Sentences with multi word verbs

Contents

  • 1 Advanced Grammar for IELTS: Multi-word verbs – Diagnose Test, Grammar Explanation & Practice Exercises
    • 1.1 Diagnostic Test
      • 1.1.1 Multi-word Verbs
    • 1.2 Grammar Explanation: Multi-word Verbs
      • 1.2.1 Form and Use
      • 1.2.2 Phrasal Verbs
      • 1.2.3 Prepositional Verbs
      • 1.2.4 Phrasal-Prepositional Verbs
      • 1.2.5 Word List: Common Multi-word Verbs
    • 1.3 Practice Exercise
    • 1.4 Answer Key for Diagnostic Test
    • 1.5 Answer Key for Practice Test

Advanced Grammar for IELTS: Multi-word verbs – Diagnose Test, Grammar Explanation & Practice Exercises

Diagnostic Test

Multi-word Verbs

Rewrite these sentences replacing the underlined words with the words in brackets. Make any necessary changes to word order.

Example:

  • She repaid the debt punctually. (on time/paid/back/it)
  • ==> __She paid it back on time__
  1. The whole story was invented by Suzy’s brother. (by/him/made/was/up)
  2. Maintain the good work. (up/it/keep)
  3. Make sure you carefully follow the guidelines. (strictly/to/stick)
  4. This tie doesn’t match that shirt ___(it/with/go)
  5. We met my wife’s cousin by chance at the museum. (into/him/ran)
  6. These are the beliefs our movement upholds. (stands/which/for/our movement)
  7. The company won’t tolerate this kind of behaviour. (with/it/put/up)
  8. I revealed the secret to Elizabeth. (it/her/in/let/on)

Eight of the following sentences contain grammatical mistakes or an inappropriate verb or multi-word verb. Tick (✓) the correct sentences and correct the others.

Examples:

  • They’re a company with which we’ve been dealing for many years. ✓
  • Her Majesty turned up at the ceremony in the dazzling Imperial State Coach. ==> arrived
  1. That division was taken by head office over.
  2. The very first breakout of the disease was reported in Namibia.
  3. Steve was left by his ex-girlfriend out from her wedding invitation list.
  4. It is a condition of receiving this Internet account that you do not give away your confidential PIN number to any third party.
  5. Could you activate the kettle, darling? I’m dying for a cup of tea.
  6. He fell down the floor and hurt himself.
  7. Come on! We’re going to be late!
  8. The plane took off the ground at incredible speed.
  9. The government brought recently in some legislation to deal with the problem.
  10. There are few people for whom he cares so deeply.
  11. They took Clive up on his invitation.
  12. We look forward eagerly to your wedding.

Grammar Explanation: Multi-word Verbs

A common feature of English is the combination of verbs with prepositions and/or adverbs to create multi-word verbs, e.g. to put off, to put out, to put up with. These verbs can be difficult for learners because the meanings often cannot be worked out from the individual words, and there are special rules about the position of objects with these verbs. We sometimes refer to all multi-word verbs as ‘phrasal verbs’, although there are several different types.

Form and Use

Overview

Multi-word verbs are formed from a verb, e.g. grow, plus an adverbial particle, e.g. away, back, out, or a prepositional particle, e.g. on, off, up. There are four types of multi-word verb and each type has different rules, for example about the use or position of the object:

Type 1 intransitive phrasal verbs

e.g. take off:

  • The plane took off very late. (There is no object.)
Type 2 transitive phrasal verbs

e.g. put something off :

  • We’re putting the party off / putting off the party because of the awful weather.

(The noun object can go before or after the particle.)
Type 3 prepositional verbs

e.g. cope with something :

  • How does she cope with all those kids? (The object goes after the particle.)
Type 4 phrasal-prepositional verbs

e.g. look forward to something :

  • They’re looking forward to the holidays. (The object goes after the particles.)

Learner dictionaries indicate which type a verb is by showing a noun object with the verb:

put sb/ sth off phr v [T] to arrange to do something at a later time or date, especially because there is a problem, difficulty etc:

  • They’ve put the meeting off till next week.

Multi-word verbs form tenses, and are used in questions and negatives and in the passive voice, in the same way as other verbs:

  • Will you be putting the party off? (future continuous question)
  • The party has been put off until next month. (present perfect passive)

We never separate the verb and particle in the passive form:

 X That story was made by a resentful employee up

 ✓ That story was made up by a resentful employee.

We can sometimes form nouns from multi-word verbs.

  • The car broke down five kilometres from home. (multi-word verb)
  • The breakdown happened five kilometres from home. (noun)

In some cases the order of the verb and particle is reversed in the noun derived from them:

  • The epidemic first broke out in Namibia. (multi-word verb)
  • The first outbreak of the epidemic was in Zaire. (noun)

Formal and Informal Use

Where a multi-word verb has no exact synonym, e.g. grow up, we can use it in formal and informal contexts. However, when there is a single verb with an equivalent meaning, e.g. think about (= consider), the multi-word verb tends to be used in informal contexts while the single verb is more formal. Compare these examples:

  • [The bank will think about your application in due course.]
  • The bank will consider your application in due course. (formal)
  • [Honestly, how can you consider money at a time like this!]
  • Honestly, how can you think about money at a time like this! (informal)

Meaning

It is sometimes possible to get an idea of the meaning of a multi-word verb from its particle, because some particles are associated with areas of meaning, for example:

on – starting/continuing/progressing, e.g. carry on, take on, get on
out – thoroughness, e.g. work out, see out, mark out
up – completion/finality, e.g. give up, break up, eat up

Note: However, these areas of meaning can be abstract and may not cover all cases.

Phrasal Verbs

Intransitive Verbs

Intransitive phrasal verbs (type 1) consist of a verb plus an adverb. Phrasal verbs usually have a meaning which is different from the meaning of the separate parts:

  • Getting by on my salary isn’t easy! (= managing)
  • Rollerblading never really caught on in England. (= became popular)

As intransitive phrasal verbs have no direct object, they cannot be made passive:

 X My car broke down the engine.

 ✓  My car broke down

Intransitive phrasal verbs are sometimes used in imperatives:

  • Watch out. That floor’s not very solid.
  • Come on! I can’t wait all day!

Transitive Verbs

Transitive phrasal verbs (type 2) consist of a verb + adverb and have a direct object (either a pronoun or a noun):

  • It isn’t true, I made it up. I made up that story.

If the object is a noun, it can either be between the verb and particle, or after the particle:

  • I made a story up. I made up a story.

If the object is a pronoun, we put it between the verb and particle, but not after the particle:

 X I made up it.

 ✓ I made it up.

Note: We can’t put an adverb between the verb and particle or between the particle and object:

 X I paid early back the loan.

 X I paid back early the loan.

 ✓ I paid the loan back early.

Note: We can’t put a relative pronoun immediately before or after the particle.

 X That’s the room which up I did.

 X That’s the room up which I did.

 ✓ That’s the room which I did up.

Some phrasal verbs have a transitive use with one meaning, and an intransitive use with a different meaning. Compare:

  • The plane took off on time. (take off, intransitive = become airborne)
  • The man took off his coat. (take something off, transitive = remove)

Prepositional Verbs

Form and Use

Prepositional verbs (type 3) consist of a verb, e.g. look, plus a preposition, e.g. into, at. for. The combination of the verb and preposition creates a new meaning which can sometimes, but not always, be worked out from the parts:

  • She looked for her missing passport. (= searched, tried to find)
  • Would you mind looking into his complaint? (= investigating, researching)

These verbs are transitive. We put the noun or pronoun object after the preposition, and not between the verb and preposition:

 X We didn’t fall his story for.

 X We didn’t fall it for.

 ✓ We didn’t fall for it/his story

With prepositional verbs (but not phrasal verbs above) we can put an adverb between the verb and preposition. But we cannot put an adverb between the preposition and object:

 X She parted with reluctantly her money.

 ✓ She parted reluctantly with her money.

