A list of words that contain Verb, and words with verb in them.
This page finds any words that contain the word or letter you enter from a large scrabble dictionary.
We also have lists of Words that end with verb,
and words that start with verb.
Verb is a playable Scrabble Word!
Contents
- Highest scoring words with Verb
- 11-letter words with Verb
- 10-letter words with Verb
- 9-letter words with Verb
- 8-letter words with Verb
- 7-letter words with Verb
- 6-letter words with Verb
- 5-letter words with Verb
- 4-letter words with Verb
- FAQs about words with Verb
The highest scoring words with Verb
Want to go straight to the words that will get you the best score? Here are all the highest scoring words with verb,
not including the 50-point bonus if they use seven letters.
Top words with Verb | Scrabble Points | Words With Friends Points |
---|---|---|
verbids | 13 | 15 |
preverb | 14 | 17 |
verbena | 12 | 15 |
overbid | 13 | 15 |
overbed | 13 | 15 |
overbig | 13 | 16 |
adverbs | 13 | 15 |
proverb | 14 | 17 |
verbify | 18 | 19 |
overbuy | 15 | 17 |
156 Scrabble words that contain Verb
11 Letter Words With Verb
- adverbially20
- beaverboard19
- deverbative20
- nonverbally19
- overbalance18
- overbearing17
- overbeating17
- overbetting17
- overbidding19
- overbilling17
- overblouses16
- overblowing20
- overboiling17
- overbooking21
- overborrows19
- overbraking21
- overbriefed20
- overbrowsed20
- overbrowses19
- overburdens17
- overburning17
- reverberant16
- reverberate16
- silverbacks22
- silverberry19
- verbalistic18
- verbalizers25
- verbalizing26
- verboseness16
- verbosities16
- weaverbirds20
10 Letter Words With Verb
- adverbials16
- overbaking20
- overbeaten15
- overbetted16
- overbidden17
- overbilled16
- overbleach20
- overblouse15
- overboiled16
- overbooked20
- overborrow18
- overbought19
- overbraked20
- overbrakes19
- overbreeds16
- overbriefs18
- overbright19
- overbrowse18
- overbrutal15
- overbuilds16
- overburden16
- overburned16
- overbuying19
- proverbial17
- proverbing18
- riverbanks19
- riverboats15
- silverback21
- verbalisms17
- verbalists15
- verbalized25
- verbalizer24
- verbalizes24
- verbicides18
- verbifying22
- weaverbird19
9 Letter Words With Verb
- adverbial15
- deverbals15
- nonverbal14
- overbaked19
- overbakes18
- overbears14
- overbeats14
- overbills14
- overbites14
- overblown17
- overblows17
- overboard15
- overboils14
- overbooks18
- overborne14
- overbrake18
- overbreed15
- overbrief17
- overbroad15
- overbuild15
- overbuilt14
- overburns14
- overburnt14
- preverbal16
- proverbed17
- reverbing15
- riverbank18
- riverbeds15
- riverboat14
- verbalism16
- verbalist14
- verbalize23
- verbiages15
- verbicide17
- verbified18
- verbifies17
- verbosely17
- verbosity17
8 Letter Words With Verb
- deverbal14
- overbake17
- overbear13
- overbeat13
- overbets13
- overbids14
- overbill13
- overbite13
- overblew16
- overblow16
- overboil13
- overbold14
- overbook17
- overbore13
- overborn13
- overbred14
- overburn13
- overbusy16
- overbuys16
- preverbs15
- proverbs15
- reverbed14
- riverbed14
- verbally16
- verbatim15
- verbenas13
- verbiage14
- verbiles13
- verbless13
- verboten13
5 Letter Words With Verb
- verbs10
4 Letter Words With Verb
- verb9
FAQ on words containing Verb
What are the best Scrabble words with Verb?
The highest scoring Scrabble word containing Verb is Verbalizing, which is worth at least 26 points without
any bonuses.
The next best word with Verb is preverb, which is worth 14 points.
Other high score words with Verb are
verbena (12),
overbid (13),
overbed (13),
overbig (13),
adverbs (13),
proverb (14),
verbify (18),
and
overbuy (15).
How many words contain Verb?
There are 156 words that contaih Verb in the Scrabble dictionary.
Of those
31 are 11 letter
words,
36 are 10 letter
words,
38 are 9 letter
words,
30 are 8 letter
words,
15 are 7 letter
words,
4 are 6 letter
words,
1 is a 5 letter
word,
and
1 is a 4 letter
word.
- Home
- Types of Verbs
- 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.
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:
- prepositional verbs
- phrasal verbs
- 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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Many English words have a verb form and a noun form. This can be confusing. The verb form and the noun form are sometimes pronounced differently, which can be even more confusing!
I wrote this blog post to help ESL students use these words with confidence.
