General characteristic of Phrasal verbs
For the first time the term "Phrasal Verbs" or phrasal verbs have been entered by the English linguist L.P. Smith and have been recorded in the English-Russian dictionary of verbal combinations, published in 1986. At first we have to specify what is a phrasal verb? He represents a combination of a verb and a pretext or an adverb. At the same time if after this verb to put other pretext or other adverb, and then value as verb it will be changed radically. Two or three words making a difficult verb resemble the short phrase therefore all these verbs are often called phrasal verbs.
For example: (to get/receive) get – a verb, get up (to rise / rise) – took a verb, other than the first. These are two different verbs. Continuing this example it is possible to mention still: get out to leave; to take out; to return get back; get off to leave; to delete; get away to leave; get in to enter; to lower get down; etc. Each of these verbs needs to be considered and learned separately.
For example, the verb take is known to all – to take. If after him to put after pretext, take after will turn out. Agree, there is nothing the general with the verb "take". Or we will replace after with off, and at us take off will turn out: any similarity neither with "to take", nor with "to resemble on". English has only a small amount of own (German) words (30%), the others (70%) are loans. The main languages - "donors" - Latin and French. The matter is that phrasal verbs are a family «analogs" of Latin or French verbs. Phrasal verbs are widespread in informal conversation, and here in official communication verbs loans are most often used.
If it is easy to guess value of one phrasal verbs on value of the making elements (come back – to come back, come in – to enter, stand up – to rise, sit down – to sit down, back away - to recede, be after - to pursue), then value of other phrasal verbs doesn't follow from values of their components separately, and they need just to be remembered as independent verbs. [16, p. 456]
It also represents the main complexity. It is necessary to learn to perceive phrasal verbs as a unit as the separate word with the value, to try not to translate components of this pass designs separately. The category of phrasal verbs joins also verbs with particles and verbs with the fixed pretexts though it is rather different phenomena. Verbs with particles are a formation of new words, and verbs with the fixed pretexts are use of verbs in the offer. Particles are an effective remedy of formation of new words, comparable with prefixes in Russian (to look - to look, see, after; to sit - to sit, sit up; to do - to make, remake, complete, etc.). Believe prefixes in Russian bring to foreigners not less cares, than to us phrasal verbs of English. Verbs with the fixed pretexts are the steady combinations of verbs to pretexts characteristic of concrete language. They need to be learned by heart as logical explanations don't exist here, there was so English. Grammar study, gap fills are only steps along the way to developing the ability to use language for real tasks. Classroom language is an important Source of input and practice. are individuals; they learn in different ways and have different needs. Need to be aware of our individual students needs, and cater to them as much as possible. We need to vary our ways of presenting and practicing language to appeal to different learning styles. There is no "right way" to learn, and we need to respect the different needs and wants of our students. We should try as much as possible to get to know our students as people, on a normal human level. Learn best when they feel comfortable and relaxed. Must try to create an atmosphere of trust and mutual respect in our groups. Learners should feel that their opinions are valued. Learners should feel that they can make mistakes without fear of ridicule; we should not emphasize or exploit the imbalance in the teacher-learner power relationship. Native speakers acquire phrasal verbs since the childhood, without reflecting why this or that pretext undertakes. Most phrasal verbs consist of two parts, a verb and a particle. Particles can be either prepositions (at, for, to, with) or adverbs such as up, down, in, out, off, on, away, and through. This difference can be confusing to students and to teachers, too. A way to determine whether the particle is a preposition or an adverb is to think of a simple phrasal verb with it and consider whether the particle defines the verb as an adverb. For example, up defines the verb in go up, walk up, step up, etc., because it describes where or in what way the action happens. However, for the most part, it is not necessary to decide whether particles are adverbs or preposition but to merely acknowledge that they make up the second part of the phrasal verb. Some phrasal verbs have two particles and have the structure verb + adverb + preposition. These are often called thee-part phrasal verbs and verbs which fall into this category are those like look forward to, put up with, get along with, make up for, etc. These are phrasal verbs that don’t take objects. The important thing to remember about them is that the verb and particle always stay together. For example, you can sit down on a chair but you can’t sit on a chair down. Note that some intransitive phrasal verbs can be transitive also. Transitive phrasal verbs are much more notable mainly because of the placement of the object. With many of these constructions, the object can go between the verb and its object, while in other situations, or with other verbs, the object has to go after the particle. This is the most important aspect of the grammar of phrasal verbs and one that can cause students a lot of problems. There are different types of phrasal verbs
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| # | Verb | Translation, examples |