Special Uses

In formal English we sometimes prefer to avoid a preposition at the end of a sentence. With prepositional verbs (but not phrasal verbs above) we can put the preposition in front of the relative pronouns whom or which:

  • These are the principles (which) our party stands for.
  • ==>These are the principles for which our party stands.
  • That’s the type of client (whom) I’m dealing with.
  • ==> That’s the type of client with whom I’m dealing.

Note: But we cannot put the preposition after whom or which:

 X These are the principles which for our party stands.

Some prepositional verbs are mainly used in the passive form , especially in written English:

  • The marketing strategy is aimed at a target audience of 18 to 25 year olds.

Phrasal-Prepositional Verbs

Form and Use

These verbs (type 4) are formed by combining a verb with an adverb and Form and preposition. The combination creates a new meaning which cannot usually be use understood from the meanings of the individual parts:

  • We look forward to hearing from you. (= anticipate with pleasure)

They are transitive and can be made passive:

  • All her employees looked up to her. (active)
  • She was looked up to by all her employees. (passive)

We can never use a noun or pronoun object between the particles:

 X I can’t put up this treatment/it with any longer.

We cannot usually put a noun or pronoun object immediately after the verb:

X I can’t put this treatment /it up with any longer.

✓ I can’t put up with this treatment/ it any longer.

The exception is when the verb has two objects, e.g. let somebody in on something, take somebody up on something:

  • We let James in on the plan.
  • We took her up on her offer.

Note: We cannot put an adverb before the first particle or after the final particle, but we can use an adverb between the two particles:

 X He stands strongly up for his principles. (verb + adverb + particle)

 X  He stands up for strongly his principle.(particle + particle + adverb)

 ✓  He stands up strongly for his principles. (particle + adverb+ particle)

Word List: Common Multi-word Verbs

These tables include all multi-word verbs which occur at least ten times per million words in the Longman Corpus Network. (Below, sb = somebody and sth = something.)

Type 1: Intransitive Phrasal Verbs

break down (= stop working), catch on (= understand/become popular), come back (= return), come in, come on. fall out (= quarrel), fall through, fit in, get by (= manage/cope), get up, go away, go on (= continue), go out, grow up, look out, pass out (= faint), shut up. sit down, stand up, stay on (= remain), take off, turn up (= arrive), wake up, watch out.

Type 2: Transitive Phrasal Verbs

act sth out {= perform/demonstrate), bottle sth up {= not allow a feeling to show), bring sth in (= introduce), bring sb up (= rear), bring sth up (= mention sth/introduce a topic), carry sth out (= perform/undertake). do sth up (= restore/redecorate). fill sth in/out (= complete in writing), find sth out (= discover), fix sth up (= arrange), give sth away (= reveal), give sth up (= stop), hold sth up (= delay), keep sth up (= maintain), leave sth/sb out, let sth out (= release), look sth up. make sth up (= invent), pay sb back, pick sth up (= collect), point sth out (= highlight/explain), pull sth/sb down (= demolish, demote), put sth away, put sth off (= postpone), put sth on, put sb up (= accommodate), run sb down (= criticise), set sth up (= establish/implement/organise), take sth over, take sth up, throw sth away, turn sthlsb down (= refuse), turn sth/sb out.

Type 3: Prepositional Verbs

call for sb, care for sb, come across sth (= encounter), cope with sth, deal with sth (= manage, handle), fall for sth (= be tricked), feel like sth, get at sb/sth, get over sth (= recover from), get through {= finish successfully), go into sth, go with sth (= match), ead to sth, look after sb/sth, look at sth (= observe), look into sth (= investigate), look like sth (= resemble), look round sth (= visit, etc.), part with sth, pay for sth, rely on sth/sb, run into sb (= meet by chance), see to sth (= organise/manage), send for sb, stand for sth (= represent/mean/tolerate), stick to sth (= persevere/follow), take after sb, talk about sth, think about sth (= consider).

The following prepositional verbs are usually used in the passive:

be aimed at (= intended for), be applied to, be considered as, be derived from, be known as, be regarded as, be used as, be used in

Type 4: Phrasal-Prepositional Verbs

back out of sth, break in on sth, catch up on sth/sb, catch up with sb, check up on sth / sb, come across as sth (= appear to be), come down to sth (= be essentially), come up with sth (= invent), cut down on sth (= reduce), do away with sth, drop in on sb, face up to sth (= confront), get away with sth, get back to sth (= return), get down to sth, get on with sth, get out of sth, give in to sth, go out for sth, go up to sb (= approach), keep away from sb/sth (= avoid), keep up with sb. look down on sb, look forward to sth (= anticipate), look out for sblsth, look up to sb (= admire/respect), make away with sth, move on to sth, put up with sth/sb (= tolerate), run away with sb, run off with sth, stand up for sth (= defend), turn away from sth, walk out on sth/sb

The following phrasal-prepositional verbs are usually used in the passive:

be cut off from, be made up of, be set out in

Also check:

  • Grammar for IELTS
  • IELTS Grammar books
  • English Pronunciation in use Intermediate pdf

Practice Exercise

Q 1.

Underline the most suitable verb in bold in each of these sentences.

  1. Don’t stop now Liz. Continue/ Go on, I’m dying to hear the end of the story!
  2. In a bid to improve diplomatic relations, the Foreign Office has arranged/fixed up a visit by senior embassy staff.
  3. The court sentences you to life imprisonment, with the recommendation that you not be released /let out for a minimum period of twenty years.
  4. Owing to a lack of military support, the United Nations feels unable to maintain /keep up its presence in the war-torn province.
  5. I don’t think your dad trusts me – he’s always observing / looking at me.
  6. You’ve got to make an effort, darling. You’ll never lose weight unless you reduce / cut down on the amount of fatty food you eat.
  7. The government have announced plans to abolish/ do away with the disabled person’s vehicle allowance in the next budget.
  8. My little brother’s always getting bullied at school. He just won’t confront/ face up to the other kids.
  9. The presidential party will arrive / turn up at the palace shortly before luncheon.
  10. My best friend always exaggerates – half the things he says are just invented/ made up!

Q 2.

Rewrite these sentences using an appropriate multi-word verb. You must use a pronoun ( it, him, her, them) to replace the underlined object. In some cases you may have to change the word order. The exercise begins with an example (0).

  • (0) They’ve postponed the housewarming party until Friday.
  • ==> They’ve put it off until Friday
  1. Would you mind organising the removal yourself?
  2. I met Steve and Terri quite by chance at the supermarket this morning.
  3. I’ve arranged the meeting for ten o’clock tomorrow.
  4. You’re always criticising your colleagues.
  5. I’m sure the police will investigate the burglary.
  6. The builders undertook the job very professionally.
  7. Could you collect the children from school tonight?
  8. Has Perry recovered from the flu yet?
  9. She really resembles her parents, doesn’t she?
  10. Would you highlight the advantages for me?

Q 3.

What are the people saying in the pictures on the next page? Write a short sentence for each situation using multi-word verbs and a suitable pronoun (it, them, you, etc.). All the multi-word verbs you need can be formed from the verbs in brackets and the particles in the box. The first one has been done as an example (0).

with after at down off out up (x2)

Q 4.

Rewrite the parts of the sentences in brackets with the words in the correct order.

  • (0) Don’t (tomorrow/put/until/off/it); do it now.
  • ==> Don’t put it off until tomorrow

1. Thanks for the invitation; (looking/to/I’m/it/forward).

2. The evil witch (frog/prince/the/into/turned/handsome/a).

3. I won’t have any sugar thank you; (it/I’ve/up/given).

4.There isn’t a death penalty any longer; (away/they’ve/it/done/with).

5. He’s the footballer (million/a/team/manager/for/the/paid/whom/dollars).

6. I have a small trust fund; (by/it/my/was/set/grandfather/up).

Q 5.    

Read the magazine article below. Then use the information in the text to complete the informal summary on the next page. Use no more than three words for each gap (1-18), including the word in brackets. The words you need are all multi-word verbs and do not occur in the newspaper article. The exercise begins with an example (0).