Table of Contents
- Verb or Noun Grammar
- Pronunciation
- 72 verb and noun pair examples with audio
- 150 One-syllable Verb and Noun pairs
- 20 Nouns that you didn’t know had a verb form
- Free 14-page PDF Download
Verb or Noun? – Grammar
Let’s start by answering a basic question. What’s the difference between a noun and a verb?
A noun is a person, place, or thing.
A verb expresses an action or existence.
“A dog is running in the park.” – A DOG (thing) is running (action) in the PARK (place).
A basic English sentence will have this pattern. Subject – Verb – Object. The subject and object in a sentence will be nouns. DOG (Subject) is running (Verb) in the PARK (Object).
How can I tell a noun from a verb?
The sentence example above is very basic. Natural English sentences will use clauses and conjunctions to tell longer stories in a single sentence. Here is a simple way to tell if a word is a noun or a verb in a longer sentence.
Nouns often follow an article (a, an, the) or the possessive form of a noun or pronoun. (my, his/her, its, John’s, etc.)
Verbs will follow a subject and be conjugated (changed into past, present, future, continuous tense, etc.)
Noun – Happy birthday! I bought you a present.
The noun present follows the article a.
Verb – They will present their findings tomorrow at the meeting.
The verb present follows a subject – “They” – and is conjugated in the future tense. – “will present“
If you know the correct form, you can use the correct pronunciation.
Are all verb and noun pairs pronounced differently?
One-syllable Verb and Noun pairs
Many noun and verb pairs have only one syllable so there is no change in word stress between the verb and the noun. They all sound the same with a few exceptions. (You can find the exceptions in the one-syllable verb and noun list at the bottom of this post.)
Example:
list
noun – a series of names, items, figures, etc., especially when they are written or printed
“I wrote a shopping list this morning.”
verb – to write a list of things in a particular order
“I listed everything I need for my trip.”
Two-syllable Verb and Noun pairs
When noun and verb pairs are two syllables we pronounce them correctly by focusing on the syllable stress. English 2-syllable nouns will put stress on the first syllable. CONduct.
2-syllable verbs will put stress on the second syllable. conDUCT.
Example:
conduct
noun – CONduct – a person’s behavior in a particular place or in a particular situation
“Our school has a strict code of conduct.”
verb – conDUCT – to organize and/or do a particular activity
“My university will conduct a survey on Friday.”
Three-syllable Verb and Noun pairs
There are a few cases where the verb and noun pair is three syllables and ends with the letters -ATE. For these examples, the sound of the last letters will change, not the stress. The stress will still be on the third syllable.
Example:
associate
noun – asso-she-IT ~ a person that you work with, do business with, or spend a lot of time with
“Peter is a business associate of my father.” (asso-she-IT)
verb – to spend time with someone, especially a person or people that someone else does not approve of
“I try not to associate with angry or negative people.” (asso-she-ATE)
Associate audio below ↓
In this post, I will also give you 36 noun/verb pair examples with over 70 natural example sentences. Each example sentence has audio to improve your English listening skills and pronunciation. You can quickly start using the correct word stress with noun/verb pairs.
Noun and Verb Pair Vocabulary LIST
Listen to the correct pronunciation with natural example sentences below. The word definitions used in this post are from Oxford learner’s dictionaries. Links to the definitions are beside each word. N for the NOUN definition and V for the VERB definition.
*Some of the words on this list have multiple definitions, you can find other meanings at the links provided. (N V)
Verb and noun pairs examples with AUDIO
associate N V
Noun – Peter is a business associate of my father. [asso・SHE・IT] Peter works with my dad.
Verb – ①I try not to associate with angry or negative people. [asso・SHE・ATE] I don’t like to spend time with negative people.
Verb – ② I like to associate new grammar with my own real experiences, it makes the grammar easier to remember. [asso・SHE・ATE] I connect new grammar to a real experience in my mind.
compound N V
Noun – They are building a large prison compound in my hometown. [COMpound] They are building a complex that will be surrounded by a wall.
Verb – Cutting the budget will not solve anything. Budget cuts will only compound our problems. [comPOUND] Reducing the budget will make things worse.
conduct N V
Noun – Our school has a strict code of conduct. [CONduct] We are told how to behave when we are at school.
Verb – My university will conduct a survey on Friday. [conDUCT] My university will organize a survey and ask the students some questions.
conflict N V
Noun – Sadly there are many conflicts in the world right now. [CONflict] Many places are having strong disagreements.
Verb – My experiences in Japan conflict with some of the stories I was told before I came. [conFLICT] The stories I was told are the opposite of my experience.
(I was told is the passive voice – learn this grammar HERE)
contest N V
Noun – I entered a break dancing contest when I was 12. [CONtest] I entered a break dancing competition when I was 12.
Verb – After Donald passed away his youngest son contested his will. [conTEST] Donald’s youngest son opposed the will because he felt it was wrong.
contract N V
Noun – I just signed a new 3-year contract with the high school where I teach English. [CONtract] I have an official 3-year agreement to work at the school.
