Учебное пособие 1356

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(W.S. Maugham) 4. … he took for granted his position as head of the family … (C.P. Snow) 5.

Fine, cool heads you lawyers have. (C.P. Snow) 6. Since Wednesday, something else must have happened to bring all this to a head. (E. Bowen)

bad

1. There is the iguana, a lizard that look like a bad dream. (E. Gurney). 2. This was a bad start.

(R. Gordon) 3. I hadn‟t had my lunch, and I was in a bad temper. (R. Gordon) 4. … he addressed patients, relatives, and junior probationers like a Victorian practitioner breaking bad news … (R.

Gordon)

make

1. She had come to talk to him and make him act. (C.P. Snow) 2. This won‟t really make any difference. (E. Bowen) 3. Today we … were taken to look at historical dresses at the London museum, which made a change. (E. Bowen) 4. I remember wondering at the time what the old lady would do with the sandwiches she‟d made for next day. (P. Stanley) 5. He‟s got his name to make.

(C.P. Snow) 6. Banks make you methodical. (P. Stanley)

stand

1. He gave me no more assurance than I could stand. (C.P. Snow) 2. He used to stand to attention when he counted the money, and it was all the manager could do … (P. Stanley) 3. A bloke that looks like me doesn‟t stand much of a chance with a dyed blonde smasher his own age, and after what the movies tell him he won‟t have it off with anything less. (P. Stanley) 4. … it‟s important to see that the heart will stand the strain in such a nervous creature. (R. Gordon)

Task 4. a) Give examples with the same words as are given in bold type in the following sentences, using them in other meanings.

b) State whether the words in your examples are polysemantic or homonymous with the words given in bold type.

1. As the time passed he started to set the type for the little revolutionary sheet they published weekly. (J. London) 2. The slender, flexible right hand was badly cut and grazed. The Gadfly held it up. (E.L. Voynich) 3. One evening Mr. Venus passed a scrap of paper into Mr. Boffin‟s hand, and laid his finger on his lips. (Ch. Dickens) 4. To be sure, it is pleasant at any time; for Thornfield is a fine old Hall, rather neglected of late years perhaps. (Ch. Brontë) 5. What of that? More unequal matches are made every day (idiom) 6. Taggart sat down too, lit his own pipe, took a sheet of paper and scrawled the words: “Georgie Grebe Article” across the top. (J. Galsworthy) 7. … I think I have a right to know you ask me that. (E.L. Voynich) 8. “No crowding”, he said Mr. Rochester; “take the drawings from my hand as I finish with them; but don‟t push your faces up to mine” (Ch. Brontë)

Task 5. a) Translate into Russian the examples given below.

b) Discuss the various meanings of the words given in bold type.

1. She was still in her pretty ball dress, her fair hair hanging on her neck, and the circles round her eyes dark with watching. (W. Thackeray) 2. Mr. Boffin lighted his pipe and looked with

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beaming eyes into the opening world before him. (Ch. Dickens) 3. Accordingly, mysterious shapes were made of tables in the middle of rooms, and covered over with great winding sheets. (idiom)

Task 6. Give all the meanings you know of the following verbs, illustrating them with examples:

to take, to go, to come, to begin, to feel, to do, to let, to buy.

Task 7. Learn the meanings of the following words:

board, head, power, stock, bench, drift, to dress, operation, institute, hand.

Task 8. Comment on the new meaning of the words given in bold type.

1.In-Bed Clubs provide entertainment and professional instruction for sick children.

2.You should give a child food that builds the body.

3.A sealskin sometimes means a plaster that seals the skin.

4.We even take the plant apart every day and wash it.

5.The patient did not cooperate.

6.The woman responded dramatically after the administration of the substance.

7.Thar boy‟s faults are merely developmental. He is quite educable.

UNIT 2. HOMONYMS

Homonyms are words that have the same sounding but different meanings and are not connected semantically. Several types of homonyms may be distinguished. Homophones are words having the same sounding, but which may coincide or differ in spelling; e.g. son – сын, sun – солнце; ear – ухо, ear – колос. Homographs are words that have the same spelling but differ in

pronunciation, e.g. tear [tiə] – слеза, tear [tεə] – рвать.

