...THE ULTIMATE PHRASAL VERB BOOK Contents 4 TO THE TEACHER 6 TO THE STUDENT 7 1. FOCUS ON: separable and nonseparable phrasal verbs 9 come from 9 figure out 10 give back 10 look for 10 put on 10 run into 11 show up 11 take off 12 2. FOCUS ON: phrasal verbs and do, does, and did 16 come off 17 doze off 18 fall for 18 give in 18 hear about 18 pull through 18 stay off 19 throw up 19 3. FOCUS ON: three-word phrasal verbs 22 feel up to 22 get over with 22 go along with 22 go in for 23 look forward to 23 put up with 23 screw out of 23 talk down to 23 4. FOCUS ON: present and past continuous phrasal verbs 26 cheat on 26 go after 26 look up 27 pay for 27 plan for 28 point to 28 put to 28 wrap up 29 5. FOCUS ON: pronunciation of two-word phrasal verbs 32 break down 32 burn down 34 call in 34 find out 34 hand back 34 look at 35 setup 35 6. FOCUS ON: pronunciation of three-word phrasal verbs 40 boil down to 40 come down with 40 come up with 41 get around to 41 get out of 41 go back on 41 go through with 42 monkey around with 42 7. FOCUS ON: separable phrasal verbs with long objects 45 cut up 45 hold up 46 let out 46 point out 47 run over 47 see about 48 take in 48 8. FOCUS ON: present perfect phrasal verbs 54 burn out 54 fall over 55 fight back 55 hear of 56 pick...
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...MAKING HEADWAY Phrasal Verbs and Idioms Graham Workman Oxford University Press Making Headway Upper-Intermediate Phrasal Verbs and Idioms Graham Workman Oxford University Press Oxford University Press Great Clarendon Street. Oxford osz Acknowledgements ~ D P Oxford New York Athens Auckland Bangkok Bogota Bombay Buenos Aires Calcutta Cape Town Dar es Salaam Delhi Florence Hong Kong Istanbul Karachi Kuala Lumpur Madras Madrid Melbourne Mexico City Nairobi Paris Singapore Taipei Tokyo Toronto and associated companies in Berlin Ibadan OXFORD Illustrations by Kevin Baverstock Caroline Church David Murray Nigel Paige Bill Piggins Location photography by Rob Judges The publishers would like to thank the following for their permission to reproduce photographs: Barnaby's Picture Library Channel 4 News Format Partners Photo Library Impact Photos Ltd Network Photographers The Telegraph Colour Library Ltd and OXFORD ENGLISH are trade marks of Oxford University Press O Oxford University Press 1993 ISBN 0 19 435509 8 First published 199 3 Third impression 1996 No unauthorized photocopying All rights reserved. No part of this publication may be reproduced, stored in a retrieval system. or transmitted. in any form or by any means. electronic. mechanical. photocopying. recording, or otherwise. without the prior written permission of Oxford University Press. This book is sold subject to the condition that it shall not. by way of trade or otherwise, be...
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...become an accomplished public speaker. (c) Use the correct form of the words in brackets to fill in the blank spaces. (3 marks) (i) She could not explain how the accident ______________________ (occur) (ii) The students presented their _____________________ (complain) to the principal. (iii) Jane is very bright but very poor in _________________________ (pronounced) (d) Use the appropriate prepositions to fill in the gaps. (3 marks) (i) Suddenly, the plane was enveloped _______________________ a dense fog. (ii) Inspector Chacha was an expert _______________________ catching criminals. (iii) Most of my classmates are strong _________________________ Mathematics. (e) Replace the underlined with the correct phrasal verbs formed from the words in brackets. (i) His performance discouraged me until 1 stopped teaching him. (put) (ii) No parent can tolerate a lazy child. (put) (iii) The girl resembles her grandmother. (take) Question 4: Grammar (15 Marks) NANDI NORTH 2013 (a) Rewrite the following sentences according to instructions given after each. Do not change the meaning. (3mks) (i) Cherono’s handwriting is better than anyone else’s in this class. (Rewrite using a superlative) (ii)...
