The Description Of English Phrasal Verbs

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THE DESCRIPTION OF

ENGLISH PHRASAL VERBS

A PAPER

WRITTEN

BY

RIMA FIRGI YANI

NIM: 102202001

ENGLISH STUDY PROGRAM DIPLOMA III

FACULTY OF CULTURE STUDY

UNIVERSITY OF NORTH SUMATERA

MEDAN

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Approved by Supervisor,

Drs. Bahagia Tarigan, M.A. NIP: 19581017198601001

Submitted to the Faculty of Culture Study University of North Sumatera

In partial fulfillment of the requirements for English Study Diploma III Program

Approved by

The chairperson of English Study Diploma III,

Dr. Matius C.A. Sembiring, M.A. NIP : 19521126 198112 1 001

Approved by the English Study Diploma III Program, Faculty of Culture Study,

University of North Sumateera

As a paper for the e3xamination board October 2013

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Accepted by the examination board in partial fulfillment of the requirement for the DIII examination of the Diploma III English Study Program, Faculty of Culture Study of University of North Sumatera.

The examination is held on: October 2013

Faculty of Culture Study University of North Sumatera Dean,

Dr. Syahron Lubis, M.A. NIP : 19511031 197603 1 001

Board of examiners:

1. Dr. Matius C.A. Sembiring, M.A. (head of ESP) ……….

2Drs. Bahagia Tarigan, M.A. (supervisor) ………..

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AUTHOR’S DECLARATION

I am, RIMA FIRGI YANI, declare that I am the sole of author of this paper. Except where reference is made in the text of this paper, this paper contains no material published elsewhere or extracted in whole or in part from a paper by which I have qualified for or awarded another degree.

No other person’s work has been used without due acknowledgement in the main text of this paper. This paper has not been submitted for the award of another degree in any tertiary education.

Signed : ……… Date : Friday October 3rd, 2013

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COPYRIGHT DECLARATION

Name : RIMA FIRGI YANI

Title of paper : THE DESCRIPTION OF ENGLISH PHRASAL VERBS Qualification : D-III/ Ahli Madya

Study Program : English

1. I am willing that my paper should be available for reproduction at the discretion of the Liberarian of the Diploma III English Study Program Faculty of Culture Study USU on the understanding that users are made aware of their obligation under law of the Republic of Indonesia.

2. I am not willing that my papers be made available for reproduction.

Signed : ………

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ABSTRACT

This paper is dealing with the English Phrasal Verbs. English Phrasal Verbs is one aspect of English structures. When we talk about phrasal verbs, it means that we discuss about the structures of the language. The problem to be answered in this writing is the forms of the English Phrasal Verbs and the so usages. What phrases should we use and when phrases should we use to. This writing has four different chapters, such us Introduction, book review, description of the English Phrasal Verbs, and the Conclusion.

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ABSTRAK

Tulisan ini memuat tentang Pharasal Verbs di dalam bahasa inggris. Phrasal Verbs adalah salah satu bagian dari tata bahasa. Bila kita membicarakan tentang phrasal verbs dalam satu bahasa, maka kita tidak bisa terlepas dari tata bahasa tersebut. Yang merupakan masalah dalam tulisan ini ialah bagaimana pola phrasal verbs bahasa inggris dan kapan digunakan. Tulisan ini terdiri atas empat bagian, yaitu: Pendahuluan, kajian pustaka, penjelasan dan kesimpulan.

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ACKNOWLEDGEMENT

In the Name of Allah, the Most Beneficent and the Most Merciful. First of all, I would like to say thanks to Allah as the Owner of the entire things on the Earth. There is one none co-equal or comparable unto Allah, the one. I will never forget to remember and Shalawat to the last Prophet Muhammad as the massager of Allah to bring Dienul Islam to be Rahmatan Lil’Alamin.

