomplex- dO oC, I had the maid clean the floor Vdi- dO to/for iO, or Vdi- iO dO for me 1’ Activitiy 6: Write a paragraph - To help Ss improve - Ss write a paragraph about how your friend’s family their writing celebrates his or her birthday, using Vcomplex- dO oC, Vdi- dO to/for iO, or Vdi- iO dO 135 LESSON PLAN Teacher’s name: Thai Thi Bich Phuong Teaching point: the intensive VP and the monotransitive VP Time allocated: 90 minutes Class: English 09A,B Date of teaching: January 21, 2011 A Objectives: Knowledge: - Help Ss recognize the second two types of the English VP: the intensive VP and the monotransitive VP; - Help them draw a clear distinction between complements and objects; - Enable Ss build more English sentences using the intensive VP and the monotransitive VP Skill: - Enable them to understand and use the intensive VP and the monotransitive VP communicatively; - Help Ss improve their writing skills and speaking skills as well; B Methods: Communicative approach C Teaching aids: handouts, computer, pictures, projector, etc D Procedure Students’ activities Time Teacher’s activities Purposes in anticipation STABILIZATION - To make sure that - Ss answer T’s 2’ - The teacher (abbreviated to T) checks the attendance and asks everything needed questions (usually Ss to sit in small groups of three is available for the assigned only to the or four class to be class monitor) conducted - Ss sit in groups as instructed PRESENTATION 20’ THE INTENSIVE VP - First, T gives Ss a picture and reads out one sentence: a Lai Van Sam IS an MC of the game show “Who is the millionaire?” - Next, T continues to give two - To lead Ss to the teaching point 136 - Ss have a look at the picture examples: b The batteries ARE pretty old c Oscar SHOULD BE in the engine room - T raises a few questions: o Do an MC of the game show “Who is the millionaire?”, pretty old, and in the engine room in sentences marked from a to c describe a feature or quality of such subjects as Lai Van Sam, the batteries, and Oscar? - T explains to Ss that the element that describes a feature or quality of to the subject is called the subject complement - T gives six more examples: (d) This car IS hers (e) Seeing IS believing (f) To know him IS to love him (g) The war IS over (h) The question IS that he died so young (i) She IS twenty - T has Ss look at the subject complements including hers, believing, to love him, over, that he died so young, and twenty T then raises the question: o By what can the subject complement be realized ? - T tells Ss that the subject complement may be a noun, a pronoun, an adjective, an adverb, a prepositional phrase, a gerund, a clause, a numeral, or an infinitive - T supplies Ss with the definition of the intensive VP 20’ THE MONOTRANSTIVE VP 2.1 Vmono- dO - T gives two examples: j The teacher IS HOLDING a book in her hand k He HAS GOT his ticket at the last moment - To help Ss to identify the subject complement - Ss answer the question - To give a definition of the subject - Ss listen to T’s explanation and then complement - To help Ss guess the take notes forms of the subject - Ss tells the forms of the subject complements in sentences marked complements in from d to i sentences marked from d to i - To introduce realizations of the subject complement to Ss - To give the definition of the intensive VP - To lead Ss to the first pattern of the monotransitive VP 137 - Ss take notes - Ss take notes - T raises a question: o What will happen if a book and his ticket are removed from the two sentences marked j and k? - T explains to Ss that the - To help Ss realize omission of a book and his that the removal of ticket will result in the a book and his ungrammaticality of j and k ticket will result in Therefore, a book and his ticket the are the complements of IS ungrammaticality HOLDING and HAS GOT of j and k - T raises a question: - To check if Ss tell the names of the o What is a verb that requires monotransitive verb its constituent called? What as well as the direct is this obligatory object constituent’s name? - T introduces Ss to the monotransitive VP that includes a monotransitive verb followed by its single obligatory constituent - To introduce to Ss the sencond pattern 2.2 Vmono- dO obA of the