Homonyms may be classified on a different criterion underlying the classification. If two words are homonymous in their complete paradigms we call them full homonyms, e.g. ball – бал, ball – мяч, pl. balls – balls, tail – хвост, tale – рассказ, pl. tails – tales. We find full homonymy among words of one and the same part of speech. If words are homonymous only in some of the forms of their respective paradigms we call them partial homonyms, e.g. to found – основывать, (he) found – нашел; pail - ведро, pl. pails, pale – бледный, paler, the palest; lie – лежать, lay, lain; lie – лгать, lied, lied. Partial homonyms may be found both within the same part of speech and in different parts of speech.

From a different point of view homonyms may be classified into lexical and grammatical homonyms. Lexical homonyms are words of the same part of speech, but of quite a different meaning, that there is no semantic relation between them, e.g. match – матч, match – спичка; piece

– кусок, peace – мир. Grammatical homonyms are words of different parts of speech: help – помощь; to help – помогать; light – свет, light – светлый. Wide-spread grammatical homonymy constitutes one of the specific features of English words. Grammatical homonyms are extremely numerous in the English language.

The trouble of today is, however, that lexical homonyms often enough come together with polysemy. There is no hard and fast line of demarcation between the meanings of a polysemantic word and lexical homonymy. For instance, the is hardly any semantic connection in Modern

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English between nail – ноготь and nail – гвоздь notwithstanding the fact that both of them may be traced back to different meanings of one and the same word.

Task 1. Translate the following sentences; point out homonyms, define their types.

1. a) – and also they added, at the last minute, a white rug by the bed, for the girl‟s bare feet. (E. Bowen) b) She … complained to Thomas that Eddie tried her more than she could bear. (E.

Bowen) 2. a) Someone there made him feel bound to give some account of himself, to put on some expression or other. (E. Bowen) b) Bronze cold of January bound the sky and landscape. (E. Bowen) 3. a) Go right ahead. But leave me my fair share or else all is over between us. (W.S.

Maugham) b) The tips of Anna‟s long fair hair brushed on the page. (E. Bowen) c) They had some brandy and after time Jack began to cheer up. Presently a page came to their table to say: “A message from Lady Brenda, sir”. (E. Waugh) 4. a) Sitting by him, I found it impossible to feel any true sense of the past at all. (C.P. Snow) b) With a look past Portia that said that no thing should alter her habits he now rose, withdrew from the breakfast table and locked himself somewhere behind the chenille curtain. (E. Bowen) c) Just then a couple of undergraduates passed by us on the path … (C.P. Snow) d) She could not aspire to do the altar flowers, as she could not afford beautiful flowers, so this was her labour of love for the church. (E. Bowen) 5. a) I thought there must be a scene. (C.P. Snow) b) It seemed fantastic, but at last Charles had to admit that he had not seen his father in a state as dark as this before. (C.P. Snow) 6. a) Even when he sounded for opinion that night at the Master‟s dinner table, he did it in the same ambiguous tone. (C.P. Snow) b) Those words sounded strange, in the drawing-room at Bryanston Square from the heir to one of the March fortunes. (C.P. Snow) c) Visibility was excellent, everything seemed clean, the very air. (J. Barlow)

7. a) Three whole days and it‟s still just stubble. (P. Stanley) b) According to my publisher one and a half million people read my first novel “Out of a Hole”. (P. Stanley) 8. a) Remember this is the last shot you‟ve got, if you don‟t mind me speaking frankly. (C.P. Snow) b) … he felt pretty flat in London and always shot home again. (E. Bowen) 9. a) I‟m really asking if you can spare me half an hour one day this week? (C.P. Snow) b) Was that why he concentrated so much on his pupils, and then in his spare time went off in search of botanical species? (C.P. Snow) 10. a) He had not had an instant‟s hesitation, once he believed that Howard was innocent. (C.P. Snow) b) This was M.H.L.