Verb – The company was contracted to build a new 50,000-seat stadium. [conTRACT] The company has made an official agreement to build a stadium.
contrast N V
Noun – There is a big contrast between the customer service in Japan and the service I receive in Canada. [CONtrast] There is a big difference between the customer service at stores in these 2 countries.
Verb – I like to contrast American movies with Japanese movies. The style and pace are quite different. [conTRAST] I like to compare the 2 movie styles and show how they are different.
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I use Grammarly to help me catch these mistakes. It saves me a lot of time! It can help your English writing too. Get Grammarly for free.
decrease N V
Noun – There was a decrease in school applications last year. [DEcrease] The number of applications was reduced.
Verb – The number of students at my school decreased last year. [deCREASE] The student population became smaller.
delegate N V
Noun – The meeting was attended by delegates from over 100 countries. [del・ah・GIT] People who were chosen to represent their countries attended the meeting.
Verb – I’m so busy at work. I think I will delegate some tasks to my assistant. [del・ah・GATE] I will give part of my work to my assistant.
desert N V
Noun – If you travel in the desert you should bring lots of water. [DEzert] If you travel in a dry area with little water, you should bring your own.
(Be careful of the noun dessert. It is spelled with two ‘S’s.)
– I think I’ll have cheesecake for dessert.
Dessert vs Desert – Pronounce these words CORRECTLY(Audio)
Verb – I was left in the mall by myself. My friends deserted me. [deZERT] My friends left me by myself in the mall.
detail N V
Noun – Édouard Manet’s paintings are beautiful, he pays attention to every detail. [DEtail] Manet pays attention to even the small points or features in his paintings.
Verb – This brochure details all the features of the car. [deTAIL] This brochure gives a list of facts and information about this car.
discount N V
Noun – If I buy one jacket I can get a 30% discount on a second jacket. [DIScount] If I buy 2 jackets there will be a 30% price reduction on the second one.
Verb – Stores usually discount their clothes at the end of the season. [disCOUNT] They take some money off the usual price.
escort N V
Noun – When leaders travel to other countries they often have police escorts. [EScort] World leaders have local police travel with them to protect them.
Verb – It’s getting dark, please let me escort you home. [esCORT] Let me take you home so you are not alone, to make sure you are safe.
export N V
Noun – Lumber is one of Canada’s main exports. [EXport] Lumber is one of the main goods that it sells to other countries.
Verb – Canada exports lots of lumber and oil to the United States. [exPORT] Canada sells some of its resources to America.
impact N V
Noun – Many people are climbing Mt. Everest and this has had a serious impact on the environment of Nepal. [IMpact] Many tourists come to climb the mountain. This has had a powerful effect on the environment.
Verb – The value of the Canadian dollar impacts businesses that export goods. [imPACT] The value of the Canadian dollar affects companies that sell goods to other countries.
import N V
Noun – This store sells lots of exotic furniture and other imports from overseas. [IMport] The store sells furniture and other things that came from other countries.
Verb – I was surprised to learn that America imports more than half of its oil from Canada! [imPORT] More than half of The United States’ oil is brought in from Canada.
increase N V
Noun – There has been an increase in blood donations at the clinic. People want to help after the hurricane. [INcrease] There was a rise in the number of people who donated blood after the hurricane.
Verb – I really want to find a girlfriend. If I get out more and try new things I will increase my chances of meeting a nice girl. [inCREASE] If I go out and meet more people the chance that I will meet a nice girl becomes greater.
insert N V
Noun – I bought some inserts for my shoes. They’re soft and make it easier to walk. [INsert] I bought a thin cushion to put inside my shoes.
Verb – I inserted $2.00 in the vending machine but it didn’t give me my drink! [inSERT] I put $2.00 into the money slot of the vending machine but I didn’t get a drink.
insult N V
Noun – Mike said my suit looks cheap. That’s an insult! [INsult] Mike made a remark that was trying to offend me.
Verb – Mike insulted my suit this morning. What a jerk. [inSULT] Mike’s comment about my suit offended me.
invite N V
Noun – I didn’t get an invite to Craig’s party. Maybe he is mad at me. [INvite] I didn’t get a spoken or written request to come to Craig’s party.
Verb – Craig invited many people to his party. But not me. [inVITE] Craig asked many people to come to his party, but he didn’t ask me.
misprint N V
Noun – The ad in the newspaper says the shoes are $1000.00, but I think it’s a misprint. [MISprint] There is a mistake in the (printed) advertisement.
Verb – The printing company misprinted the ad. [misPRINT] Th company printed the ad incorrectly.
object N V ~ there are 4 uses of the NOUN object. Click the N to see them all!