First of all, I would like to thank and praise to the Almighty God for blessing and giving me health, strength and ease to accomplish this paper as one of the requirements to get Diploma III certificate from English Departement Faculty of Culture, University of North Sumatera.

Then, I would the like to express a deep gratitude, love, and appreciation to:

• My beloved parents; my father Rustam Koto and my mother

Jasneli, for loving, caring, and for their support. Thanks for being

my inspiration. My sister Ria Firgi Yani S.Kom, my little sister

Ririn Firgi Yani, my cousin Putri Humaira Harti. Thank you for

all motivations, advices, prays, loves and financial. I present this paper fot you.

• Dr. Syahron Lubis, M.A as the Dean of Faculty of Culture studies,

University of North Sumatera.

• Dr. Martius C. A. Sembiring, MA as the Head of English Diploma

Study Program, who gives me a lot of knowledge.

• Drs. Bahagia Tarigan, M.A as my supervisor and Drs. Siamir

Marulafau, M.Hum as my reader. Thank you for the valuable time

in giving the correction and constructive critics in completing this paper.

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• All lecturers in English Diploma Study Program for giving me advices ad knowledges.

• My special man, Harfin Aryendi Pelawinta. Thanks for supporting me morraly, financially, spiritually, in completing this paper.

• My best friend Tria Anindi, Aya Syarifa, Abun Fauzi, Rizky and

Anisa Fatiah. Thanks for their royalty, loves, and supports. I thank

them for being my true friend who always care.

• And all my friends in English Diploma III A and B. Thank you for your support, cares and other things that help me to complete this paper. Thank you for the nice friendship during our study. I will be missing the days we spent together.

Medan, 2013 The Writer

Rima Firgi Yani Reg. No. 102202001

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THE CONTENTS

Author’s Declaration………. i

Abstract ……….. iii

Abstrak ……….. iv

Acknowledgement ………. v

The Contents ……….. vi

………. 1. 1.1 1.2 1.3 1.4 1.5 INTRODUCTION ……….. Background of the Study ……….. The Problem of the Study ………. The Scope of the Study ……… The Purposes of the study ……….. The Method of the Study ………. 1 1 4 4 5 5 2. REVIEW OF RELATED LITERATURE ………….. 7

3. 3.1 3.2 3.3 3.4 PHRASAL VERBS………. What is Phrasal Verbs? ……… Using Phrasal Verbs ……… Phrasal verbs and Nouns ………. Forming Nouns from Phrasal Verbs ……… 11 11 19 25 26 4. 4.1 4.2 CONCLUSION AND SUGGESTION ……… Conclusion ……… Suggestion ……… 31 31 31 BIBLIOGRAPHY ……….……… 32

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ABSTRACT

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ABSTRAK

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1. INTRODUCTION 1.1 The Background of the Study

The title of this writing is a description of English phrasal verb. It is dealing with the structures of English. English is the first foreign language studied by the students of Indonesia no matter the schools belonged to private or public. English language is very difficult for the Indonesian students to be learnt, because it does not used by the society in their lives. Generally English is firstly taught to the students of secondary high school and so the students at the University. So the writer finds it very interesting to write down the description of the English phrasal verbs. When we compare the grammar of English with the grammar of Indonesian it can be seen that English grammar is very complicated. It can be seen through the tenses, for example. English has six teen different tenses where as the Indonesian language does not have tense.

This kind of writing is a descriptive one and the method applied is library research. The required data were taken from written texts. The theory applied to write it is the theory of English grammar. The structures of English in forming noun phrasal or verb phrasal also are quiet different from Indonesian. For example, big house versus ‘rumah besar’, write down versus ‘tuliskan lah’, etc.