Gay, the Icelandic scholar. In his presence one felt as though confronted by one of those genealogical freaks, as I once felt when I met an old lady whose father, not as a boy, but as a young man, had been in Paris during the French Revolution. (C.P. Snow) c) But one or two members of the society have put an interesting point of view which has made me think twice before saying no once and for all. (C.P. Snow) d) I also thought, once again, that nobody of men I knew of would have been more punctilious and fair. (C.P. Snow) e) So with the energy she had once scattered on her own adventures, she was now not only longing, but working for him to get another kind of job. (C.P. Snow)

Task 2. Give homonyms to the word in bold type.

1. He was a man so thin-skinned that he didn‟t like the ordinary wear and tear of a college argument, much less this. (C.P. Snow) 2. From such scraps of their conversation as he caught he gathered that they had no intention of breaking any of the dates they had made. (W.S. Maugham) 3. Suddenly they caught sight of the Baron on the opposite bank. (M.Spark) 4. His erect, rather forbidding carriage made him look old-fashioned, even military. 5. It appeared that he had done well in the air corps. (W.S. Maugham) 6. She was a big woman with a plain white anxious face. 7. I‟ll go and see them in the morning and get the details. (K. Amis) 8. It’s better than seeing a psychiatrist, and cheaper too, because above all things (and I might as well start being honest right away) I‟m desperately scrooge-like mean. (P.Stanley)

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Task 3. Spell out the transcribed words. Give their homophones.

1. Honey is [swi:t], [bʌt] the [bi:] stings. 2. [tu:] heads are better than [wʌn]. 3. Don‟t [sel] the [bɛɜz] skin before [ju:] have [kɔ :t] [him]. 4. After [rein] comes fine weather. 5. [nou] living

man all things [kæn]. 6. If the cap [fits] [wɛɜ(r) ] it. 7. Make hay while the [sʌn] shines. 8. Neither [raim] nor reason. 9. Men should be what they [si:m]. 10. Pen never [roud] over to Chatteris upon a certain errand but the Major found out on what errand the boy had [bi:n]. (W.M. Thackeray)

Task 4. Find homophones in the following sentences. State to what parts of speech they belong.

1.The advancing tide rolled nearer than usual to the foot of the crags. (W. Scott) In the same way his other articles were tied up with the other leading San Francisco paper. (J. London)

2.About life and the book he knew more than they. (J. London) Alice and Pat were rather like new acquaintances. (J. Lindsay)

3.We used to have street parties and banners across the road. (J. Lindsay) He rode up to the little wicket of Alice‟s garden. (W. Scott)

4.The dogs stood aloof and bayed loudly. (W. Scott) He bade them all farewell.

5.At school he‟d won first prize. (J. Lindsay) The only way they can beat us is making us turn on one another. (idiom)

6.The scene was worthy of an artist‟s pencil. (J. London) There was laughter in the heart of Sam Du Plessis and it was to be seen in his eyes. (P. Abrahams)

7.Ravenswood answered this observation with a cold and distant assent. (W. Scott) They divided into two groups so as to move with more rapidity and make the ascent on the hill by dusk.

8.The funeral rites were always considered as a period of festival to the living. (W. Scott) The Marchioness of - - writes in this fashion. (W. Thackeray)

9.Mrs. Crawley made an expedition into England, leaving behind her her little son upon the Continent, under the care of her French maid. (W. Thackeray)

10.You will hardly see them in any public place without a shabby companion in a dyed silk, sitting somewhere in the shade close behind them. (W. Thackeray) But no Forsyte had as yet died; they did not die; death being contrary to their principles, they took precautions against it. (J. Galsworthy)

11.All night long he paced the room. They were not actual diamonds. They were the very brightest paste and shone prodigiously. (W. Thackeray)

Task 5. Make a complete analysis of the homonyms given in bold type.