monotransitive - T gives two examples: l The teacher HAS PUT her book VP on the desk m I always LEAVE the bus at 42 nd street - T raises a question: o Is the removal of on the desk and at 42nd street possible or - To have Ss to look impossible? for the reason for - T lets Ss find out the reason for this impossibility this impossibility - T explains to Ss that as the obligatory adverbial adjuncts of - To help Ss Location in sentences marked lrecognize that the m, on the desk and at 42nd monotransitive verb street, cannot be moved out of must be their fixed positions at the end complemented by of these English sentences, i.e an obligatory after the direct objects her book adjunct and the bus of the monotransitive (abbreviated to verbs HAS PUT and LEAVE obA) - T points out that the monotransitive verb must be complemented by an obligatory adjunct (abbreviated to obA) 138 - Ss answer the question - Ss answer T’s question - Ss answer the question - Ss may give the wrong answers; T explains to Ss - Ss take notes PRACTICE 15’ Activity 1: Work in small groups - To help Ss to - Ss the exercise of four Explain how different the distinguish the as required given sentences in pairs or given pairs or groups are groups of sentences Ex: A family of mice HAD MADE their nest in the roof Vmono+ dO + obA I 'LL MAKE you some sandwiches Vdi+ iO + dO 2a The company IS RUNNING a series of advertisements in national newspapers _ b The well HAS RUN dry _ 3a The sound WAS GROWING louder _ b Britain GROWS 6,000,000 tons of potatoes a year _ c She IS GROWING her hair long now _ 4a The government STAYED the execution _ b My brother STAYED an outstanding student _ 5a He TASTED the strange meat with great care _ b The meat TASTED salty and spicy _ 6a While she was in prison, her friends usually BROUGHT her many books _ b He BROUGHT a puppy home yesterday _ c Because it is going to rain, you SHOULD BRING a raincoat _ PRODUCTION 15’ Activity 2: Work in groups of - To provide Ss with - Ss the exercise three or four Talk about your more free practice hopes or dreams of changes in by making a education by the year 2025 Here conversation using are some cues: educational the verb patterns environment, new teaching Vintens- sC, methods, educational equipment, Vmono- dO, or etc Vmono- dO obA Ex: A: I HOPE that in the year 2025 students won’t have to attend lectures in crowded halls anymore Instead, they’LL USE video-conferencing system only B: Yeah And the tertiary education WILL BE free to everybody 139 A: Maybe, there WILL BE no teachers in class Students WILL HAVE discussions If they have a question, they will just have to turn on the system, and the teacher WILL BE there immediately 15’ Activity 3: Work in groups of - To provide Ss with - Ss as required three or four Ask your friends some more free some questions about his/her practice favourite game show and fill in the table HOMEWORK 1’ Activity 4: Write a paragraph - To encourage Ss to - Ss write a about a new friend of yours, practice more, paragraph, trying to trying to use the two verb patterns using Vmono- dO use Vmono- dO and Vmono- dO and Vintens- sC and Vintens- sC Vintens- sC 2’ Activity 5: Translate the - To encourage Ss to - Ss the exercise following sentences into English, practice more, using using the two verb patterns VmonoVmono- dO and dO and Vintens- sC Vintens- sC Ex: 1.Tơi khơng thích cầu cạnh ân huệ I don’t like to ask for favours Bạn có nghĩ yêu yêu niềm hạnh phúc lớn lao đời không? _ Tơi tha thứ cho lừa dối anh khơng thể tha thứ cho nói dối anh _ Bạn tưởng tượng bị bỏ rơi đời khơng? _ Căn nhà thật đẹp ánh nắng ban mai _ Cơ ta trở nên tái mét nghe tin _ Mực trở thành đen khơ _ Cái đồng hồ chết máy _ 140 LESSON PLAN Teacher’s name: Thai Thi Bich Phuong Teaching point: the intransitive VP and the prepositional VP Time allocated: 90 minutes Class: English 09 A,B Date of teaching: January 28, 2011 A Objectives: Knowledge: - Enable Ss to identify the last two types of the English VP: the intransitive VP and the prepositional VP; - Help Ss make sentences using the intransitive VP and the prepositional VP; - Check how well Ss master all the six types of the English VP Skill: - Enable them to understand and use the intransitive VP as well as the