Noun – A basic English sentence has a subject, a verb, and an object. [OBject] One use for the noun object is the thing in a sentence (also a noun) that is affected by the verb of the sentence.
Verb – I object to your question, it’s not relevant to the discussion. [obJECT] I disagree with your question, it is not related to what we are talking about.
permit N V
Noun – You can’t camp here without a permit from the park. [PERmit] You need an official document to be allowed to camp here.
Verb – The park rangers don’t permit fires here. [perMIT] Fires are not allowed in the forest.
present N V
Noun – Happy birthday! I bought you a present! [PREsent] I bought a gift for you.
Verb – They will present their findings tomorrow at the meeting. [preSENT] The company will show us what they found for us to consider.
produce N V
Noun – It’s better to buy local produce. Imported produce is not as fresh. [PROduce] It is better to buy fruits and vegetables grown on farms close to where you live.
Verb – Our goal is to produce more solar batteries than any other company in the area. [proDUCE] Our goal is to make more solar batteries than anyone else in the area.
project N V
Noun – I’m working on a project for school. It’s about renewable energy. [PROject] I am making a piece of work involving the careful study of renewable energy.
Verb – Unemployment is projected to fall next year. That’s good news. [proJECT] The number of unemployed people is expected to drop next year.
protest N V
Noun – There was a large protest in front of the government office. [PROtest] People gathered in a group to express their strong disagreement with the government.
Verb – My class protested loudly when the teacher gave us 6 pages of summer homework. [proTEST] My class told the teacher that they don’t like the summer homework that he gave us.
rebel N V
Noun – James Dean was a popular actor in the 1950s. He had the image of a rebel. [REbel] The characters he played didn’t like rules or authority.
Verb – Teenagers often rebel against their parents. [reBEL] Teenagers often fight against their parents’ rules.
refund N V
Noun – The rain shoes I bought leaked! I took them back to the store and demanded a refund. [REfund] I strongly asked for the money back that I paid for the rain shoes. I brought the leaky shoes back to the store.
Verb – The store apologized and refunded my money. [reFUND] The store returned the money I paid for the rain shoes.
reject N V
Noun – The rain shoes were rejects and shouldn’t have been at the store. [REject] The shoes couldn’t be used and should not have been sold.
Verb – My idea for the new school mascot was rejected by the students. [reJECT] My idea was not accepted.
subject N V
Noun – A basic English sentence has a subject, a verb, and an object. [SUBject] In English grammar a subject is a noun, noun phrase, or pronoun representing the person or thing that performs the action of the verb, about which something is stated, or, in a passive sentence, that is affected by the action of the verb.
Verb – At karaoke last night I subjected everyone to my terrible singing. [subJECT] People were forced to listen to my terrible singing.
survey N V
Noun – My university will conduct a survey on Friday. They want to know how most students get to school. [SURvey] They did an investigation of how students get to school by asking questions.
Verb – The government surveyed the land so they could make a map of the area. [surVEY] The government looked at the land carefully to get an impression of it.
update N V
Noun – Will it rain tomorrow? I’ll check the weather app on my smartphone for an update. [UPdate] I will check my weather app for the most recent information about the weather.
Verb – I have to update the software on my smartphone. I hope it makes my phone faster. [upDATE] I have to make my software more modern by getting the newest version.
upgrade N V
Noun – On my flight to Canada I was given an upgrade to first-class. [UPgrade] I was given a seat of better quality.
Verb – The airline upgraded me to first-class, [upGRADE] The airline moved me to a better seat.
upset N V
Noun – No one thought we would win the game because the other team was too strong, but we beat them easily. It was a total upset! [UPset] We beat the team that was expected to beat us.
Verb – Brenda has been crying all morning. I think something upset her. [upSET] Something happened to Brenda to make her unhappy.
One-syllable Verb and Noun pairs – List
One-syllable words rarely change sounds between the verb and noun forms, but there are a few exceptions. Below is a list of 150 common one-syllable Verb and Noun pairs, 4 word pairs with different pronunciation, and 23 uncommon word pairs that you probably didn’t know.
- The noun and verb forms are often related in meaning. *For example ACHE and JUICE.
- There are some examples where the meaning is totally different. The only thing that is the same is the spelling. *For example BOWL and FLY.
This is not a complete list, there are many one-syllable verb and noun pairs. I tried to include the most common words in this list with a verb and a noun form.
