- •Foreword
- •Grammar Check-in
- •Verb tenses
- •1.2.Present Progressive Tense
- •1.3. Present Perfect Tense.
- •1.4.Present Perfect Progressive Tense.
- •1.5. Past Simple Tense
- •Ved or irregular verbs.
- •1.6. Past Progressive Tense
- •1.7. Past Perfect Tense
- •1.8. Past Perfect Progressive Tense
- •2. Passive voice
- •3. Modal verbs
- •3.1. Can and be able to
- •3.2. Must, have to, should, ought to, need to, be to.
- •I have to do it. Does he have to do it? We do not have to do it.
- •I need to do it. Do we need to do it? They don't need to do it (needn't do it).
- •3.3. May, might, will, would, shall
- •3.5. Contrastive use of modal verbs.
- •4. Conditionals
- •5. Gerund and infinitive
- •6.1. Singular and Plural with Quantifiers:
- •7. Prepositions
- •8. Phrasal verbs
- •8.1. Phrasal verbs with idiomatic meaning.
- •9. Adjectives and adverbs
- •10. The sentence (reported speech, questions, sentence links, conjunctions, relative clauses).
- •11. Grammar Check-out
- •11.1. Verb Tenses
- •11.2. Passive Voice
- •11.3. Modal Verbs
- •11.4. Conditionals
- •11.5. Gerund and Infinitive
- •11.6. Noun
- •11.7. Prepositions
- •11.8. Phrasal Verbs
- •11.9. Adjectives and Adverbs
- •The Sentence
- •Answer Key
8. Phrasal verbs
8.1. Phrasal verbs with idiomatic meaning.
8.1.1. Study the list of cases illustrating the use of phrasal verbs. Give your own examples.
Be up to |
What are these hooligans up to again? |
Break off |
After uneasy years their relationship broke off. |
Bring about |
Nobody was able to bring about such dreams. |
Bring round |
Only a strong injection brought him round. |
Call back |
The subscriber is unavailable. Please call back later. |
Call in |
Do not hesitate to call in when you are passing by. |
Carry out |
The task was carried out without much noise. |
Come out |
Lilies-of-the-valley have come out this morning. |
Cut out for |
This prodigy child is cut out for playing a violin. |
Do out of |
They always do me out of a buck. Cheating all the time. |
Draw in |
The train drew in and stopped at the platform. |
Get round |
I can never get my boss round changing his mind. |
Give off |
This perfume is giving off a very suspicious smell. |
Hold on |
Hold on please, I will switch you over to the boss. |
Keep in with |
Try to keep in with this person however hard it is. |
Let out. |
Do not let your shirt out. It's not very proper. |
Let down |
It's not time to let your hair down. The exam is not over. |
Look in on |
I will only look in on my parents for a sec and join you. |
Make out |
I can't make out a single letter in this scribbling. |
Pass out |
The blow was severe and the youth passed out for a while. |
Pay down |
The shop allowed us to pay down by instalments. |
Pull out |
The train pulled out right on time. |
Put down to |
We put down your behaviour to some bad example. |
Run into |
The mugger ran into a police officer and was help up. |
Stand out |
This young actress will indeed stand out among others. |
Take in |
Do not take me in. I am not so naive. |
Turn on. |
Be careful. This dog may turn on you. |
Wear off |
All her emotions wore off with the time. |
8.1.2. Match phrasal verbs with their meaning
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A/ expect something good B/ expect something bad C/ experience something |
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A/ understand B/ follow closely C/ listen |
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A/ tear apart B/ take away C/ make succeed |
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A/ become fashionable B/ make fashionable C/ keep up with fashion |
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A/ make use of B/ waste time C/ gain time |
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A/ fall in love B/ agree with C/ start a debate |
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A/ come to an end B/ emit smell (smoke) C/ supply (with money) |
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A/ go bad (of food) B/ start an activity C/ continue |
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A/ take a close look B/ approach closely C/ pay a short visit |
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A/ expose somebody B/ Invite to a restaurant C/ Drive to despair |
8.1.3. Fill in the gaps with the appropriate choice. Explain the difference.
After many stressful hours Daniel was … with the job.
I am sorry to say but Janet is … with flue.
Nobody believed that the conflict could have broken … so easily.
The manager lacked capacity and failed to bring the project … .
The conference organising board announced a call … papers.
It was very windy and Jill did her coat … .
The dog was tired of cruel treatment and fell .. a rage.
The battery was old and soon gave … .
The mugger snatched the handbag and made … .