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...1 Giving Presentations – Expressions and introductory phrases Thank people for coming Good morning afternoon etc. I’d like to take the opportunity to thank you for coming here today… Beginning and stating objectives Right, let’s make a start. Let’s begin I’m going to begin by… I’m here today to… The object/subject of today’s talk is to… Organization My presentation/talk is divided into three parts/sections… I’d like to begin by… I have four main points… Introduce another speaker I am going to/I’d like to hand you over/pass you over to Julian who is going to talk you through/present… Annie will be telling you about… Paul is now going to take over… Recap what the previous speaker has said Keith has given you an overview of… We have just heard from Keith… As Paul said… Recognising knowledge You are certainly aware… / As you know… You’ve probably heard some of this before… Refer to a diagram/figures (So) Let’s look/have/take a look at… I’d like to draw your attention to… As you can see… If you’d like to turn to page 6 of the handout … I’ll……. It’s worth noting/It’s interesting to note… Enumerate points To begin with/First of all/Firstly/Next/afterwards Finally/To conclude/In conclusion Moving to another topic This brings me/us to the key issue … I’d now like to turn to… Now let’s look at/consider… I’ll now move on to my next point which is… Before I move on, does anyone have any questions/queries? © Oxford University Press 2012 No unauthorised photocopying ...
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...LANGUAGE NOTES: Unit 7 7 A Ex. 1 Stress: Remember that in Noun+Noun compounds the stress generally falls on the first element (exhaust fumes, etc.), whereas in Adj+Noun combinations it is usually on the noun (global warming) Practise the pron. of the terms that appear here and elsewhere in the unit. 2. account for = ‘represent’. Find other verb+prep collocations and phrasal verbs in the unit. 3. The verb rise – rose – risen is intransitive (= ‘to go up’) while raise is transitive (‘to put something up’). 5. Note the use of over here (=’in the course of’). Text 1: environmentally damaging: find other Advb+Vb collocations (one in Text 6) cotton-producing states. Think of other phrases on this model (eg: Spanish-speaking countries) and cf. gas-guzzling vehicles (text 3). Text 5: plummeting = ‘falling dramatically’. Find the opposite in the dictionary. 7 B Note the expressions with make, including the phrasal verb to make do with s.t. (opposite: … without) 7 C Note the phrasal verbs (to go about s.t. /go about doing s.t; to draw up a plan, etc.) Stress in Noun+Noun compounds: lífe coaching , action plan… l. 12 she was finding it hard to… Note the ‘it’ in this structure. It’s hard for me to relax > I find it hard to relax. l. 33 in a month’s time. Note the possessive with expressions of time (eg today’s class, yesterday’s paper, in three weeks’ time) l. 57 the goals I’ve set myself. Cf. to set one’s sights on s.t. (6A Text...
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...Gradual increase (adjective + noun) = a small, constant increase over a long period. v + adv=increase gradually Steady increase (adjective + noun) = a consistent increase over a long period. Moderate increase (adjective + noun) = a small increase or rise. Slight increase (adjective + noun) = a small increase or rise. Sharp increase (adjective + noun) = a quick and steep increase or rise. Steep increase (adjective + noun) = a quick and sharp increase or rise. Significant increase (adjective + noun) = a stronger and more important rise, especially when compared to the previous increases.=marked increase + Describing Position Highest level (in,for) = the top position; the highest point. Peak (verb) = reach the highest position. Peaked, peaking Reach a peak (verb + noun) = achieve the highest position. Reached a peak, reaching a peak. Stand at (ph) =...
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...different ways to forming words (e.g. singular to plural, present to past, verb to noun, noun to adjective, and so on) from Indonesian language. In English, the way to form words is by adding the affixes that can be categorized into suffix and prefix into the words. Derivational and Inflectional Affixation Generally, morphology has two rules of forming the words in English. The first rule is inflection. is the study that deals with syntactically determined affixation processes (Katamba, 1993, p.205). Inflectional morphemes, which are always suffixes in English, simply add a grammatical element to a word without changing its basic part of speech (Celce-Murcia and Larsen-Freeman 1999: 32). Indonesian morphology has little by way of inflectional affixation, i.e. affixation of the type of English plurals or past tense morphemes or third person singular endings. Meanwhile, derivation is the study of how affixes are combined with stems to derive new words (Akmajian, 1995, p.29). It is important to know that in this process, the part of speech of a word may change when it is attached by the affixes. In other words, when a derivational morpheme is added to a word, it “results in either a different part of speech or the same part of speech with a different lexical meaning” (Celce-Murcia and Larsen-Freeman 1999: 31). For example, –ment, as in the word achievement (achieve + ment), makes a noun from a verb, changing both the part of speech and the meaning. In Indonesian, affixes...