- ache
- act
- age
- air
- back
- bat
- belt
- bet
- bite
- bowl
- call
- block
- book
- box
- brush
- buzz
- dance
- dare
- dip
- dot
- drive
- drum
- dye
- end
- face
- fall
- fan
- feast
- fence
- fight
- file
- fire
- fish
- flame
- flash
- flow
- fly
- fool
- frame
- front
- grid
- glaze
- glow
- grill
- grow
- growl
- grunt
- guard
- guess
- hail
- hand
- harm
- help
- hit
- hope
- hug
- itch
- jam
- judge
- juice
- jump
- kick
- kiss
- lace
- lap
- laugh
- lie
- limp
- link
- list
- look
- love
- mark
- match
- milk
- mop
- nail
- nap
- need
- nest
- nurse
- oil
- ooze
- pain
- paint
- park
- play
- pat
- pen
- pet
- pick
- pin
- pitch
- plan
- plug
- pose
- press
- price
- punch
- quack
- quilt
- quote
- race
- rain
- raise
- rat
- rise
- rock
- rope
- run
- rust
- rest
- sail
- saw
- scale
- set
- shave
- shop
- show
- ship
- sign
- ski
- sleep
- smoke
- snow
- spill
- spray
- spring
- stamp
- stand
- strike
- string
- sweat
- tack
- talk
- tax
- team
- test
- tie
- tip
- toast
- train
- trap
- trip
- view
- visit
- vote
- walk
- work
- wrap
- yawn
- zone
Thanks to https://www.linguasorb.com/ for help making this list.
Four one-syllable Verb and Noun pairs with different pronunciations
use N V
Noun – In Tokyo, I have no use for a car. The public transportation is awesome. [YOU•S] For me a car has no purpose in Tokyo. I don’t need one because public transportation is very convenient.
Verb – If I need a car I can use my friend Kentaro’s, he said I can borrow it anytime. [YUUZ] I can do something {in this case DRIVE my friend Kentaro’s car} anytime. (Learn how to use the verbs LEND and BORROW HERE)
house N V
Noun – I just bought a new house. [HAUS] I just bought a new building to live in.
Verb – People whose homes were flooded were temporarily housed in community centers. [HOWZ] People whose homes were affected by the flood were given a place to live.
lead N V
Noun – Exposure to lead can make you sick. [LED] Lead is a chemical element and a heavy grey metal.
Verb – We hired a tour guide to lead us around Singapore. [LEED] A tour guide showed us around Singapore.
wind N V
Noun – The wind was strong today. It was perfect for sailing. [WIN・D] The air was moving quickly today.
Verb – I have to wind my watch all the time. It’s a pain. [WINE・D] I have to turn the small gear on the side of my watch to make it work.
Noun and Verb pair 14-page PDF E-guide
Download your printable PDF E-guide below. (It’s FREE!)↓
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Two Word Verbs
In English we have some verbs that are formed by putting to two words together. The first word is always the verb. The second word is a noun, an adjective, an adverb or a preposition.
Together, these two word verbs have a particular meaning, but separately the words have a different meaning.
To take a trip | (verb + noun) |
To make good | (verb + adjective) |
To go away | (verb + preposition) |
To get up | (verb + preposition) |
Some of the two word verbs have their equivalence as a one word verb, depending on the context of the situation.
To get on | = to board a plane, train, ship, etc. |
To get over | = to recuperate |
The two word verbs are divided into two categories:
Separable and non-separable (transitive or intransitive).
We separate the transitive two word verbs just by putting an object pronoun in between the verb and the preposition, especially when we transform the two word verbs in commands,
but for this the subject must be understood.
Take out the garbage. | Object after the verb. |
Take the garbage out. | Object separating the verb and the preposition. |
Take it out. | Object pronoun “it” separating the verb and the preposition. |
Object Pronouns
- Me
- You
- Him
- Her
- It
- Us
- You
- Them
The intransitive two-word verbs are those that are used to talk about actions, habits, or things that we do. We can separate some of them and others we cannot.
- She gets on the bus at this corner every morning.
- I always get lost when I’m in this neighborhood.
- Think of me while I’m gone.
Notice that in the above examples, we CAN NOT SAY:
- She gets the bus on at this corner every morning.
- I always get in this neighborhood lost when I’m here.
- Think while I’m gone of me.
Sometimes you are going to find some two word verbs with the words “one’s” and “someone”.
- To change one’s mind.
- To give someone a break.
- We have to replace “one’s” with the possessive adjective.
- (my, your his, her, its, our, your, their).
- We have to replace “someone” with the object pronouns
- (me, you, him, her, it, us, you, them).
- To change one’s mind.
- My brother changed his mind and now he doesn’t want to go to the concert.
- My girlfriend changed her mind and now she wants to leave me.
- The president changed his mind and he doesn’t want to raise taxes.
- Don’t change your mind!
- To give someone a break.
- Give me a break!
- Give your parents a break! Don’t make too much noise.
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
- 1.1 Diagnostic 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__
- The whole story was invented by Suzy’s brother. (by/him/made/was/up)
- Maintain the good work. (up/it/keep)
- Make sure you carefully follow the guidelines. (strictly/to/stick)
- This tie doesn’t match that shirt ___(it/with/go)
- We met my wife’s cousin by chance at the museum. (into/him/ran)
- These are the beliefs our movement upholds. (stands/which/for/our movement)
- The company won’t tolerate this kind of behaviour. (with/it/put/up)
- 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
- That division was taken by head office over.
