Keyword: «phrasal verbs»

The article deals with learning phrasal verbs which need special attention and care as they appear to be rather difficult for cadets to understand and drill.

Today, English language learners in official educational institutions face a serious task of language proficiency at the level of an educated native speaker. Such a requirement entails the need to master new, modern methods of education, taking into account the psycho-physiological characteristics of students of all ages. In addition, an important component of learning today is the motivation of students, their involvement in language learning, the desire to use and develop their language skills in further professional activities. Phrasal verbs, which are a unique and important component of the English language, are not inherent in the Russian language, which already causes difficulties in learning them. In addition, their belonging to the class of phraseology and idiomatics entails additional difficulties associated with understanding their semantics and stylistics of use. The study and use of phrasal verbs is a prerequisite for a student who seeks to bring his level of language proficiency to the level of a native speaker: their use makes speech more capacious and at the same time expressive, figurative. The purpose of this study is to analyze existing methods of teaching phrasal verbs in English classes and introduce modern approaches into existing traditional approaches using new digital resources: applications, platforms, services. The use of digital and computer technologies in education is not new today, but remains acutely relevant and necessary for the success of the teacher's role in the educational process. As a research method, we used methods of analyzing pedagogical experience, observation, and questioning students during the experimental implementation of the author's original course on teaching phrasal verbs to 1st-year students of non-linguistic specialties. The students, divided into two streams – experimental and control – were given additional tasks, after which the final testing of the course was conducted. Later, they were asked to take a survey, which allowed us to evaluate our author's course through the eyes of students. The results of the study contribute to the further study of the use of digital resources as a support for teaching activities, and can be used as materials in further research work.