prepositional VP communicatively in speech and writing; - Help Ss improve their writing skills and speaking skills as well B Methods: Communicative approach C Teaching aids: handouts, computer, pictures, projector, etc D Procedure Students’ activities Time Teacher’s activities Purposes in anticipation STABILIZATION 2’ - The teacher (abbreviated to T) - To make sure that - Ss answer T’s checks the attendance and asks everything needed questions (usually Ss to sit in small groups of three is available for the assigned only to or four class to be the class monitor) conducted - Ss sit in groups as instructed PRESENTATION 20’ THE INTRANSITIVE VP 1.1 Vi - To lead Ss - T gives two examples: to the first pattern of a They ARE SINGING the intransitive VP (in the room) b The baby WAS SLEEPING (soundly) - To help Ss - Ss answer the - T raises one question: understand what the question o Is the use of ARE SINGING or intransitive VP is WAS SLEEPING without the adverbial adjunct in the room or soundly grammatically acceptable? - T states that the omission of an adverbial adjunct won’t result in the ungrammaticality of the sentences marked a-b - T raises another question: o What is a verb that does not 141 take an object called? - T provides Ss with the verb pattern Vi - To help Ss get familiar with the pattern V i 1.2 Vi obA - To introduce to Ss - T gives two examples: the second pattern of c He IS LYING in a hammock the intransitive VP d The National Theatre STANDS near the river - To check whether or - T asks one question: not Ss distinguish o As the adverbial adjuncts of the obA from the IS LYING and STANDS, can in a opA based on the hammock and near the river sentences marked easily be removed from sentences from a-d marked c-d ? - T explains that in a hammock - To help Ss and near the river are treated as recognize the verb part of the necessary of pattern Vi obA complementation of an intransitive verb Thus, the intransitive verb may require an adverbial adjunct, resulting in - To provides Ss with the verb pattern Vi obA intransitive verbs - T gives a list of intransitive that employ Vi obA verbs that employ Vi obA 20’ THE PREPOSITIONAL VP 2.1 Vmono-prep prepO - To lead Ss - T gives two examples: to the first pattern of a You CAN’T RELY on Kevin the prepositional VP b The Prime Minister CAN’T - To teach ACCOUNT for the loss of votes the monotransitive - T explains that the monotransitive prepositional VP prepositional verb (abbreviated to Vmono-prep) is followed by one - To supply Ss with and the same prepositional some monoobject prepositional verbs - T gives a short list of some for practice common verbs of this kind - Ss listen to T’s explanation and take notes - Ss look at two examples - Ss answer T’s question - Ss try to identify the verb pattern Vi obA - Ss take notes - Ss look at the examples - T listen to T’s explanation, trying to identify the monotransitive prepositional VP - Ss take notes - To introduce to Ss - Ss listen to T’s the second pattern of explanation and take - T gives two examples: notes the prepositional VP c He REMINDED her of the time d That firm SUPPLIES the university with paper - T first points out that there two - To teach the ditransitive obligatory constituents after the prepositional VP ditransitive prepositional verb (abbreviated to Vdi-prep) Next, 2.2 Vdi-prep dO prepO 142 T tells Ss to guess the names of the two obligatory constituents - To supply Ss with a - T explains the ditransitive prepositional VP and provides list of di-prepositional verbs for practice some di-prepositional verbs PRACTICE 7’ Activity 1: Work in pairs - To help Ss practice - Ss the practice Underline optional adverbial distinguishing adjuncts twice and obligatory optional from adverbial adjuncts once in the obligatory adverbial following sentences adjuncts Ex: A Christmas tree STOOD near the fireplace Some remains of the original house still STAND HANG your coat on the hook Some older applications RUN very slowly We RAN out of a field of wheat Tears still FLOW freely when Sara THINKS of her mother The River Elbe FLOWS through the Czech Republic Slowly and carefully I SWAM round the dark walls of the castle I DIDN'T LEARN to swim until I WAS ten years old 10 Joan happily WALKS out with a new blender 8’ Activity 2: For each of the following sentences, write another sentence as similar as possible in meaning, using the verb in brackets together with a preposition and a gerund - To help Ss know - Ss as required how to rewrite the sentences by using the verb in brackets together with a preposition and a gerund Ex: You SHOULD PUT most effort into improving your pronunciation.