- The very first breakout of the disease was reported in Namibia.
- Steve was left by his ex-girlfriend out from her wedding invitation list.
- It is a condition of receiving this Internet account that you do not give away your confidential PIN number to any third party.
- Could you activate the kettle, darling? I’m dying for a cup of tea.
- He fell down the floor and hurt himself.
- Come on! We’re going to be late!
- The plane took off the ground at incredible speed.
- The government brought recently in some legislation to deal with the problem.
- There are few people for whom he cares so deeply.
- They took Clive up on his invitation.
- 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:
|
Type 2 | transitive phrasal verbs
e.g. put something off :
(The noun object can go before or after the particle.) |
Type 3 | prepositional verbs
e.g. cope with something :
|
Type 4 | phrasal-prepositional verbs
e.g. look forward to something :
|
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.
- Don’t stop now Liz. Continue/ Go on, I’m dying to hear the end of the story!
- In a bid to improve diplomatic relations, the Foreign Office has arranged/fixed up a visit by senior embassy staff.
- The court sentences you to life imprisonment, with the recommendation that you not be released /let out for a minimum period of twenty years.
- Owing to a lack of military support, the United Nations feels unable to maintain /keep up its presence in the war-torn province.
- I don’t think your dad trusts me – he’s always observing / looking at me.
- 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.
- The government have announced plans to abolish/ do away with the disabled person’s vehicle allowance in the next budget.
- My little brother’s always getting bullied at school. He just won’t confront/ face up to the other kids.
- The presidential party will arrive / turn up at the palace shortly before luncheon.
- 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
- Would you mind organising the removal yourself?
- I met Steve and Terri quite by chance at the supermarket this morning.
- I’ve arranged the meeting for ten o’clock tomorrow.
- You’re always criticising your colleagues.
- I’m sure the police will investigate the burglary.
- The builders undertook the job very professionally.
- Could you collect the children from school tonight?
- Has Perry recovered from the flu yet?
- She really resembles her parents, doesn’t she?
- 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
- was made up by him.
- Keep it up.
- stick strictly to
- go with it.
- ran into him
- which our movement stands for./ for which our movement stands.
- put up with it.
- let her in on it.
- by head office over ==> over by head office
- breakout ==> outbreak
- left by his ex- girlfriend out ==> left out by his ex-girlfriend
- not give away ==> not reveal (give away is an inappropriate verb in a formal context)
- activate ==> turn on/switch on (activate is an inappropriate verb in an informal context)
- down the floor and ==> down (on the floor) and
- ✓
- took off the ground at incredible speed ==> took off (from the ground) at incredible speed.
- brought recently in ==> recently brought in
- ✓
- ✓
- ✓
Answer Key for Practice Test
Q 1.
- Go on
- arranged
- released
- maintain
- looking at
- cut down on
- abolish
- face up to
- arrive
- made up
Q 2.
- Would you mind seeing to it/sorting it out yourself?
- I ran into them at the supermarket this morning.
- I’ve fixed it up for ten o’clock tomorrow.
- You’re always running them down.
- I’m sure the police will look into it.
- The builders carried it out very professionally.
- Could you pick them up from school tonight?
- Has Perry got over it yet?
- She really looks like them/takes after them, doesn’t she?
- Would you point them out for me?
Q 3. (Suggested Answers)
- He takes after you.
- Put it down!
- Please take it off.
- It doesn’t go with it.
- Pick it up!
- Drink it up.
- Look at them!
Q 4.
- I’m looking forward to it
- turned the handsome prince into a frog/turned the frog into a handsome prince
- I’ve given it up
- they’ve done away with it
- for whom the team manager paid a million dollars
- it was set up by my grandfather
Q 5.
- let out
- look up to
- come across as
- set up
- deal with
- aimed at
- points out
- look into
- face up to
- fill in/fill out
- find out
- act out
- cover up
- keep away from
- running down
- let down
- cut down
- comes down to
Q 6.
- I’ll just turn the radio down
- We’ve finished off the kitchen
- We’re doing up the dining room
- We’re turning it into a second bedroom
- I’ve just put the wallpaper up
- stay up
- sorted out
- putting her up
- get on with each other
- put up with her
- looks down on me
- takes her coat off
- sits down
- I think I might take up gardening
- looking forward to it
Everyone knows that phrasal verbs are ‘difficult’, and this is partly because it is so hard to see any system in them. Phrasal verbs consist of a ‘base verb’ (such as go, put, or set) and a particle (a word such as down, back, or off). When a learner encounters an unfamiliar phrasal verb, s/he will often know what the base verb means and what the particle means – but put the two together and you get something completely different. Even beginners know what put means and what off means, but that won’t help them to guess the various meanings of put off. There is plenty of teaching material that has tried to address this problem, but it usually focuses more on explaininghow phrasal verbs work, rather than on why they behave in the way they do. The learner is still left with the feeling that it is all very arbitrary and random, and that – since there don’t appear to be any obvious rules – phrasal verbs just have to be individually learned and remembered.