1.He couldn‟t bear to speak. (J. Lindsay) First catch your bear and then divide the skin. Martin and Joe, down to undershirts, bare-armed, sweated and panted for air (J. Lindsay) The second principal thoroughfare was now quite bare of life. (Th. Dreiser)

2.That‟s why we came in here and that‟s why we’ll go on fighting when we leave. (J. Lindsay) Phyl got one wheel of the pram caught in something. (idiom) Martin had pledged his wheel some time since and retained his black suit. (J. London)

3.All of them bowed low. (O. Wilde) It is the hour when form the boughs the nightingale‟s high note is heard. (G. Byron) Before them stood an Indian with a bow and arrow. (E. SetonThompson)

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4.She rose too. (J. Lindsay) The white lane wound down the hill between tall rows of elms. When she left the room, an odour of rose, or some other magical fragrance, lingered about the nursery. (W. Thackeray)

5.He is delighted to read his name in the morning papers. I read in her assenting eyes that she knew Jawkins was a snob. (W. Thackeray) The candles lighted up Lord Steyne‟s shining bald head, which was fringed with red hair. (idiom)

6.He began feverishly fumbling in his inner pockets, getting his hand caught in a tear. (J. Lindsay) She didn‟t even shed a tear (W. Scott) The little box in the third tier of the Opera was crowded. (W. Thackeray)

7.He had led a secluded existence in his college. (Th. Hardy) Lead is mined in that region. They lead a life quite distinct from that of the neighbours.

8.I want everybody to have a fair deal. (J. Lindsay) I ate what I could, and wondered within myself whether every day‟s fare would be like this. (Ch. Brontö) Lentulus is slender, fair-haired. (B. Shaw)

9.I left a message for her to come straight over. (J. Lindsay) Spanish Morocco is situated near the Strait of Gibraltar. England has been some weeks in the dismal strait of having no pilot to weather the storm. (Ch. Dickens)

Task 6. Transcribe the following homographs. State their different meanings. Use them in sentences of your own.

lead, compact, slough, row, lower, invalid, buffet, polish, bass, desert.

UNIT 3. CONTEXT

Context is a combination of an indicator or indicating minimum and the dependant, that is the word the meaning of which is to be realized in a given utterance. The indicating minimum includes lexical and grammatical (structural) components. There are two main types of context: lexical and syntactical.

In lexical context the indication comes from the lexical meaning of the indicator, e.g. The coasting steamer passed the mouth of river twice a month.The meaning of the word river realizes the meaning of the word mouth (устье).

In syntactical context the indication comes from the peculiarity of syntactical structure, e.g.

Father made him cut the grass at last. The meaning of the word make is „firce‟, „compel‟. This meaning is realized when the word is followed by a complex object; the indication comes from the grammatical structure.

Two kinds of lexical context are distinguished – lexical context of the first degree and lexical context of the second degree. The lexical context of the first degree implies a direct syntactical connection between the dependant and the indicator or indicating minimum. It may be represented either by an attributive phrase, an object, adverbial phrase, or by a combination of subject and predicate, e.g. She pinned the list up on the notice board. The lexical meaning of the notice realizes the meaning of the noun board as „a flat piece of hard material used for a particular purpose‟

(доска). He has been elected to the board of the company. The indicator is the noun company which realizes the meaning of the noun board as „a committee of company directors, government officials, etc., with special responsibility‟ (правление).

In both sentences the indicator and the dependant are syntactically connected: the indicators notice and of the company are attributes to the dependant board.

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In lexical context of the second degree there is no direct syntactical connection between a dependant and an indicator, e.g. The Condesa received a handsome allowance from her mother and frequent gifts. (Th. Wilder) The indicating minimum is the Condesa received a handsome allowance. The noun the Condesa and the verb received have no direct syntactical connection with the dependant.

There exists a mixed type of the context when the indication comes both from the lexical meaning of the word and form the particular structure, e.g. My watch had stopped. (I. Murdoch) Of course, as soon as Sammy had heard who it was that had kidnapped Mars he would have stopped the cheque. (I. Murdoch) In the first sentence the absence of the direct object indicates that it is an intransitive meaning and the meaning of the subject watch indicates the lexical meaning of the word stopped „остановились‟; in the second sentence the presence of the direct object the cheque indicates that in this case the verb stop has a transitive meaning „прекратить‟.