When Anger is Healthy

Everyone knows that not allowing oneself to show feelings of anger and resentment can be very unhealthy, leading to stress and long-term feelings of inadequacy and powerlessness. But how do we release our anger without looking foolish or petulant?

The first thing to learn is that expressing your anger and losing your temper arc not the same thing at all. One is natural and healthy, the other is destructive and dangerous. We usually admire those who can express their anger calmly, and see them as ‘firm but fair’ or mature and self-confident. While those who lose their temper appear to be immature, childish, selfish and aggressive.

Mandy Dickson is a psychologist who has established a successful one-day anger workshop that helps ordinary people to learn about and manage their anger. The seminar is not intended for criminals or the mentally ill, but for those ordinary people who feel powerless to control their own tempers.

The first thing Mandy explains is that anger is a natural and normal feeling, and that feeling angry about something is nothing to be ashamed of. But we need to recognise anger when we feel it, and to investigate its true causes. Once we know the real cause of anger we can confront it and begin to do something positive about it. Mandy asks participants to complete a questionnaire about things that make them angry. By comparing these ‘triggers’ people often discover that the true causes of anger are other feelings, especially fear, disappointment and grief. But because it is not socially acceptable in our culture to openly demonstrate these feelings, we express them as anger. This is particularly true for men who, even in these enlightened times, are expected to hide any feelings of inadequacy or fear and be strong and stoical in all situations.

Having recognised the causes of anger, the first step is to learn how to avoid anger-inducing situations. The next step is to learn how to express one’s feelings calmly and firmly. Mandy believes that when we are angry we want other people to understand our anger and sympathise with it. But we often fall into the trap of expressing anger by criticising those around us, when what we really want is their support and empathy. One of the most common causes of anger is when other people fail to behave in a way you expect them to. But as Mandy explains, human beings are not telepathic, they cannot be expected to automatically anticipate other people’s desires and wishes. So an essential tool in reducing the occurrence of anger-inducing situations is to always explain exactly what you want and expect from those around you. It is all essentially a question of communication.

We know (0)_bottling up_(bottle) anger can be unhealthy. But how do we (1)__(let) our anger without seeming foolish? Expressing anger and losing your temper are different things. One is healthy, the other dangerous. We (2)___(look) people who express anger calmly, but those who lose their temper (3)__(come) immature and aggressive. Mandy Dickson has (4)___(set) a one-day anger workshop which helps people learn about and (5)___(deal) their anger. It is (6)__(aim) ordinary people who don’t feel able to control their tempers. She (7)___(point) that anger is natural and nothing to be ashamed of, but we should recognise it and (8)___(look) its true causes. Then we can (9)___(face) it, and begin to do something positive. Participants (10)___(fill) a questionnaire about things that make them angry. They compare their responses and often (11)____(find) that the causes are other feelings such as fear or grief. But in our culture it isn’t acceptable to (12)___(act) these feelings in public. Men, in particular, are supposed to (13)____(cover) these feelings.

Once we know the causes of anger, we must learn how to (14)___(keep) situations which will induce them. When we are angry we want other people to understand us, but we often make the mistake of (15) ___(run) those around us. Anger is often caused by the feeling that you have been (16)___(let) by other people. But we can’t always expect other people to know our feelings. So the most important way to (17) ____(cut) the number of anger-producing situations is to tell people exactly how we feel. It really all (18)____(come) communication.

Q 6.

Rewrite John’s half of this unnatural telephone conversation in a more natural, informal style. Use the multi-word verbs in the box to replace the underlined verbs and phrases. Replace nouns with pronouns where possible and make any other necessary changes, as in this example:

JOHN: (0) I’ve just demolished the conservatory.   ==> …. I’ve just pulled it down…..

do sth up take sth off
put up with sb look forward to sth
stay up sit down
get on with sb take sth up
put sb up finish sth off
turn sth into sth sort sth out
look down on sb turn sth down
put sth up pull sth down

DAVE: John, it’s Dave. How are things?

JOHN: Sorry, I can’t hear you. (1) I’ll just reduce the volume on the radio. That’s better.

DAVE: How are things? Still working on the house?

JOHN: Yes. (2) We’ve completed the work on the kitchen and (3) we’re renovating the dining room. (4) We’re transforming the room into a second bedroom. (5) I’ve just mounted the wallpaper but I’ve been having trouble getting it (6) to remain vertically attached.

DAVE: I know what you mean. I hate wallpapering.

JOHN: (7) And it’s all got to be organised and ready by Saturday. Jane’s mother is coming and we’re (8) providing accommodation for her for a few days.

DAVE: I thought you didn’t like her.

JOHN: (9) We don’t interact in a friendly way with each other but (10) I can tolerate her for a few days.

DAVE: Why do you dislike her so much?

JOHN: (11) I’m sure she regards me as inferior to her. And she’s so lazy, I mean she comes in, (12) removes her coat, (13) assumes a seated position and expects us to wait on her hand and foot!

DAVE: I see what you mean. Sounds like a nightmare.

JOHN: (14) Mm. I think I might commence gardening as a hobby – just to get me out of the house!

DAVE: Good idea. Well, I’d better let you get on. And don’t forget about our party on Friday.

JOHN: (15) Of course not. I’m anticipating the party with pleasure.

Answer Key for Diagnostic Test

  1. was made up by him.
  2. Keep it up.
  3. stick strictly to
  4. go with it.
  5. ran into him
  6. which our movement stands for./ for which our movement stands.
  7. put up with it.
  8. let her in on it.
  9. by head office over ==> over by head office
  10. breakout  ==> outbreak
  11. left by his ex- girlfriend out ==> left out by his ex-girlfriend
  12. not give away ==> not reveal (give away is an inappropriate verb in a formal context)
  13. activate   ==>  turn on/switch on (activate is an inappropriate verb in an informal context)
  14. down the floor and ==> down (on the floor) and
  15. ✓
  16. took off the ground at incredible speed ==> took off (from the ground) at incredible speed.
  17. brought recently in ==> recently brought in
  18. ✓
  19. ✓
  20. ✓

Answer Key for Practice Test

Q 1.

  1. Go on
  2. arranged
  3. released
  4. maintain
  5. looking at
  6. cut down on
  7. abolish
  8. face up to
  9. arrive
  10. made up

Q 2.

  1. Would you mind seeing to it/sorting it out yourself?
  2. I ran into them at the supermarket this morning.
  3. I’ve fixed it up for ten o’clock tomorrow.
  4. You’re always running them down.
  5. I’m sure the police will look into it.
  6. The builders carried it out very professionally.
  7. Could you pick them up from school tonight?
  8. Has Perry got over it yet?
  9. She really looks like them/takes after them, doesn’t she?
  10. Would you point them out for me?

Q 3. (Suggested Answers)

  1. He takes after you.
  2. Put it down!
  3. Please take it off.
  4. It doesn’t go with it.
  5. Pick it up!
  6. Drink it up.
  7. Look at them!

Q 4.

  1. I’m looking forward to it
  2. turned the handsome prince into a frog/turned the frog into a handsome prince
  3. I’ve given it up
  4. they’ve done away with it
  5. for whom the team manager paid a million dollars
  6. it was set up by my grandfather

Q 5.    

  1. let out
  2. look up to
  3. come across as
  4. set up
  5. deal with
  6. aimed at
  7. points out
  8. look into
  9. face up to
  10. fill in/fill out
  11. find out
  12. act out
  13. cover up
  14. keep away from
  15. running down
  16. let down
  17. cut down
  18. comes down to

Q 6.

  1. I’ll just turn the radio down
  2. We’ve finished off the kitchen
  3. We’re doing up the dining room
  4. We’re turning it into a second bedroom
  5. I’ve just put the wallpaper up
  6. stay up
  7. sorted out
  8. putting her up
  9. get on with each other
  10. put up with her
  11. looks down on me
  12. takes her coat off
  13. sits down
  14. I think I might take up gardening
  15. looking forward to it
Источник
  1. Home
  2. Types of Verbs
  3. Multi-word Verbs

Multi-word verbs are verbs that consist of more than one word. They fall into three types:

  • prepositional verbs
  • phrasal verbs
  • phrasal-prepositional verbs

Before we look at each one, we’ll examine more generally what multi-word verbs are.