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...Table of Contents Table of Contents Introduction ................................................................................................................5 Advantages & Disadvantages ...................................................................................6 1. Writing about advantages........................................................................................6 2. Writing about disadvantages ...................................................................................7 Agreeing .....................................................................................................................9 1. To agree with someone or something......................................................................9 2. To partly agree with someone or something ..........................................................10 3. When a group of people agree ..............................................................................10 Aim or Purpose.........................................................................................................12 1. Ways of saying what the aim or purpose of something is.......................................12 2. Words meaning aim or purpose.............................................................................13 Approximate / Exact.................................................................................................15 1. Words meaning approximately ........................................................
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...Jusmin Rosette M. Pasia ICT IV-A I. 1. Phrase Structure Rules are a way to describe a given language's syntax and are closely associated with the early stages of transformational grammar. They are used to break down a natural language sentence into its constituent parts (also known as syntactic categories) namely phrasal categories and lexical categories (aka parts of speech). A grammar that uses phrase structure rules is a type of phrase structure grammar - except in computer science, where it is known as just a grammar, usually context-free. Phrase structure rules as they are commonly employed operate according to the constituency relation and a grammar that employs phrase structures rules is therefore a constituency grammar and as such, it stands in contrast to dependency grammars, which are based on the dependency relation. Phrase structure rules are usually of the following form: meaning that the constituent is separated into the two subconstituents and . Some further examples for English are as follows: The first rule reads: An S (sentence) consists of an NP (noun phrase) followed by a VP (verb phrase). The second rule reads: A noun phrase consists of a Det (determiner) followed by an N (noun). Some further categories are listed here: AP (adjective phrase), AdvP (adverb phrase), PP (prepositional phrase), etc. Specific notations for writing phrase structure rules can be identified in the third rule. The round brackets around AP and PP indicate that these constituents...
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...AN-244 Phrasal Syntax seminar Marosán Lajos Parts of Speech Tarr Dániel 1995 Parts of Speech Parts of Speech are words classified according to their functions in sentences, for purposes of traditional grammatical analysis. According to traditional grammars eight parts of speech are usually identified: nouns, adjectives, adverbs, prepositions, conjunctions, pronouns, verbs, and interjections. Noun girl, man, dog, orange, truth ... Pronoun I, she, everyone, nothing, who ... Verb be, become, take, look, sing ... Adjective small, happy, young, wooden ... Adverb slowly, very, here, afterwards, nevertheless Preposition at, in, by, on, for, with, from, to ... Conjunction and, but, because, although, while ... Interjection ouch, oh, alas, grrr, psst ... Most of the major language groups spoken today, notably the Indo-European languages and Semitic languages, use almost the identical categories; Chinese, however, has fewer parts of speech than English.[1] The part of speech classification is the center of all traditional...
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...Second edition Practice Grammar with answers John Eastwood Oxford Oxford University Press Oxford University Press Great Clarendon Street, Oxford OX2 6DP Oxford New York Auckland Bangkok Buenos Aires Cape Town Chennai Dar es Salaam Delhi Hong Kong Istanbul Karachi Kolkata Kuala Lumpur Madrid Melbourne Mexico City Mumbai Nairobi Sao Paulo Shanghai Singapore Taipei Tokyo Toronto with an associated company in Berlin Oxford and Oxford English are trade marks of Oxford University Press. ISBN 0 19 431369 7 (with answers) ISBN 0 19 431427 8 (with answers with CD-ROM) ISBN 0 19 431370 0 (without answers) © Oxford University Press 1992, 1999 First published 1992 (reprinted nine times) Second edition 1999 Tenth impression 2002 Printing ref. (last digit): 6 5 4 3 2 1 No unauthorized photocopying All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of Oxford University Press. This book is sold subject to the condition that it shall not, by way of trade or otherwise, be lent, resold, hired out, or otherwise circulated without the publisher's prior consent in any form of binding or cover other than that in which it is published and without a similar condition including this condition being imposed on the subsequent purchaser. Thanks The author and publisher would like to thank: all the teachers...