Alongside the context speech-situation is distinguished. We deal with speech-situation when the necessary indication comes from without the sentence. Speech-situation is also a factor of realizing the meaning of an ambiguous word by offering the conditions in which the ambiguous word is used. Speech-situation exists in two principal forms: text-situation and life-situation. Textsituation is a preceding description or the description that follows which reveals the meaning of the word. The semantic indication may come from a word used in the preceding text. Life situation is a real situation or a dialogue from which the meaning of the ambiguous is realized, there are no internal speech indications.

Task 1. Translate the following sentences. Determine the meaning of the words in bold type, analyze contextual indication, define the type of context.

1. Mr. Simmons slipped his spectacles back on the bridge of his nose. (W.S. Maugham) 2. Under the canal bridge? (A. Sillitoe) 3. “Mr. Tenkesbury,” said Mr. Richmond, “I am entirely innocent of this charge”. (H. Cecil) 4. Someone took charge of her on her entry and, taking her across the court placed her in a sort of pen. (J. Galsworthy) 5. We were short of men on account of the war and I was put in charge of this place. (W.S. Maugham) 6. Attempted murder is a very serious charge, and the son and daughter of a judge are not the sort of people to commit it. (H. Cecil) 7. When his father had put him in charge of the estate , he had spent most of his time in James-Town. (E. Waugh) 8. Later on he (Hannibal) was met in battle by Scipio Africanus whose brilliant strategy consisted of moving the troops out of the elephants when they charged. (E. Gurney) 9. He accepted the order with the benevolent air. (A. Christie) 10. He laid it aside with the air of a man recalling himself from far away. (A. Chrisrie) 11. A few minutes later Hyman asked to go up on deck where he said there might be some more air. (K. Amis) 12. She arrived by air on Monday afternoon. (E. Waugh) 13. Though the noise persisted, an air of obedience reigned. (A. Sillitoe) 14. Our nice boy didn‟t forget us after he went abroad. (W. Collins) 15. But he looks a nice reliable man. (G. Greene) 16. I‟ll have a cup of tea, and one of those nice cucumber sandwiches you promised me. (O. Wilde) 17. No, I‟m afraid it‟s not very nice weather. (D. Du Maurier) 18. She had nice brown eyes… (W. Collins)

Task 2. Point out the indicative minimum to the verbs in bold type. Set off their transitive and intransitive meanings; comment on the role of syntactical and lexical indicators.

1. The sun dropped and dusk came. (G. Greene) 2. Andrew almost dropped the child. (A. Cronin) 3. The morning breeze from the sea had dropped. (D.H. Lawrence) 4. Ben Chenkin‟s jaw dropped. (A. Christie) 5. He dropped his voice. (G. Greene) 6. The difficulty was to know where to drop Mr. Brown along the route. (J. Joyce) 7. If you drop a vase on the floor, it will break into a dozen fragments. 8. The policeman dropped his hand. (A. Huxley) 9. When an apple dropped

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beside her she picked it up. (A .Cronin) 10. I stopped and put my hands on the back of the chair. (I. Murdoch) 11. Stop the damned motor. (A. Doyle) 12. A bus stopped beside her, and she stepped on to it. (A.E. Coppard) 13. He stopped his ears and would not listen to me. (W.S. Maugham) 14. He stopped the car and moved over to make way for me. (J. Braine) 15. A night porter would be certain to be on duty and would stop me and ask my business. (I. Murdoch) 16. Oh, aren‟t you going to stop for tea? (W.S. Maugham) 17. The music stopped. (W.S. Maugham) 18. But later they stopped at a café to have a drink of whisky and something to eat. (A. Sillitoe) 19. Frankie turned and ran in my direction. (A. Sillitoe) 20. The tears ran down his face. (D.H. Lawrence) 21. The train was running above the ground now. (M. Dickens) 22. She ran her fingers down the column. (A. Fair) 23. The grain ran from his palm. (A. Christie) 24. “So I‟m quite easy in my conscience about supporting Jago … He‟d be a good Master in my judgement. I‟d put it a bit stronger and say that he‟s the best Master in view. We don‟t want to run him, though, unless he‟s got plenty of support.” (C.P.Snow) 25. A pain of joy ran through him. (D.H. Lawrence)

Task 3. Compare indicators determining direct and figurative meanings of the words in bold

type.