The days ran … without any visible light at the end of the tunnel.
Simon tried to avoid misunderstanding and took the words … .
Nobody wanted to turn the criminal … to the police.
Such a heavy load will definitely wear the workers … .
Even the wisest sages were unable to work … a solution.
You should never go … what people say.
1. A/ through B/ up C/ off D/ down
2. A/ away B/ down C/ up D/ off
3. A/ up B/ off C/ down D/ out
4. A/ off B/ up C/ away D/ out
5. A/ on B/ for C/ with D/ to
6. A/ down B/ off C/ up D/ out
7. A/ into B/ for C/ on D/ with
8. A/ in B/ on C/ out D/ out
9. A/ off B/ up C/ down D/ for
10. A/ on B/ off C/ away D/ out
11. A/ off B/ away C/ back D/ over
12. A/ out B/ in C/ over D/ off
13. A/ down B/ out C/ off D/ up
14. A/ out B/ down C/ up D/ over
15. A/ by B/ on C/ to D/ for
8.1.4. Fill the gaps in the text below using phrasal verb prepositions.
Psychologists have come (…1…) with a variety of behaviour modification techniques trying to draw teenagers (…2…) anti-smoking programmes. In the "rapid smoking technique" smokers are asked to puff every 5 seconds until they turn (…3…) smoking. This is an example of putting (…4…) the habit. Making smoking an aversive rather than a pleasant experience can bring young people (…5…) smoking. Another technique is "stimulus control". Smokers first learn to look (…6…) on typical situations that stimulated them to smoke. Then they learn how to avoid these situations and to pick (…7…) alternative behaviours. If one usually smokes after drinking an after-dinner cup of coffee, one might do well to give (…8…) drinking coffee after dinner. One might take (…9…) after-dinner walks in the fresh air. Such programmes often help people keep (…10…) smoking for weeks or months. The problem is that many drop (…11…) of these programmes and up to 85% of "quitters" go (…12…) to their smoking habits. Drop (…13…) in smoking is visible but insufficient. Members of the family and friends as well as other "quitters" can help smokers stay (…14…) cigarettes. The best way is keeping young people (…15…) of cigarette smoking at all. A traditional programme explains to the young people the long-term health risks of smoking. Yet, many teenagers put these gloomy warnings (…16…) of their minds and carry (…17…). Another approach is teaching children how to stand (…18…) despite social pressure and turn (…19…) from making the first puff. Teenagers learn how to turn (…20…) the offer of a cigarette. As a result of such training, many make (…21…) their mind not to smoke and do not take (…22…) smoking as an attractive "grown-up" thing to do. Fewer young people decide to take (…23…) smoking and many more stay (…24…) of the habit. |
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8.1.5. GRAMMAR-GLOSS. Read the text only once and write in the space provided a free version of what you have read. Focus on using phrasal verbs.
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History books often say that Anglo-Saxons turning up on the British Isles from continental Europe were looking down on Britons and drove them out from England. New scientific research brings round new evidence that Anglo-Saxons did not take over the native population in England as history books carry on saying. Areas in England took in very few Anglo-Saxon invaders, which runs against many historical accounts. Chemical analysis of human teeth from a Medieval cemetery in Yorkshire came at only few individuals of continental origin. These findings turn down the theory that introduction of Anglo-Saxon culture and language into Britain came through a large-scale replacement of native population by invading tribes. Many cultural practices from continental Europe were taken up but not many invaders actually came down to England. Many scientists now hold to the theory that there was a small-scale immigration from continental Europe and that the existing British population did not come up against the customs of these outsiders and chose to keep up with Europe. They gave in, giving up some of their traditions and putting up with the new culture. Opposition to invaders soon wore down. Eventually, continental European culture went down with the local British people and nobody held on driving Britons out of their land on a large scale. The Anglo-Saxons supposedly were carrying on with migration into Britain from the fifth century pulling in to the British Isles. Their culture and language was setting on and has long formed the basis for English national identity. It has now been found out that local Britons most probably stood in with Anglo-Saxons instead of building up a revolt and falling out with them. This means that local population on the British Isles did not fall off. Rather some "import of culture" was brought about by the invaders from continental Europe and Britons got on very well with the new ways as new traditions were coming down from the continent.
8.1.6. Group phrasal verbs known to you according to the given categories (the beginning has been done for you in each category):
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Carry on… |
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Fall in… |
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Call back…
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Give off (smell)… |
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Dress up… |
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Come off…
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Be up to… |