Confusion Multi-word Verbs

What are Multi-word Verbs?

Multi-word verbs are made up of a verb and a particle. Particles are words that we use as prepositions and / or adverbs in other contexts. Here are examples of some of these words:

Verbs

  • give
  • come
  • look
  • take
  • bring
  • put
  • made

Particles (Prepositions and Adverbs)

  • into
  • on
  • away
  • over
  • to
  • up
  • out

When we combine a verb with a particle to make a multi-word verb, it has a different meaning to the meaning of those words when used on their own.

For instance, here are two common meanings of one word taken from each list:

  • give = transfer the possession of something to someone else e.g. I gave him my passport.
  • up = towards a higher place or position e.g. he went up the stairs 

However, we can put these two words together to make a multi-verb word, creating a completely different meaning:

  • He wants to give up smoking = stop

So give up is a multi-verb word we have created by placing together a verb and a particle. Neither give nor up have the same meaning as when they are used on their own.

Where do they come in sentences?

Multi-word verbs are no different to other verbs in that they can be used as a main verb (i.e. after a subject and taking a tense) or in other positions, such as acting as an infinitive:

  • Main Verb: He gave up smoking last week (used after a subject and in the past tense)
  • Infinitive: It is important to give up smoking (base form of the verb used after an adjective)

Some multi-word verbs can be split up, while others cannot:

  • Cannot be separated:  She looks after the children on Saturdays
  • Can be separated: He looked up the word in the dictionary / He looked the word up in the dictionary 

Multi-verb words as idiomatic expressions

Given that multi-word verbs have different meanings to the individual words, they tend to be idiomatic expressions.

Some will make sense as you see them but others may look confusing if you are not already aware of what they mean. 

For example, in the first two, we can probably guess the meaning, but the others are more difficult:

  • The plane took off at 5pm (= became airborne)
  • He got up early this morning (= rise to a standing position)
  • She put him up for the week (= provided temporary accommodation)
  • She let him off (=forgave)

So with these types of verbs you often have to learn them and their meanings as it can be difficult to guess the meanings from context. 

Types of Multi-word Verbs

There are three types of multi-word verbs:

  1. prepositional verbs
  2. phrasal verbs
  3. phrasal-prepositional verbs

1. Prepositional Verbs

A prepositional verb is a multi-word verb made up of a verb plus a preposition. These are the key factors which make these multi-word verb prepositional verbs:

  • They must have a direct object
  • They are transitive (because they have a direct object)
  • The main verb and preposition are inseparable (i.e. the object must go after the preposition)

Structure of Prepositional Verbs

Main Verb + Preposition + Direct Object

Here are some examples of prepositional verbs:

Prepositional Verb Examples

  • I sailed through my speaking test
  • Their house was broken into
  • He can’t do without his car
  • She really gets into her music
  • I will deal with the problems
  • I looked after her cat

In none of these cases can we move the direct object to between the verb and particle, or in other words separate them. For instance we can’t say I sailed my speaking test through or He can’t do his car without.

You may have thought that Their house was broken into does not fit because there appears to be no direct object after ‘into’. 

But remember that as prepositional verbs are transitive, they can usually be turned into the passive voice. This example has been turned from active to passive:

  • The burglars broke into their house (active)
  • Their house was broken into (passive)

2. Phrasal Verbs

A phrasal verb is a multi-word verb made up of a verb plus an adverb. There are two types of phrasal verb:

  • Type 1: No object (intransitive) i.e. they don’t take an object
  • Type 2: Object (transitive) separable i.e. they need an object and this can go between the verb and particle

Structure of Phrasal Verbs

Type 1

Main Verb + Adverb

Type 2

Main Verb + Direct Object + Adverb

or

Main Verb +  Adverb + Direct Object

Some of the most common adverb particles used with Phrasal Verbs are: around, at, away, down, in, off, on, out, over, round, up.

Phrasal Verb Examples

Type 1:

  • The plane took off late
  • She got up before him
  • The film came out in 1979
  • I can’t make out what she is saying
  • The meeting went on for several hours

Type 2:

  • I can put up your friend for the weekend
  • I can put your friend up for the weekend
  • She brought up many issues at the meeting
  • She brought many issues up at the meeting

Phrasal Verbs and Pronouns

Something to note with Phrasal Verbs in type 2 constructions is that if the object is a pronoun, then it must go between the verb and adverb particle. It cannot go after it.

So it has to be like this:

  • I can put him up for the weekend
  • She brought it up at the meeting

2. Phrasal-Prepositional Verbs

The key distinguishing factors of these types of multi-word verbs are:

  • They take an object (so are transitive)
  • They have two particles
  • The particles are inseparable

Structure of Phrasal-Prepositional Verbs


Main Verb +  Particle + Particle

Phrasal-Prepositional Verb Examples

  • I look up to my uncle
  • You must get on with your work
  • He couldn’t face up to his problems
  • I always look out for her
  • Let’s catch up with John next week
  • I always look forward to seeing her

It is possible though with certain phrases to put a direct object after the verb. So in this case there will be a direct object and object of the preposition:

Examples with Verb + Object

  • She fixed me up with her freind
  • I let Jane in on the secret
  • He put me up to it
  • I put the problem down to them

Some difficulties for learners

Understanding what multi-word verbs mean

Some learners of English find multi-word verbs difficult because they may take the literal meanings of the individual words. For example, with this sentence:

  • I was looking forward to seeing her

It actually means to await eagerly, in this case to meet someone at a later date, but taken literally a person could think it means looking in a particular direction, such as looking ahead at someone. 

Misunderstanding Multi-word verbs with two meanings

Some verbs can have two meanings, which confuses some people if they only know one. For example:

  • I dropped her off at school (= give someone a lift somewhere)
  • I dropped off several times during the class (= falling asleep unintentionally) 

Only noticing the verb if separated from the particle

If as a learner, you only notice the verb, then this can make you misunderstand the sentence and again take the verb with it’s literal meaning. This can often happen when they are split up with several words between them:

  • He put all of the problems that we have been having down to the hot weather

In such a case the phrasal verb may not be recognised.

Understanding the difference between Phrasal Verbs and Prepositional Verbs

This can be unclear; however, it is not really important to know the differences. As long as you understand that multi-word verbs are verbs plus a preposition or adverb (or both) and that they have a differing meaning to the words on their own, that is enough for most purposes. 

But the key difference is that an object can go before or after an adverb, but it can only go after a preposition. In other words:

  • Prepositional verbs must not be seperated
  • Phrasal Verbs can be separated 

Of course type 1 Phrasal Verbs would not be separated because they do not have an object at all. 

Incorrect Word order

It is often the case that a speaker or writer may get the the word order of the multi-word verb wrong, with the pronoun placed in the wrong place:

  • I don’t have the space to put up him (should be put him up)

Differing grammatical explanations

It can sometimes be confusing when you search on ‘multi-word verbs’ or ‘Phrasal Verbs’ as differing sites or books categorise them differently. 

For instance, in some cases, all verbs + preposition or / and adverbs are labelled as multi-word verbs, regardless of whether they create a different meaning. For instance:

  • He went into the room
  • They are waiting for her 
  • He is suffering from heatstroke
  • I agree with you

In these cases, the phrases have their literal meaning and have not been changed. However, these could be seen simply as words that commonly collate together rather than multi-word verbs. 

In some cases, all those that have a different meaning are labelled ‘Phrasal Verbs’, with no reference to prepositional verbs. 

This should not really concern you though. The main thing to know is the differing structures with regards to whether words can be separated or not and to understand that with multi-word verbs with different meanings (i.e. what some people just call phrasal verbs) you will probably have to gradually learn there differing meanings. 

Here you can find a useful phrasal verb list with examples to start leaning some of the words.