1. Those who kill snakes get killed by snakes. (R. Kipling) 2. Do you remember a little toadying snake who used to be at school with us. (A. Sillitoe) 3. He was such a lion with ladies. (A. Cronin) 4. I wish you to picture that you are a lion, a literal lion. 5. Lions and tigers, monkeys and cats – her house becoming quite a menagerie. (J. Galsworthy) 6. A goose winging by somewhere above the grave. (G. Greene) 7. He did play the very goose himself. (M. Dickens) 8. We remodelled the other small chicken house for the baby pig because the pig must be comfortable and protected from the cold night air and the damp day air. 9. Perhaps it would be better, she reflected, if Philip were rather more of a pig, and less of a hermit crab. 10. I didn‟t know Sir Harold had restocked the lake since all the fish died last year when the drains leaked in. (M. Dickens) 11. She thought me rather a poor fish and said pityingly: “Don‟t you know you can go now?” (M. Dickens) 12. I still had my key to the flat and I let myself in, wondering what was the best place to store the radiogram, whether at Dave‟s or at Mrs. Tinckham‟s. (I. Murdoch) 13. I turned the ignition key, her praise brandy to my self-esteem. (J. Braine) 14. It was quite certain that it was locked and the key was gone. (I. Murdoch) 15. They had agreed that Phyllis was the key to the problem. (J. Cary) 16. It need never to have happened; those were the key words, spoken idly in Elspeth‟s flat one Friday evening. (J. Braine)

Task 4. Translate the sentences below. Find indicators to the words in bold type. Compare contextual indications to different meanings of polysemantic words, lexical and grammatical homonyms.

1. a) Then why the sweet hell don‟t you go and put that right? (C.P. Snow) b) But if I knew Brown, they would never be let right in. (C.P. Snow) c) … Crawford told me that, since there were no visitors dining, I was to follow him in and sit at his right hand. (C.P. Snow) d) Oh, if that sort of thing happens, it always comes out all right in the wash. (C.P. Snow) e) And over it all the atmosphere of power, power speaking impeccable Standard English, power which was power because it was born of the right family, always knew the right people: if you were going to run the country, you couldn‟t do without a University education. (J. Braine) 2. a) They were determined to get me, and one‟s got to hand it to them, they‟ve made a nice job of it. (C.P. Snow) b) She put her hand on mine very quickly, then withdrew it. (J. Braine) 3. a) That, too, she had worked at, for it came from bowls of pot-pourri chosen to complement the smell of wood-fires. (C.P. Snow) b) It sounded like flattery, like a kind of extravagant compliment he used to give her to bring a touch of

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confidence back. (C.P. Snow) 4. a) I had to set myself little tasks: this time I would walk as far as the Seven Stars before I came back again; this time I would stand under the railway bridge as long as it took me to smoke a cigarette. (I. Murdoch) b) The people on the other bank were beginning to go up the steps at both the bridges. (I. Murdoch) c) My husband said he went to the club three or four nights a week to play bridge. (W.S. Maugham) 5. a) I have spoken for a bare ten minutes.

(C.P. Snow) b) I don‟t expect you to admit that the caption does necessarily bear that meaning. (C.P. Snow) 6. a) When we elected him, I didn‟t imagine for a second that he‟d turn out to be a trouble-maker. (C.P. Snow) b) Dawson-Hill looked surprised, amused, and broke away into his second attack. (C.P. Snow) 7. a) While I have respect for our judgement, Lewis, but I know you can‟t master the technicalities any more than I can. (C.P. Snow) b) When the butler came into the combination-room on the Sunday night and ritually announced, “Master, dinner is served”,

Crawford told me that, since there were no visitors dining, I was to follow him in and sit at his right hand. (C.P. Snow) 8. a) Wilson roused himself and muttered, “Hear, hear”. (C.P. Snow) b) And what is more, I absolutely remember why you have attended on me here this evening. (C.P. Snow) c) … “I‟m astonished to hear the bare suggestion.” (C.P. Snow)

SECTION THREE. ENGLISH PHRASEOLOGY

UNIT 1. PHRASAL VERBS

A phrasal verb is a verb combined with an adverb or preposition, and occasionally with an adverb and preposition, e.g. The price of petrol may go up (increase) again next week. She‟s promised to find out (learn/discover) the name of that new hotel. If you don‟t understand the meaning, you can look it up (find the meaning in a book – in this case a dictionary).