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...Longman English Grammar L G.Alexander Consultant- R A. Close, CBE Pearson Education Limited, Edinburgh Gate, Harlow, Essex CM20 2JE, England and Associated Companies throughout the world www longman com © Longman Group UK Limited 1988 All rights reserved, no part of the publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the Publishers Distributed in the United States of America by Longman publishing, New York First published 1988 Twentieth impression 2003 BRITISH LIBRARY CATALOGUING IN PUBLICATION DATA Alexander L G Longman English Grammar 1 English language - Text-books for foreign speakers 1 Title 428 2'4 PE1128 LIBRARY OF CONGRESS CATALOGING IN PUBLICATION DATA Alexander, L G Longman English Grammar/L G Alexander, consultant, R A Close p cm Includes index ISBN 0-582-55892-1 1 English language - Grammar - 1950- 2 English language Text-books for foreign speakers 1 Close, R A II Title PE1112A43 1988 428 2'4-dc19 87-22519 CIP Set in 8 on 9 1/2pt Linotron 202 Helvetica Printed in China SWTC/20 Louis Alexander was born in London in 1932 He was educated at Godalming Grammar School and London University He taught English in Germany (1954-56) and Greece (1956-65), where he was Head of the English Department of the Protypon Lykeion, Athens He was adviser to the Deutscher Volkshochschulverband...
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...General English 2 Paper 1 Sample Paper 1 Duration: 2 hour 30 minutes PART 1 – READING [30 MARKS] 1. You are going to read about an organised holiday in Malaysia. For questions 1-15, choose from the options (A-E). Some of the options may be chosen more than once. When more than one answer is required, these may be given in any order. There is an example at the beginning (0) [14 marks] To which days the following refer to? 0 You can see the tea making process. There’s a view over the neighbouring country to enjoy. 1 The train will take you up to a wonderful view. 2 You can camp if you want to. 3 Start the day with some fruit. 4 Home cooking is on offer. 5 The walks are wonderful, but not easy. 6 You can really appreciate wildlife. 7 Take an evening walk through traffic-free streets. D 8 You can escape from the heat. 9 10 It’s small enough for you to see it all in one day. 11 Take your time to get used to the climate. 12 You can learn something about the background of Malaysia. 13 If you’re short of time, just take a short walk. 14 General English 2 Sample Paper 1 1 MALAYSIAN Experience A DAY 1-3 KUALA LUMPUR If you are staying in Chinatown then getting around is easy- just walk. The National Museum is a good introduction to Malay history, art and culture. Save some energy for a late night stroll around one of the busy night markets. Jalan Petaling is full...
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...Quiz Results 1. Choose the correct sentence. Correct Answer: B Her husband's wallet was full of curious, little items. Explanation: Place the apostrophe before the "s" to show singular possession. Your Answer: C Her husbands' wallet was full of curious, little items. 2. Choose the correct sentence. Correct Answer: B I went to my mother-in-law's house for dinner last night. Explanation: With a singular compound noun, show possession with 's at the end of the word. Your Answer: B I went to my mother-in-law's house for dinner last night. 3. Choose the correct sentence. Correct Answer: A You may not enter Mr. Harris's office without his permission. Explanation: Although names ending in “s” or an “s” sound are not required to have the second “s” added in possessive form, it is preferred. Your Answer: A You may not enter Mr. Harris's office without his permission. 4. Choose the correct sentence. Correct Answer: B The girl's vitality and humor were infectious. [one girl] Explanation: Place the apostrophe before the “s” to show singular possession. Your Answer: A The girls vitality and humor were infectious. [one girl] 5. Choose the correct sentence. Correct Answer: A The women's dresses are on the second floor. Explanation: To show plural possession, make the noun plural first. Then immediately use the apostrophe. Your Answer: A The women's dresses are on the second floor...
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...begs begged begged begging 5 sin sins sinned sinned sinning 5 play plays played played playing stay stays stayed stayed staying cry cries cried cried crying 6 studies studied studied studying 6 die dies died died dying tie ties tied tied tying Notes: 1. Pronunciation differences in past/past participle after /p, s, k, f/ sounds 2. Pronunciation differences in past/past participle after /t, d/ sounds 3. Spelling and pronunciation differences in -s form after /s, sh, ch, z/ sounds 4. Dropping of "silent e" with -ing endings 5. Doubled consonants after "short" vowel sounds 6. Spelling differences when "y" is preceded by a consonant Irregular Verbs base -s form past past participle -ing form cut cuts cut cut cutting fit fits fit fit fitting hit hits hit hit hitting let lets let let letting put puts put put putting quit quits quit quit quitting set sets set set setting shut shuts shut shut shutting split splits split split splitting upset upsets upset upset upsetting burst bursts burst burst bursting cast casts cast cast casting cost costs cost cost costing* hurt hurts hurt hurt hurting spread spreads spread spread spreading...
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