Summary

  • Multi-word verbs are a verb plus one or two particles
  • It is a word combination that changes the meaning from the individual words
  • Prepositional verbs must not be seperated
  • Phrasal Verbs can be separated 
  • They are sometimes all simply known as Phrasal Verbs

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A. Complete the sentences with the nouns in the box.

boat     bus     dad     exams     football     job     taxi     yellow

1   The old man got into the ……boat…… with difficulty.

2   You can’t get on the ……………………… without a ticket.

3   He congratulated her on passing her ……………………… .

4   Alice is bored at work. She’s decided to go for a ……………………… on the farm.

5   Look! That’s somebody famous getting out of the ………………………!

6   My sister knows everything about ……………………… .

7   I talk to my ……………………… about my problems.

8   I don’t think purple goes with ……………………… .

Answers

2 bus   3 exams   4 job   5 taxi   6 football

7 dad   8 yellow

B. Match the sentence beginnings to the correct endings.

1   I’m looking forward

2   I didn’t agree

3   Always believe

4   It depends

5   Nobody laughs

6   I need to learn more

7   I’m not waiting

8   They come

a   in yourself.

b   from a small village.

c   about computers.

d   for the bus.

e   with everything she said.

f   at my jokes.

g   to the holidays.

h   on your opinion.

Answers

1 g   2 e   3 a   4 h   5 f   6 c   7 d   8 b

C. Underline the correct option.

1   He doesn’t eat very well. His lunch seems to consist of / with cakes and crisps!

2   I won’t put up for / with this behaviour any more.

3   I don’t want to go to the museum – I don’t like looking at / for paintings.

4   I don’t want you to worry for / about anything.

5   I went to the hotel desk and asked for / to my key.

6   She blamed her sister on / for the trouble.

7   I’m thinking in / of going on holiday.

8   When I was in Angola, I learnt a lot about / of the country’s history.

9   Have you heard of / to this actor?

10   She smiled to /at her new friend.

11   She’s always complaining about / of the weather.

12   When he laughs, he reminds me to / of my uncle.

Answers

2 with   3 at   4 about   5 for   6 for   7 of

8 about   9 of   10 at   11 about   12 of

D. Complete the sentences using the correct forms of the verbs in the box.

deal with     get off     go through     go up to

know about     look after     look like     run into

suffer from     work on

1   When the president entered the room, the prince immediately ……went up to…… her and shook her hand.

2   At last, the government is ………………………… the transport problems.

3   The man ………………………… the bus at the last stop.

4   We ………………………… their young son on Saturday.

5   I don’t ………………………… anything ………………………… golf.

6   They both ………………………… bad headaches.

7   He’s ………………………… a really bad time at the moment.

8   Everyone thinks my sister ………………………… me. We’ve both got green eyes.

9   My dad ………………………… the new kitchen all weekend.

10   She wasn’t looking where she was going and ………………………… a streetlight.

Answers

2 dealing with   3 got off

4 looked after   5 know … about

6 suffer from   7 going through

8 looks like   9 was working on / worked on

10 ran into

E. Make questions by putting the words in the correct order.

1    marriage / in / believe / you / Do

      Do you believe in marriage?

2    What / were / music / listening / to / you

      …………………………………..?

3    What / thinking / you / about /are

      …………………………………..?

4   about / What / you / to / want / do / talk

      …………………………………..?

5    ever / to / famous / Have / spoken / you / person / a

      …………………………………..?

6    smiling / you / are / Who / at

      …………………………………..?

7    you / happened / What / to

      …………………………………..?

8    Who / meal / for / the / paid

      …………………………………..?

Answers

2   What music were you listen to?

3   What are you thinking about?

4   What do you want to talk about?

5   Have you ever spoken to a famous person?

6   What happened to you?

8   Who paid for the meal?

F. Rewrite each sentence so that it has a similar meaning, using the word in brackets in a prepositional verbs.

1    Can anyone think of a better idea? (come)

      Can anyone come up with a better idea?

2    Whose bag is this? (does)

      …………………………………..

3    Do you have the same opinion as her? (with)

      …………………………………..

4   Did you find my passport when you were tidying my room? (across)

      …………………………………..

5   I don’t know whether to choose the black boots or the brown ones. (go)

      …………………………………..

6   That shirt doesn’t match your jacket. (with)

      …………………………………..

7   I’ll buy the tickets from him. (pay)

      …………………………………..

8   We discussed films for hours. (about)

      …………………………………..

Answers

2   Who does this bag belong to?

3   Do you agree with her?

4   Did you come across my passport when you were tidying my room?

5   I don’t know whether to go for the black boots or the brown ones.

6   That shirt doesn’t go with your jacket.

7   I’ll pay him for the tickets.

8   We talked about films for hours.

G. Complete the sentences using prepositional verbs so that they are true for you.

1    I never agree ……with my brother. ……

2   I often think …………………………………… .

3    I get on well …………………………………… .

4    I like talking …………………………………… .

5    I always worry …………………………………… .

6   I don’t know much …………………………………… .

7   I love learning …………………………………… .

8   I’m looking forward …………………………………… .

H. Circle the correct option.

1   She’s looking ………… a job at the moment.

      a for     b at     c after

2   He got ………… his bike and rode away.

      a off     b on     c into

3   Nobody could ………… up with a better solution to the problem.

      a put     b come     c get

4   I stayed with a family in London last summer but I didn’t get ………… very well with them.

      a on     b in     c off

5   Who are you …………?

      a talking     b talking of     c talking to

Answers

1 a   2 b   3 b   4 a   5 c

Related Posts

  • English Grammar Exercises for B1 B2 – Linking words 2: reason, purpose and result
  • English Grammar Exercises for B1 B2 – Linking words 1
  • English Grammar Exercises for B1 B2 – It and there
  • English Grammar Exercises for B1 B2 – Word formation 2: nouns (affixes)
  • English Grammar Exercises for B1 B2 – Word formation 1: verbs and adjectives (affixes)
  • English Grammar Exercises for B1 B2 – Non-defining relative clauses
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Содержание

1. Чем обычные глаголы отличаются от multi-word verbs?

1.1. Multi-word verbs: prepositional verbs

1.2. Multi-word verbs: phrasal verbs

1.2.1. Transitive and intransitive phrasal verbs

1.3. Multi-word verbs: phrasal-prepositional verbs

2. Multi-word verbs: формальная или неформальная речь?

Чем обычные глаголы отличаются от multi-word verbs?

Между английским и русским языками есть много отличий в произношении, лексике и грамматике. Особенностью русского языка является то, что он характеризуется большим количеством суффиксов и приставок, позволяющих образовывать новые лексические единицы. Например, от слова «ходить» таким образом можно образовать производные слова «выходить», «отходить», «входить», «заходить», «переходить», «подходить», «сходить». А каким же будет ответ английского языка в этом морфологическом баттле? Здесь он продемонстрирует так называемые фразовые глаголы, входящие в группу multi-word verbs. В этой статье мы рассмотрим, какие типы многословных глаголов есть и какие особенности их употребления.

Итак, multi-word verbs включают:

  • prepositional verbs (предложные глаголы); 
  • phrasal verbs (фразовые глаголы); 
  • phrasal-prepositional verbs (фразово-предложные глаголы). 

Обычно они состоят из двух, а иногда из трех слов. Если prepositional verbs не вызывают затруднений с переводом, то фразовые глаголы могут вводить в заблуждение. Их особенность в том, что они могут иметь много значений, а изменение частицы или предлога может существенно изменить значение в контексте. Поэтому преподаватели рекомендуют изучать такие слова группами и в контексте, а не методом сухого заучивания.

Все о multi-word verbs в английском языке

Для примера рассмотрим несколько интересных multi-word verbs, образованных от простых глаголов put (класть), let (разрешать), pass (передавать), которые тебе точно известны.

  • You shouldn’t have to put up with this nonsense. – Ты не должен мириться с этой чепухой.

  • Don’t let me down. – Не подведи меня.