Many phrasal verb dictionaries describe but they do not really explain. In the end, students are still left with a collection of different meaning areas which simply have to be memorised.
Is there a solution? If we believe – as I do – that the linguistic choices made by fluent speakers are not arbitrary, then it follows that we need to look harder at our corpus data in order to discover the ‘rules’ that underlie our choice of particles in phrasal verbs.
Conceptual metaphor is clearly a powerful tool for helping us to understand a great deal of idiomatic language, so it is reasonable to believe that it may also help us to unravel the mysteries of phrasal verbs and their particles. In her article on ‘Metaphor and Phrasal Verbs’ (in the Language Study section of Phrasal Verbs Plus), Rosamund Moon admits that the meanings of phrasal verbs often ‘seem to have no connection with the words that they consist of’. But she goes on to show that the way in which common particles combine with verbs to create new meanings can often be explained in terms of conceptual metaphors.
Most of the common phrasal verb particles are – in their basic meanings – words which describe positions in space: up, down, in, out, on and off all have literal uses that relate to ‘spatial orientation’. Many of these concepts also have figurative uses which are found in many languages: for example, the ideas of being ‘up’ or ‘down’ are often equated metaphorically with quantities and with power. If an amount goes up it becomes larger, if it goes down it becomes smaller. Similarly, people in powerful positions are thought of as being ‘high up’, whereas the weak and powerless are ‘down at the bottom’. As Moon explains, these progressions from literal to metaphorical are by no means arbitrary, but are rooted in our physical experiences in life:
The idea ‘up/high’ refers to large quantities because when more things are added to a pile, it becomes higher; and the idea ‘up/high’ refers to being powerful because if two people fight and one of them is physically on top of the other, that person usually wins.
We can see here the beginnings of a fairly systematic process, in which the basic, ‘spatial’ particles develop new and more abstract meanings. As these particles combine with common verbs to form phrasal verbs, the metaphorical meanings of the particles contribute to our understanding of the whole phrasal verb. Thus, when someone leaves a powerful position, we say they step down, or if a dictator is removed from office he is brought down. In each case, we can see that the choice of particle is not at all arbitrary: it is the particle down – with its association with loss of power – which gives us the best clue to the meanings of the phrasal verb.
Each of the following sections deals with one common metaphorical idea, and the adverbs and prepositions that express this idea when they form part of a phrasal verb.
1 Increasing and decreasing: down, out, up
Up expresses ideas of increases in size, strength, or importance, while down expresses ideas of something becoming smaller, weaker, or less important:
- Fees have gone up again.
- She’s doing some teaching in the evenings to bump up her income.
- The search operation has been scaled down.
- The government played down the threat to public health.
Out expresses ideas of something becoming wider or fuller, covering a greater extent, or lasting for a longer time:
- Officers fanned out across the field.
- Her stories flesh out the world in which these historical characters lived.
- They had to string things out until the Duke arrived.
2 Excitement, interest, and happiness: down, up
Some phrasal verbs with up refer to things becoming more exciting, lively, or interesting, or to people becoming happier. Phrasal verbs with down refer to things becoming quieter or calmer, or to people becoming more unhappy. For example:
- Things are looking up.
- Cheer up!
- Their opponents said that they sexed up the report.
- This place needs livening up.
- Calm down!
- You need to tone down your argument.
- The endless wet weather was getting me down.
3 Completeness: up
Up expresses an idea of completeness. For example, to burn up means to burn completely, and to wind something up means to bring it to a complete end.
- They gobbled up their dinner.
- Don’t use up all the paper.
- The speaker had begun to sum up.
- All the shops had closed up for the night.
4 Ending: away, down, off, out
When something ends, we can think of it as gradually going farther away until it completely disappears. In phrasal verbs, away, down, off, and out all express ideas of something gradually ending:
- Her voice faded away.
- I suddenly felt sorry for him and my anger melted away.
- The wind died down during the night.
- The meeting wound down.
- The rain eased off.
- The effects of the drug wore off.
- The conversation soon petered out.
- The custom has almost died out.
5 Time – past and future: ahead, back, behind, forward
Metaphors relating to time are often based on the idea that time is like a line that goes from the past to the future, with the past behind us and the future in front of us. Phrasal verbs with ahead and forward express ideas of the future, while phrasal verbs with back andbehind express ideas of the past.
- What lies ahead?
- Let’s think ahead to next season.
- I’m looking forward to seeing them again.
- I’ve put my watch forward one hour.
- The house dates back to the 16th century.
- Never look back, never have regrets.
- She was trying to leave behind a difficult adolescence.