| 1 | be in | быть дома I`m in – Я дома |
| 2 | be out | не быть дома, выйти He is out – он вышел |
| 3 | be over | Заканчиваться Game is over – игра окончена |
| 4 | go on | продолжаться, происходить Life goes on – жизнь продолжается. What`s going on? Что происходит? |
| 5 | go up | подниматься, расти Prices go up – цены растут. |
| 6 | go down | спускаться, падать |
| 7 | go back | возвращаться Go back to work – вернуться к работе |
| 8 | go out | выходить, бывать в обществе. He went out – он вышел. Are you going out tonight? Ты идешь куда-нибудь сегодня вечером (в театр, кино, ресторан, «в люди»)? |
| 9 | go away | уходить, уезжать |
| 10 | get along | ладить, быть в хороших отношениях They get along well together – у них хорошие отношения |
| 11 | go through | пройти через (как в прям., так в перенос. смысле, т.е. через испытания и т.п.) We`ll go through it – Мы черед это пройдем (через испытания). |
| 12 | get back | = go back, возвращаться |
| 13 | get put | = go out, выходить |
| 14 | get up | вставать, просыпаться She gets up early – она встает рано. |
| 15 | grow up | pасти The plant grows up fast – Растение быстро растет. |
| 16 | come back | вовращаться Come back! – вернись! |
| 17 | come across | натолкнуться, найти, случайно встретить I came across it – я обнаружил это. |
| 18 | come on | пошли! давай! да брось ты! |
| 19 | come in | Входить Come in! – войдите! |
| 20 | come up with | придумывать, разрабатывать, находить (идею, решение, план) I need to come up with a plan – Мне нужно разработать план. |
| 21 | carry on | продолжать She carries on living – она продолжала жить. |
| 22 | calm down | успокаиваться Calm down! – успокойся! |
| 23 | check up | проверять Let`s check up this information – Давай проверим эту информацию. |
| 24 | call back | перезвонить I will call you back – я тебе перезвоню. |
| 25 | find out | узнавать He found out the truth – он узнал правду. |
| 26 | fill in | заполнять (анкету) |
Other than the possession of a verb and at least one particle, what determines a phrasal verb is the fact that it is a semantic unit. Determining when a verb and particle is or isn’t a semantic unit can be very difficult for students as well as teachers. Take, for example, eat in. When you say, we ate in that restaurant; you’re dealing with a verb and a preposition rather than a phrasal verb. But if you say, we ate in last night, it’s definitely a phrasal verb because it is a semantic unit. Semantically, phrasal verbs fall into two categories, those with literal meanings and those whose meanings are metaphorical. Obviously, a verb like stand up is quite literal as both the verb and the particle have their literal meanings. Likewise, to put up your hand is literal as one’s hand is being put somewhere and that place is “up”. Yet to put someone up is metaphorical as there is no actual rising of a person upwards. However, the semantics of phrasal verbs is not as black and white as it first appears to be. [17, p. 236]
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There are degrees of idiomacy and some verbs which seem completely metaphorical actually do contain some literal meaning. Take, for example, the aforementioned, put someone up. While there is no upward movement involved, someone is in fact being put somewhere. This phrasal verb, like many others, carries literal meaning in the main verb. Because the vast majority of phrasal verbs are based on very basic common verbs, learners will not need much explanation in the literal meanings of those verbs. One can easily understand the meaning of give away as in giving away an object because the main verb carries its literal meaning. It also does when one takes back the object. For this reason, main verb literal meanings do not need to be a major area of focus in the teaching of phrasal verbs. Of far more importance to learners are the particle meanings. For beyond the literal, there are some clearly identifiable metaphorical meanings that are shared by numerous phrasal verbs. There are many patterns with these metaphorical meanings and understanding first, the metaphorical particle meaning, and second, the nature of the verbs that tend to go with it, will help students identify, understand and remember certain phrasal verb constructions. Take, for example, the particle “up”, when it means to approach. Once that is understood, and a phrasal verb like walk up (to) is learned, then it‟s easy to extrapolate that to other verbs describing motion or transport like, ride up, drive up, crawl up, sneak up, etc. It should be made clear that not all phrasal verbs can be easily organized around certain particle meanings. Many phrasal verbs will need to be learned in isolation and without reference to identifiable patterns. However, the goal of teaching phrasal verbs, like the teaching of any lexis, should be to point out patterns that aid acquisition whenever possible. [18, p. 256]
The Phrasal verbs – Great Way to Improve Spoken English
The role of Phrasal verbs in language instruction has become an important issue involving language teachers. In order to have a more thorough perspective on this issue, it is necessary to discuss some of the advantages and disadvantages of using them. Phrasal verbs are very important for learners because they are so prevalent in everyday spoken and informal written language. Not only do learners need to understand the more common phrasal verbs, but they will also need to use them themselves. If they don't, and use a more formal synonym, they run the risk of sounding pompous or ridiculous to native speakers. Imagine, for example, your friend telling you Oh, do desist from talking! Instead of Oh, do shut up! Or Oh, do belt up! Or Oh, do pipe down! Spoken English is stuffed with phrasal verbs and if you’re serious about improving your spoken English you definitely need to pay attention to them.