  • It was so stuffy inside that she passed out. – Внутри было так душно, что она потеряла сознание.

Иногда трудно сказать, сколько значений имеет конкретный фразовый глагол, и запомнить все возможные переводы. Ведь кроме того, что сам глагол может иметь разные значения, его сочетание с частицами и предлогами образует множество новых фраз. Ярким примером могут служить такие глаголы как get и set.

  • The film is about a government investigator determined to get at the truth when his friend disappears. – Фильм рассказывает о государственном следователе, который намерен докопаться до правды, когда его друг исчезает.

  • I’ll get you back for this. – Я отомщу тебе за это.

  • This situation is getting me down. – Эта ситуация меня удручает.

  • Get in the car. – Садись в машину.

  • Let’s get down to work. – Приступаем к работе.

  • We’ve finally got over the problem. – Наконец-то мы преодолели проблему.

  • Cars pulled into the side of the road to let the ambulance get by. – Машины останавливались на обочинах, чтобы дать проехать карете скорой помощи.

Как видим, значения простого глагола и этого же глагола с предлогом значительно отличаются. Поэтому нужно обязательно ознакомиться с целым предложением или ситуацией, чтобы сделать правильный перевод выражения. 
 

Multi-word verbs: prepositional verbs

Prepositional verbs или предложные глаголы состоят из глагола и предлога, который присоединяет существительное, выполняющее функцию приложения. При переводе на русский здесь нет особых проблем, часто здесь предлоги переводятся буквально. Рассмотрим примеры таких multi-word verbs.

agree with

соглашаться с

I agree with you.

apologise for

извиняться за

He apologised for being late.

believe in

верить в

She doesn’t believe in herself.

deal with

иметь дело с, решать

I have to deal with this problem immediately.

insist on

настаивать на

I insist on consulting a lawyer.

look after

ухаживать за

I’m currently looking after my niece.

pay for

платить за

How much did you pay for your phone?

Однако в английском языке есть некоторые глаголы, которые употребляются вообще без предлога или частицы, но на русский мы переведем их именно с предлогом. 

  • Do TV programs influence children’s behaviour? – Телепрограммы оказывают влияние на поведение детей?

  • The economy has entered a period of recession. – Экономика вошла в период рецессии.

А может быть и наоборот:

  • I love listening to music. – Я люблю слушать музыку.
     

Multi-word verbs: phrasal verbs

Phrasal verbs или фразовые глаголы состоят из главного глагола и частицы, изменяющей его значение. 

  • Children grow up very quickly. – Дети растут очень быстро.

  • We woke up early in the morning. – Мы проснулись рано утром.

  • Why are you bringing that argument up now? – Почему вы приводите этот аргумент сейчас?

  • I’ve decided to call off the meeting. – Я решил отменить встречу.

На примере глагола come рассмотрим, как частица может менять его значение.

come across

казаться, производить впечатлени

He comes across as a confident person.

come down

снизиться

House prices have come down recently.

come in

зайти

Do you want to come in for a cup of tea?

come out

выйти

Would you like to come out for a drink sometime?

come up

подойти

A beggar came up to me and asked for money.

Следует обратить внимание, что у одного и того же фразового глагола может быть разный перевод. К примеру, глагол come up может употребляться в следующих контекстах:

  • A lot of people came up to her and started asking questions. – Многие подошли к ней и начали задавать вопросы.

  • If the subject of payment comes up, try to change the subject. – Если зайдет вопрос об оплате, попробуйте сменить тему.

  • A position has come up in the HR department. – Появилась вакансия в отделе кадров.

  • The sun has come up. – Солнце взошло.

Или глагол take off:

  • The prices took off last month. – Цены взлетели в прошлом месяце.

  • The plane took off at 5:15. – Самолет взлетел в 5:15.

  • I came in and took off my coat. – Я вошел и снял пальто.

Или, к примеру, глагол go off:

  • I used to enjoy tennis, but I’ve gone off it a bit now. – Раньше я любил теннис, но сейчас немного отошел от него.

  • The lights went off in several villages because of the storm. – Из-за непогоды в нескольких селах исчез свет.

  • The bomb went off at midday. – Бомба сработала в полдень.

  • That meat looks like it’s gone off. – Кажется, мясо испортилось.

  • She really went off on Richard as soon as he got home. – Она действительно набросилась на Ричарда, как только он вернулся домой.
     

Transitive and intransitive phrasal verbs

Фразовые глаголы в свою очередь делятся на переходные (transitive) и непереходные (intransitive).

Переходные глаголы принимают приложение, которое может идти между глаголом и частицей или после частицы.

  • We had put off the meeting for a week (put off – фразовый глагол, the meeting – приложение).

  • I gave up smoking three years ago (gave up – фразовый глагол, smoking – приложение).

  • He turned down the offer (turned down – фразовый глагол, the offer – приложение).

Также переходные глаголы можно разделить на еще одну условную подкатегорию. В зависимости от того, можно ли поставить приложение между глаголом и частицей, фразовый глагол может быть separable или inseparable. В нижеприведенном сравнении глагол turn off – separable или разделенный:

  • Please turn off the air conditioning.
  • Please turn the air conditioning off.

Интересно, что приложение, функцию которого выполняет местоимение, может быть только между глаголом и частицей. Например:

✓ Throw away these toys.
✓ Throw these toys away.
✓ Throw them away.
Х Throw away them.

Все о multi-word verbs в английском языке - 2

Непереходные фразовые глаголы используются без приложения. Вот несколько примеров с переводом таких multi-word verbs.

  • The computer broke down. – Компьютер сломался.

  • The company has closed down. – Компания закрылась.

  • Suddenly, I passed out. – Вдруг я потерял сознание.

  • Can you speak up, please? – Пожалуйста, вы можете говорить погромче?

  • I’m going back next month. – Я возвращаюсь в следующем месяце.

Некоторые фразовые глаголы могут быть одновременно и переходными, и непереходными. Например, фразовый глагол look up в первом примере непереходной и не требует приложения, а во втором предложении – переходной, после него должно идти приложение и его значение отличается.

  1. Don’t look up! – Не смотри вверх!
  2. I’ve always looked up to my uncle! – Я всегда восхищался своим дядей!
     

Multi-word verbs: phrasal-prepositional verbs

Фразово-предложные глаголы состоят из главного глагола, частицы и предлога. Рассмотрим такой пример. 

  • We’ve run out of petrol. – У нас закончился бензин.

В этом предложении run – главный глагол, out – частица, образующая новое значение глагола, of – предлог, присоединяющий приложение.

И еще несколько примеров наиболее распространенных multi-word verbs с переводом.

come up with

придумывать

He’s come up with an interesting idea. – У него появилась интересная идея.

cut down on

снизить, уменьшить

I’m trying to cut down on sugar. – Я пытаюсь снизить потребление сахара.

get down to

приступать

Let’s get down to work. – Приступим к работе.

grow out of

вырасти из

Kids grow out of shoes within three or six months. – Дети вырастают из обуви в течение трех-шести месяцев.

get on with 

ладить

I get on well with my colleagues. – У меня хорошие отношения с коллегами.

look down on

смотреть свысока

She looks down on others. – Она смотрит свысока на других.

look up to

уважать, восхищаться

I’ve always looked up to my father. – Я всегда восхищался своим отцом.

look forward to

ждать

I’m looking forward to your answer. – Я жду вашего ответа.

put up with

мириться с

I will never put up with this kind of behaviour. – Я никогда не смирюсь с таким поведением.

talk out of

отговорить

In the end, I talked them out of leaving. – В конце концов я отговорил их уходить.

Не всегда глагол, за которым следует предлог, является фразово-предложным. В приведенном ниже примере wake up – это просто фразовый глагол, предлог at используется для обозначения времени, а предлог about переводится как «приблизительно», «примерно».

  • I usually wake up at about 9 o’clock. – Я обычно просыпаюсь примерно в 9 часов.

  • I grew up in a small town. – Я вырос в маленьком городе.
     

Multi-word verbs: формальная или неформальная речь?