- Put the whole episode behind you.
6 Progress: ahead, along, behind, on, through
Making progress and achieving things is like being on a journey and moving towards your destination. Phrasal verbs with along describe the kind of progress that is being made, while phrasal verbs with ahead and behind express ideas of making good progress or poor progress.
- The building work was coming along nicely.
- They’re content to just muddle along.
- He needs to get ahead.
- They are pressing ahead with the reforms.
- I’ve fallen behind with my work.
- We’re lagging behind our competitors.
Phrasal verbs with through describe the process of achieving something or dealing with work.
- He has no ability to carry through.
- She sailed through her exams.
- I ploughed through the work.
Phrasal verbs with on express the idea of continuing with an activity or task: on here has the same meaning as onwards.
- I can’t carry on.
- They kept on until it was finished.
We think of activities as if they have physical dimensions, like areas or spaces. In phrasal verbs, in and into express the idea of getting involved, while away and out express the idea of avoiding or ending an involvement.
- We joined in the fun.
- You’re always trying to muscle in.
- I flung myself into my work.
- They shied away from commitment.
- You can’t walk away from the relationship.
- The British forces pulled out.
- He bowed out gracefully.
8 Problems: around, aside, off, over, round
We think of problems and difficulties as if they are physical objects that get in our way. Some phrasal verbs have meanings to do with ignoring problems or behaving as if they do not exist. The metaphorical idea is that we go around or over the things that are in our way, or we push them farther away.
- They skirted around/round the issue.
- We’ll work round the problem somehow.
- He brushed aside my objections.
- We need to put aside our differences.
- I laughed off his criticisms.
- He couldn’t shake off the allegations.
- They glossed over the question of who was going to pay for it.
- I tried to smooth things over between them.
When one person has power and controls another, we think of the first person as being in a higher position than the second. Some phrasal verbs with over and up express ideas of someone being in control, or becoming more powerful than someone else.
Phrasal verbs with down and under express ideas of someone being forced into a weaker position, or of being controlled or restricted.
- He was lording it over me.
- The Emperor ruled over a vast area.
- They have come up in the world.
- She’s been moved up to a more responsible job.
- The police clamped down on drinking in the streets.
- The rebellion was swiftly put down.
- Prisoners are kept under constant surveillance.
- We had to knuckle under and do what we were told.
10 Relationships: apart, off, together, up
Relationships are like physical connections. Some phrasal verbs with together refer to a close relationship between two people or groups, while ones with apart refer to the ending of a relationship.
- We got together in our first year at college.
- The whole group clubbed together to buy him a present.
- They drifted apart over the years.
Phrasal verbs with up refer to people forming a new relationship, or to a person joining a group.
- Two students from each class pair up to produce a short play.
- They feel that the international community is ganging up on them.
- He has been accused of cosying up to the new US president.
However, some combinations with up and a verb meaning ‘break’ refer to the ending of a relationship.
- He’s just broken up with his girlfriend.
- Her parents split up a few months ago.
A few phrasal verbs with off refer to a new relationship between two people. The metaphorical idea is that the two people come together and become separate from a larger group.
- All our friends seemed to be pairing off.
- They tried to marry their daughter off to a wealthy businessman.
We think of communication between two people as a connection between them, with information passing from one to the other, often across a large space.
- I don’t know how to put it across.
- I don’t seem to be able to get through to them.
- The message came over clearly.
- Something passed between them.
When one person says something, their words seem to leave them physically. When they are told something, the message or information seems to enter them.
- She poured out her problems.
- I blurted out his name.
- Dave was holding forth on the subject of politics.
- She had to repeat her words several times before they finally sank in.
- My parents drummed its importance into us.
We think of things that are not yet known, or that other people may not want us to know, as if they are in a container, or covered or buried. Phrasal verbs with into describe the process of trying to find information from someone or something.
- I wrote a letter of complaint, and the airline has promised to look into the matter.
- She delved into his past.
- You don’t want them nosing into your finances.
Some phrasal verbs with out and up express ideas of revealing secrets or finding information, as if they are uncovered or brought to the surface.
- She tried not to tell them, but in the end she let it out.
- I wormed the information out of him.
- We dug up some interesting facts.
- They raked up some scandal from his university days.
REFERENCES
- Metaphors We Live By, George Lakoff and Mark Johnson (Chicago University Press, 1980)
- Macmillan Phrasal Verbs Plus, published by Macmillan Publishers Limited. Text © Bloomsbury Publishing Plc, 2005.
- Macmillan English Dictionary, published by Macmillan Publishers Limited. Text © Bloomsbury Publishing Plc, 2002.
- http://www.macmillandictionaries.com/MED-Magazine/June2005/31-Phrasal-Verbs-Metaphor.htm#a
- http://www.macmillandictionaries.com/MED-Magazine/May2005/30-Feature-Phrasal-Verbs.htm