Sometimes the meaning of a phrasal verb is very similar to the base verb, and the adverb, just emphasizes the meaning of the base verb, e.g. stand up, wake up, save up, hurry up, lie down and send off (a letter). On other occasions, the adverb adds the idea of completing the action of the verb, e.g. drink up (finish your drink), eat up (finish eating), finish off. But more often, the meaning of a phrasal verb is very different from the base verb, e.g. go up doesn‟t mean the same as go; look after is different from look; and look after is also quite different from look up. So an adverb or preposition can change the meaning of a verb. Here are some more examples of this type of phrasal verb: It took her a long time to get over (get better / recover from) her illness. He told me to carry on (continue) as far as the traffic lights. I persuaded my wife to give up (stop) smoking. I can‟t make any sandwiches because we‟ve run out of bread. (the bread is finished / all used, so we have no bread)

Many phrasal verbs have more than one meaning, so you must be careful when you see a phrasal verb you think you know, or look up the meaning in a dictionary. In the examples marked *, the phrasal verb is much more natural than the explanation in brackets.

It was hot so I decided to *take off (remove) my coat.

I am always nervous when the plane *takes off (leaves the ground).

I don‟t think I‟ll get through (finish) this report before five o‟clock. I think she‟ll get through (pass) the exam.

The fish will *go off (go bad) if you don‟t put it in the fridge.

The bomb could go off (explode) at any minute.

Some phrasal verbs are intransitive and do not need a direct object, e.g. The children are growing up. (getting older and more mature) I‟m going to stay in (stay at home) this evening. With

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12.If a factory ______________, it shuts permanently.

13.If you _______________ something ____________, you try to make it appear less important or serious than it really is.

14.If something ____________ you ____________, it makes you feel depressed.

15.If you ______________, this usually means that you get married, set up home and start leading a quiet, routine life.

16.If a government ____________ a revolt or rebellion, they crush it by force.

Task 2. Complete the following sentences with a suitable phrasal verb with „down‟. Choose from the verbs in task 1 and make any changes where necessary.

1.The nuclear industry is always anxious to _____________ the dangers of an accident at a nuclear power station.

2.There was a revolt in the north of the country, but government troops soon ___________ it

____________.

3.Ms Stevens was at a meeting, so her secretary _____________ my message.

4.The cold weather and the rain is really ___________ me ___________. I wish it was

summer!

5.There must be something wrong with Frank. He can‟t seem to ____________ a job. This must be the third time he‟s been sacked in the past year.

6.I‟ll probably ____________ when I‟m about thirty-five. I‟m not old enough to get married and start a family yet.

7.If this news leaks out it could be damaging enough to _____________ the government – if not now, certainly at the next election.

8.You‟d better take an umbrella with you, it‟s _____________ outside.

9.She was offered an excellent job in Canada, but ___________ it ____________ because she didn‟t want to leave Britain.

10.If the factory ______________, more than 2,000 people will be out of work.

11.The Titanic ____________ on her maiden voyage from Southhampton to New York in

1912.

12.I think Mr Blake should ___________ as chairman and let someone younger take over.

13.They‟ve ____________ those old buildings in Green Street to make way for a new supermarket.

14.„If you can‟t stop smoking completely, Mr James,‟ the doctor said as he examined his chest, „then at least try and _____________. Otherwise you‟ll probably get lung cancer one day.‟

15.Now we are relying on you, Nick, so please don‟t ______________ us ______________.

16.She‟s always ____________ people ______________. I don‟t think I‟ve ever heard her say something nice about someone.