Самый распространенный запрос в изучении английского – это овладение именно разговорным языком. И поэтому на курсах обойти тему multi-word verbs не удастся, они очень распространены именно в неформальном общении. Если же ты готовишься к экзамену, пишешь научную работу или официальное письмо потенциальному работодателю, то лучше проверить регистр того или иного фразового глагола.

  1. More informal for ‘do it’:
    – Can I ask you a question?
    – Yeah, sure. Fire away!
    – Могу ли я задать вопрос?
    – Да, конечно. Давай!

  2. More informal for ‘invite’:
    You should ask her out sometime. – Ты должен пригласить ее как-нибудь.

  3. More informal for ‘interrupting’:
    He kept on butting in with silly comments. – Он продолжал вмешиваться со своими глупыми комментариями.

  4. More informal for ‘spend time’:
    Do you want to hang out at my place? – Ты хочешь потусить / зависнуть у меня?

  5. More informal for ‘criticise’:
    Why did you have to put me down in front of everybody like that? – Тебе действительно надо было так унижать меня перед всеми?

  6. More informal for ‘talk non-stop’:
    He’s always harping on about how much money he earns. – Он постоянно подчеркивает, сколько денег зарабатывает.

  7. More informal for ‘makes me’:
    Every time I think about it, it sets me off laughing. – Каждый раз, когда я думаю об этом, у меня начинается смех.

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Phrasal Verbs present problems for many learners. One initial problem is that writers on the subject disagree as to exactly what a phrasal verb is: others use different names for different types.  For example, some differentiate between phrasal verbs and prepositional verbs and present both as sub-classes of multi-word verbs; some consider prepositional verbs to be a sub-class of phrasal verbs; and some use different terminology altogether. However, whatever the name, the concept of what we may neutrally call multi-word verbs is useful. It helps you see that there is a real difference in the meaning of the underlined words in:

1. He looked up the stairwell in the old house.

2. He looked up ‘stairwell’ in the dictionary

In #1, look is a verb with a meaning similar to turn one’s eyes in a particular direction, and up is a preposition conveying the idea of to or in a higher position somewhere.  Each word can be used naturally with these meanings in thousands of other sentences, as for example:

1a. If you look carefully, you can just see the old house.

2a. She pushed the pram up the hill.

In #2, however, the words look and up together make up a unit with a meaning similar to seek information about; this meaning cannot easily be inferred from the core meaning of the two parts. A further difference between the sentences is that it is possible to re-position up in #2 but not in #1:

2b. He looked the word up in the dictionary.

1b. *He looked the stairwell up in the old house.

It is useful, therefore, to consider the two parts of the ‘unit’ of look up (=seek information about) as a single multi-word verb (called by some writers a phrasal verb). The name is not important, though understanding how the verb groups are used is. It is also important for you not to worry if examples such as look for are given different names by different writers. For example, a phrasal verb, a prepositional verb or a verb followed by a preposition. Look for still means something like seek or try to find, whatever we call it, and #3 is always unacceptable:

3. *I have told Luke to look the missing file for.

In the following sections we examine the ways in which multi-word verbs are used. We shall see that the verbs fall into distinct types. For the sake of easy reference, each type has been given a name but, as noted above, the name is not important; what we are examining is how each type is used.

1. Types of Multi-word verbs

1.1. Verbs followed by a preposition

4. Emma went into the room. (from, past, through, etc)

5. The cat got over the hedge (under, through, etc)

In both these sentences the word in bold is a preposition, and can be replaced by other prepositions such as those in brackets, changing the meaning of the sentence as the meaning of the preposition changes. The meaning of the underlined word, an intransitive verb, does not change. We are not dealing with multi-word verbs here, any more than we are with:

6. The cat sat on the mat.                    

7. I am in Prague.

The fact that some of these verb + preposition groups can be replaced by a nearly synonymous verb without a preposition (e.g., enter = go into) is irrelevant.

For verbs followed by a preposition two pattern are normally possible:

a. verb+preposition+noun object:                               6. The cat sat on the mat.        

b. verb+preposition+single pronoun object:               6a. The cat sat on it.

A third pattern is possible, but not common:

c. verb+preposition+pronoun object

coordinated with a noun or another pronoun:         6b. The cat sat on it and the table.

Two patterns are not possible:

d. verb+noun object+preposition:                               6c. *The cat sat the mat on.           

e. verb+pronoun object+preposition   :                       6d. *The cat sat it on.     

1.2. Prepositional verbs

Now consider these:                                                    

8. The manager went into the matter thoroughly.

9. She can’t get over her shyness.

Here, the underlined word-pairs take on a meaning beyond the literal meanings of the original verb and preposition, (though it may be possible to see the meaning as metaphorical extensions of those literal meanings). It can be useful to consider such verb + preposition groups as multi-word verbs.  Some writers call this type of multi-word verbs (inseparable) phrasal verbs – inseparable because the two parts cannot be separated by their object; #8a and #9a are not possible:

8a. * The manager went the matter into thoroughly.

 9a. * She can’t get her shyness over.

However, as they differ in usage from other types of ‘phrasal verbs’, and because they are used in the same patterns as verbs followed by a preposition (1.1 above) it is more useful to call them prepositional verbs.

Other verbs are extremely restricted in respect to the number of possible prepositions that can follow them. Some writers consider such verb + preposition groups as look at, look for, approve of, cope with as prepositional verbs, but it is more useful to consider them to be simply verbs which collocate frequently with specific prepositions. This is not important; the grammar of cope + with is the same whether we think of it as a prepositional verb or a verb followed by a preposition. (It is important, of course, that you to learn the appropriate preposition.)

By grammar we understand here the way in which the words can be used. For prepositional verbs the possible word order patterns are the same as for verbs followed by a preposition. Two are normal:

a. verb+preposition+noun object:                        8. The manager went into the matter thoroughly.                                 

b. verb+preposition+single pronoun object:        8b. The manager went into it thoroughly.                                

A third pattern is possible, but not common:

b. verb+preposition+pronoun object

coordinated with a noun or another pronoun:   8a. The manager went into it and other matters thoroughly.

Two word-order patterns are not possible:

d. verb+noun object+preposition:                       8d. *The manager went the matter into thoroughly.              

e. verb+pronoun object+preposition:               8e. *The manager went it into thoroughly.                                                 

1.3. Phrasal verbs

Now consider this sentence:     

10. The terrorists blew up the police headquarters.

Once again, the underlined word-pair takes on a meaning (explode) beyond the original dictionary definitions of its parts However, the word up is not being used as a preposition here, but as an adverb or, as some writers refer to a word used in this way, a particle. In this paper we use the term phrasal verb for such combinations of verb+adverb/particle. Others call them (separable) phrasal verbs — separable because the two parts can be separated by their object; #10a is possible:

10a. The terrorists blew the police headquarters up.

Some writers regard such groups as those italicised in #11 and #12 as phrasal verbs:

11. He put down his book.                                 11a. He put his book down.

12. You can throw away that old radio.               12a. You can throw that radio away.

However, verb and adverb/particle are used here with their core meanings, and there is little point in considering them as phrasal verbs. Once again, this is not important. Whether we think of them as phrasal verbs or as verbs plus adverb/particle, the grammar is the same.

For both phrasal verbs and verbs followed by a particle used transitively, i.e., with a direct object. three patterns are possible:

a. verb+particle+ noun object:

10.  The terrorists blew up the police headquarters. 

11. He put down his book.

b. verb+noun object+particle:                         10a.   The terrorists blew the police headquarters up.

11a. He put his book down.

c. verb+ pronoun object+ particle                   10b.   The terrorist blewit up.   

11b. He put it and his glasses down.                                                           

A fourth pattern is possible, if not very common:

d. verb+particle+pronoun object coordinated

with a noun or another pronoun:                    10c The terrorists blew upit and the nearby mill.

11c. He put it and his glasses down.     

One pattern is not possible:

e. verb+particle+single pronoun object:         10d * The terrorists blew upit.