(concentrate) You SHOULD CONCENTRATE on improving your pronunciation The customer SAID that the cashier HAD TRIED to overcharge her (accuse) _ Many people PASS their driving test only at the second attempt (succeed) _ If a customer GETS poor service, you CAN’T SAY it’S wrong of him to make a fuss (blame) _ The hijackers WOULDN’T LET the passengers LEAVE the plane (prevent) _ The students SAID he WAS sorry that he HAD MISSED the previous lesson (apologize) _ Despite my obvious lack of interest, the party bore SAID he HAD TO TELL 143 me the rest of his story (insist) _ 12’ Activity 3: Work in small groups - To help Ss identify - Ss the exercise of three or four Explain how the differences in different the sentences in each of the five given pairs the following pairs are of sentences Ex: 1a She often  LIES in the sun  for too long S + opA of frequency + Vi + obA of location + opA of time 1b The camera  never  LIES S + opA of frequency + Vi 2a They LIVE in a small apartment _ b She LIVES a very busy life _ 3a The kitchen door STOOD open so she WENT in _ b Linen CAN STAND very high temperatures _ c My offer of help still STANDS _ 4a The road TURNS sharply at the top of the hill _ b In October the leaves TURN orange and yellow _ c The sun HAD TURNED the sky a glowing pink _ d He TURNED left at the church _ 5a The road GOES through the middle of the forest _ b I WENT and SPOKE to the manager _ c The crowd WAS GOING wild with excitement _ 6a You LOOK tired _ b Susan LOOKS after the kids very well _ PRODUCTION 8’ Activity 4: Work in small groups - To help Ss to - Ss the activity as of three or four Share with your express themselves, required friends what you did last using: Vi, Vi obA, summer Vmono-prep prepO, and Vdi-prep dO prepO 144 Ex: A: Last summer, I WENT to Dalat B: Oh, I didn’t I worked the whole summer C: I DIDN’T TRAVEL, either I HAD TO PREPARE for the university entrance exam 12’ Activity 5: Work in small groups - To provide Ss with - Ss as required of three or four Tell each other some more free your difficulties when first practice entering the university and what you did to overcome them, using Vi, ViobA, Vintens- sC, Vmono- dO, and Vmono-prep prepO Ex: A: When I first came to class, I was shocked because no one talked to me I thought they were so unfriendly B: Me too I DIDN’T TALK to anyone else in my class because they seemed different from me I HAD a new friend after one month How about you? A: Only a week I WAS lucky On my second day at school, a girl CAME to me and BEGAN the conversation We MADE friends quickly And from then on she WAS my best friend at university HOMEWORK 1’ Activity 6: Work in small groups - To help Ss enhance - Ss as required of three or four Translate the their translation following sentences into English, from Vietnamese using the three verb patterns into English, using Vi, Vi obA, and Vmono-prep prepO Vi, Vi obA, and Vmono-prep prepO Ex: Khơng ngăn cản việc kết với phụ nữ nước ngồi _ Nhà đứng sườn đồi gần suối _ Trời mưa nặng hạt suốt đêm qua _ Chúng ngồi gần đống lửa để sưởi ấm _ Gần sáng gió thổi lúc mạnh _ Nhà nước phải chăm sóc gia đình chiến sĩ _ Đừng phí việc vơ ích _ Cha khơng lịng cho sống thị lớn _ Bạn hi vọng ta đến _ 10 Đừng lo lắng kết thi anh _ 145 ... attitude towards the roles of teaching the English verb phrase in Grammar The study’s major findings then revealed that teaching of the English verb phrase in a systematic and communicative manner to. .. and writing What’s more, the study’s findings indicated that there was a sweeping change in the students’ attitude towards the roles of teaching the English verb phrase in the process of the students’... recommendations and teaching implications are given in hope of bringing some inspirations to the current situation of teaching and learning the English VP at CIU, all being based on the study’s findings