What I find fascinating about the English Phrasal verbs as such is that there are actually three types of English expressions – formal, colloquial and slang; these three are like separate dimensions of the same language. Colloquial English, which I also refer to as spoken English, is used in everyday situations and is stuffed with phrasal verbs which are also OK to use in more formal situations, and that’s the great thing about them. The modern English has been influenced by so many languages – Latin, French, Germanic languages and others – that it’s no surprise you can express nearly every action in so many different ways.
Let’s have a look at the following example. You’re coming back from the local music store where you intended to buy concert tickets but unfortunately you didn’t get any. There’s a number of ways you can put the bad news to your friends.
“I didn’t buy the tickets, I was too late and all of them had been already purchased” is quite a formal way of communicating the message to your peers – note the Past Perfect Tense “had been” and the formal verb “purchased”.A more friendly way of saying the same thing would be “I didn’t buy the tickets, I was too late and they were all snapped up” or “I didn’t buy the tickets, I was too late and they were all sold out”. Notice the phrasal verbs “to snap up” and “to sell out” – they’re typical to everyday English conversations and they’re not vulgar or rude in any way. As I said above – you can also use the same phrasal verbs in more formal situations with no problems. [19, p. 154]
So in short a phrasal verb is a verb that consists of the main part – main verb– and the second part – particle. Here’s an example – to give up. Give is the main verb and up is the particle but together these two words create a completely new meaning – to surrender. Most of the times phrasal verbs are less formal and easier to remember than their formal synonyms’ just made it up means that whatever I told you about wasn’t real, I had just invented it. But it’s a whole lot easier to say I just made it up instead of I just invented it. And here’s why phrasal verbs are very important. First of all, it’s much easier to learn a good number of phrasal verbs than their formal synonyms. It’s simply because a single verb combined with different particles can form completely new phrasal verbs with unique meanings. So instead of memorizing new words you just memorize new word combination which is undoubtedly much easier.
Let’s take three words:
• to postpone,
• to extinguish,
• to reconcile oneself with
I think anyone will agree that learning how to use one of the simplest English verbs to put combined with three different particles off, out and up is much easier that memorizing the longer words to postpone, to extinguish and to reconcile.
Many people complain about phrasal verbs. It doesn't help that in books they're referred to as 'phrasal verbs' and 'multi-word verbs' and 'prepositional verbs' and whatever other name may be fashionable or grammatically correct at a particular time. Know what they are, and so do I. They're verbs followed by what is sometimes called a 'particle'. This 'particle' is either a preposition or an adverb, or possibly one of each. Most people think it's a preposition. Personally I don't think it matters whether or not you know it's a preposition or an adverb. The word is a preposition by seeing which type the verb is. If I don't know immediately, then I don't expect people who are learning the language to know. It doesn't help you to remember the verb either. Don’t worry about prepositions and adverbs. Call them whatever you want. The most important thing is that you should understand as many phrasal verbs as possible and be able to use them. English people use them all the time. There’s no easy way of learning them. Are four types of phrasal verbs. It might help you to know this, but equally it might not. If you find it confusing, don't worry too much. There are various ways of learning phrasal verbs, and knowing the specific type is not necessary. However, knowing what type a verb is can be useful for two reasons. Firstly, it shows you the grammatical construction, and secondly, some verbs can be more than one type and change meaning accordingly. The four types do not correspond to the uses I mentioned above. Each particular type can include verbs with literal and non-literal meanings.
These verbs don't have an object. The plane took off two hours late. Left his wife and children and went away. Was a horrible smell in the fridge because the chicken had gone off? Right, I don't know. I give up. There’s no object, you don't have to worry about where to put it! The main difficulty is when a verb can be more than one type. For example, a plane can take off (no object), but a person can take off a coat (with object). This second example would not be a 'Type 1' verb. Problem is when a verb can have more than one meaning but remain the same type. A chicken can go off, for example, which means it's old and bad and can't be eaten. But a person can go off, too, which means the same as go away. These verbs have an object, and this object can go after the verb or between the two parts of the verb. Must put up those shelves this weekend. I must put those shelves up this weekend. I must put them up this weekend. I must put up them this weekend. Turned off the TV and went to bed. He turned the TV off and went to bed. He turned it off and went to bed. He turned off it and went to bed. Council wants to knock down lots of old buildings. The council wants to knock lots of old buildings down. The council wants to knock them down. The council wants to knock down them. You don't use a pronoun, it doesn't really matter where you put the object. We generally put the object where it sounds better. The object is very long - it could include a relative clause, for example - it will probably sound better after the verb. If you find a useful phrasal verb, learn it like you would learn the word for 'table' or 'ashtray' or anything else. Make sure you write down the structure. It's useless to note down that turn off means appear in Spanish if you don't know how to use it. The absolute minimum you need to note down is turn something off, because then you'll know where the object goes. Better would be to note down a couple of sentences using the verb so that you have a context to remember it in.
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