                                                                        11d * He put down it.    

Thus we have a difference in word-order patterns between what we have called prepositional verbs and verbs followed by a preposition on the one hand, and phrasal verbs and verbs followed by a particle/adverb on the other, as we can see on the following table:

Verb + Preposition

Verb + particle

√ He went into the room.

√ He went into it.

√ He went into it and other things.

* He went the room into.         

* He went it into.           

√ He put down the book.

* He put down it.

√ He put down it and his glasses

√ He put the book down.

√ He put it down.
   

Prepositional Verb

Phrasal Verb

√ She got over her illness.

√ She got over it.

√ She got over it and losing her job.

* She got her illness over.

* She got itover.

√ They blew up the house.

* They blew up it.

√ They blew up it and the nearby factory.

√ They blew the house up.

√ They blew it up.

With blow up in #10 we see the dangers of labeling combinations without taking context into consideration. In #10-10d it is used transitively (meaning explode), and it is used as a phrasal verb (so * he blew up it is not acceptable). However, we can use blow as a simple intransitive verb and follow it with the preposition up. Think of an organist testing for blockages in a pipe: he pursed his lips, he put them to the end of the pipe and

13. He blew up the pipe.

Here we have a simple verb blew (for which we could substitute other verbs such as called, shouted) and a preposition up (for which we could substitute other prepositions such as down, through). In this sense it is possible to say: he blew up it.

The phrasal verb blow up can itself be used intransitively (1.5, below).

1.4. Intransitive verbs followed by a particle/adverb.

14. as I opened the door, Mike walked past. (away, by, in. past, over, up, etc)

15. Margaret looked away, (down, round, up, etc)

In both these sentences the word in bold is a particle/adverb, and can be replaced by others such as those in brackets, changing the meaning of the sentence as the meaning of the particle/adverb changes. The meaning of the underlined word, the verb, does not change. We are not dealing with multi-word verbs here, though some writers class such verbs as the following as phrasal verbs;

bend over        come round                       fall over             get up/ away             go away

lie down          look up/down/round           sit down/up        stand up                   wake up

Three patterns are possible:

a. Verb + particle:                                14a. As I opened the door, Mike walked past.

b. Verb + adverb of manner + particle:           14b. As I opened the door, Mike walked quickly past.

c. Verb + particle + adverb of manner:            14c. As I opened the door, Mike walked past quickly.

1.5. Intransitive phrasal verbs

Now consider this sentence:                               

16. We fell out over the incident.

Here, the italicised word-pair takes on a meaning (disagreed, argued) beyond the original dictionary definitions of the two parts. In this paper we use the term (intransitive) phrasal verb for such combinations of verb+adverb/particle.

Note that many phrasal verbs can be used both transitively and intransitively.

10. The terrorists blew up the police headquarters.

17. A passer-by was killed when the car blew up.

Two patterns are possible with intransitive phrasal verbs:

a. Verb + particle:                                           

18a. The plane took off.

b. Verb + particle + adverb of manner:          

18b. The plane took off slowly.

One pattern is not common:

c. Verb + adverb of manner+ particle:

18c. *The plane took slowly off.

Thus we have a difference in word-order patterns and intransitive phrasal verbs as we can see on the following table:

Intransitive verbs followed by a particle/adverb

Intransitive phrasal verbs

√ Mike walked past.

√ Mike walked quickly past.

√ Mike walked past quickly.

√ He The plane took off.

*The plane took slowly off.

√ The plane took off slowly.

1.6. Phrasal-prepositional verbs

These consist of a phrasal verb followed by a preposition.

19 He caught up with his brothers in Brno.        

Noun and pronoun objects must follow all three parts of phrasal-prepositional verbs, and the word order patterns are therefore:

Possible                         

Not Possible

√ He caught up with Jim (and us).    

√ He caught up with him.     

* He caught Jim (and us) up with.* He caught up Jim(and us) with.       

* He caught up Jim and us with.  * He caught Jim and us up with.       

* He caught him up with.            * He caught up him with.              

Once learners have mastered the basic idea of phrasal verbs, phrasal-prepositional verbs present few additional difficulties.

One problem is that learners sometimes do not find it easy to accept to as a preposition in such phrasal-prepositional verbs as look forward to, be/get used to, be/get accustomed to. A common mistake is:

20. * I look forward to see you.

Here, learners need to be aware that we are not dealing with the to-infinitive form to see, but with the phrasal prepositional verb look forward to, which is followed by a noun phrase (eg  your visit) or by a verb-noun form, traditionally known as the gerund (= verb + ING).

A second problem is that not all sentences containing a verb and two prepositions/ particles necessarily involve phrasal-prepositional verbs. They may contain multi-word prepositions see 2.1 below).

2. Further Problems

The preceding section has examined most of what teachers and learners need to know about how multi-word verbs are used. In section 2 we examine a number of further problems that can be encountered, usually with more advanced learners. These are often best dealt with as they arise, but beginning teachers need to be aware of them in order not to fall into the trap of misleading learners by giving incorrect explanations.

2.1. Multi-word prepositions

21. John sat next to his sister.

There is no multi-word verb here. Sat is the verb, and next to is a preposition consisting of two words; near-synonyms might be: by, alongside, beside.

Some common multi-word prepositions are:

ahead of           all over             apart from         away from        close by           close to           

In back of         in between        In front of          inside of           near to              next to             

on top of           out of                outside of         prior to up against         up to

2.2. Particles and prepositions occurring together

22. I hung the picture up in my room.

23. Andrea looked up from her book.

There are no phrasal-prepositional verbs here. In #22 and #23 we have what in this paper are considered as verbs collocating with an adverb/particle, hang up (here used transitively). and look up (here used intransitively), followed by a preposition + noun.  Some authorities may call hang up and look up phrasal verbs, but that does not change how they are used

2.3. An uncommon pattern

24. I shut George up when he began moaning about the conditions.

A number of phrasal verbs are not normally used with the 1.3. a. pattern verb + particle + noun object, unless the object consists of several words. Thus, #24a would be possible, though #24b is very unlikely.

24a. I shut up the representatives from the union.

24b. ? I shut up George.

Many of these verbs normally take a human object. Some more common verbs of this type are:

answer back                 brush off              call back             catch out          hear out

Invite in/out/over           play along          push around        stand up           tell apart

2.4. Which pattern?

Some verbs can be used in different patterns, sometimes with different meanings. We have already noted blow up:

10. The terrorists blew up the police headquarters.

Here, meaning explode, the verb is used transitively, with four possible word-order patterns (see section 1.3). The verb, still with the meaning of explode, can also be used intransitively (section 1.5):

17. A passer-by was killed when the car blew up.

With the pattern of an intransitive verb followed by a preposition (section 1.3), the two words have a literal meaning in:

13. He blew up the pipe.

The two words can be used with other meanings. The entry for blow up in the Oxford Advanced Learner’s Dictionary reads:

blow up: 1 to explode, be destroyed by…  2 to start suddenly and with force.

blow sth…up: 1 to destroy sth by an explosion… 2. to fill sth with air or gas so that it becomes firm…

3 to make a photograph bigger… 4 to make sth more important, better, worse, etc than it really is…

blow up (at sb): get angry with sb

Phrasal verbs are no different from any other word or word-group in English in having different meanings and different possible word order patterns. The example of blow up has been given simply to illustrate the risks beginning teachers take if they introduce the expression with some such explanation as, “Blow up is a separable phrasal verb meaning explode.”

2.5. Differences in British and American usage

British teachers using American materials and Americans using British materials should be aware that phrasal verbs can have very different meanings in the two dialects.

A British friend of mine was staying with an American colleague.  The American looked a little taken aback when my friend, after saying goodnight, asked him to knock her up at seven next morning. The expression on his face caused my friend to explain that she had no alarm clock and wanted him to knock on her door to wake her; the American was relieved that she had not been asking him to make her pregnant.

When working with materials from the other side of the Atlantic, it is a good idea to use a dictionary to check the meanings of what appear to be phrasal verbs.

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