ACE2010 - The components of English phrasal verbs comprised opaque relationship make them complicated to be processed by second language learners. The present study aims to apply mainly conceptual metaphor awareness method (hereafter, CMA) to facilitate adolescents' phrasal verbs learning. The literature conducts empirical teaching experiments on adult learners due to their cognitive mature and higher language proficiency. By contrast, the present study employs junior high school students with basic English proficiency as participants. The research questions underlying the study are (1) Whether or not teenagers will benefit from CMA method on phrasal verbs teaching? (2) Does the experimental group, taught by CMA method, outperform the control group, guided by memorization, on vocabulary retention? (3)As for interpreting unfamiliar phrasal verbs test, does the experimental group have better performance than the control group? The results, on the whole, confirm CMA's positive effect to aid participants on learning English phrasal verbs. However, only on the performance of unfamiliar phrasal verbs test does the experimental group have distinctively better performance. The results show little evidence that CMA will foster participants' phrasal verbs on memory retention. The reason for the negative effect on phrasal verbs' memory retention is related to participants' learning experience, who only rely on memorization and are only taught before by memorization, which being a dominant "strategy" to learn phrasal verbs among adolescents in Taiwan. Some pedagogical suggestions and alternative teaching material will be reported to help language learners overcome the difficulty that phrasal verbs accompanied.