At the ascertaining stage the pre-test was used to measure the students’ initial knowledge in phrasal verbs. The test contained thirty multiple choice questions. Both the control and the experimental groups in both schools were engaged and accomplished

At the ascertaining stage the pre-test was used to measure the students’ initial knowledge in phrasal verbs. The test contained thirty multiple choice questions. Both the control and the experimental groups in both schools were engaged and accomplished the given test. The major criterion of students’ superiority accounted for the maximum score he/she could achieve. The results of the pre-test in the control and experimental groups are shown in Fig. 1.\nAll these data were taken into account during the formative stage of the experiment for the organization of the educational process where various drilling, game-based and communicative tasks developing students’ awareness and professionalism in language were implemented in EFL class.\nThe control group was taught by traditional methods such as grammar translation, filling in the blanks in which the students did not take part in the activities communicatively, or just gave the Russian equivalents of the phrasal verbs. However, the experimental group was taught by the communicative approach, particularly by resorting to games, which enabled them to use the target language repetitively as much as possible. The control experiment was carried out to assess the effectiveness of the implementation of educational games in practice as a means of students’ language development and mastering students’ skills in EFL class. The updated post-test was aimed at revealing students’ knowledge on the phrasal verbs. The results of the updated post-test in the control groups and experimental groups are shown in Fig. 2.\nAt the end of the research process, there is a noteworthy difference between the experimental and control groups. When analyzed, it is clearly seen that the experimental group students got a more favorable and higher result than the control group students. In the light of the literature on the methods and approaches that are used to teach phrasal verbs, it is clear that the experimental group students who were taught phrasal verbs with the help of games showed a better performance, which means that this approach is really effective in phrasal verb teaching.