Language, human beings, society, and culture cannot be separated one another. Without the present of a language human beings can do nothing, there fore of course a habit will not appear and so a society. A

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habit can be seen through the society, and the products of the habit can be said as the culture of the society. So it can be understood clearly the language will be used by a member of society and the habit of the society’s members are called the culture of the society. The habits or the culture of a society usually in herit by the generation of the society. These things happen to all society in the world no matter to what society the human beings are belonged to. Now we are able to understand that the society of English spoken by People is as the same as a society in the world, the society of Indonesia owns its habit and culture in using English as its foreign language. It can be understood as well as the other different society which will have different culture. For instance, the Indonesian people have their own language as the national language of the country, so of course the language has the structures. Here the writer wants to show the readers about the distinction between the structures of English phrasal verbs. The writer wants to mentions the differences between public and private manifestations of ethnicity generally. With regarding to language the point is that while communicative and symbolic facets co-exist, they are separable. Among mainstream populations the language of daily use is usually also the variety which carries and reflects group culture and tradition. Ignoring the communicative- symbolic distinction can lead to lack of clarity and misdirected effort. If revivalists emphasize language mainly in communicative terms when mounting their campaigns, and if their appeals are directed towards groups where shift has occurred, then they

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will be unsuccessfully in the promotion of language use; may reintroduce, under the mantle of pluralism, a sort of anomie, and may promote a cynical view of any and all efforts on behalf of groups identity.

A distinction between communicative and symbolic language mirrors a more general one between public and private ethnic markers. It is the force of the argument so far for that, for practical reasons, we should expect public and non- symbolic characteristics to be relatively early casualties in assimilative or modified pluralistic context. A very useful discussion of symbolic ethnicity has not affected basic processes of acculturation and assimilation, but there but there is a new interest. This is not intense enough to lead to any revival, but it does give rise to r enewed ethnic symbolism. If symbolic ethnicity and private markers are the aspects which remain, it follows that active intervention on behalf of minority identity may be not productive or, indeed, counter-productive. There is no evidence to suggest that meaningful aspects of ethnicity can be held in place for any reasonable length of time by such action, much less the ones that are usually dealt with which are visible and public markers highly susceptible to change.

In the social move ments which lead to the erosion of certain group markers, one fact stands out, most people are animated by the desire for material well-being and advancement, and are thus inexorably drawn towards the technological, industrialized mainstream. Cultural relativism has

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been a received idea in much of the social sciences for a long time, but it does present certain difficulties.

1.2 The Problem of the Study

When someone wants to write something of course he or she wants to solve a problem or answer a question to the writing. So, dealing with the topic of this paper ‘the description of English phrasal verbs’ of course the problem to it is dealt with the structured and its application when English is used as the medium to it. So what is the construction of the English phrasal verbs and how to use them.

1.3 The Scope of the Study

When someone wants to write something there will tremendous things to be discussed , therefore philosophers encourage the juniors to give a limitation to the problems they are going to discuss. On this writing or dealing with the uses or application of English phrasal verbs of course there are many things to be talked about, so the writer of this paper wants to decide a limitation in writing the English phrasal verbs description and their usages. The writer will write down the construction of the English phrasal verbs.

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1.4 The Purposes of the study

In order to write something there can be different purposes to be reached by the writer. It will be of course deals with the needs of the writer. At this time for this circumstances, the writer of this paper has two main purposes, they are: one, to apply the knowledge she has gained from her lecturers during her study at the Faculty of Culture Study at the University of North Sumatera; two, to fulfill one of the requirements to finish her study from the English Department of the Diploma Program.

1.5 The Method of the Study

There some different approaches can be applied when someone wants to take a small or big research or writing. He or she can uses library research, field research, or experiment. The technique will be dealt with the subject matter he or she is doing. When someone wants to know about the movement of a child language, of course he or she need to have an experiment for it and the data for this research can be taken from the child he or she uses as the resources of the data. If he or she wants to apply the technique of field research, it means that he or she need to take some informants which can be used as the resources for the data required. On this occasion, the writer of this paper is writing about the English phrasal verbs, so all the required data for further analysis will be taken from written text. It means that the technique applied for writing this paper is library research. It is very difficult to see the native speakers of English which can be treated as the informant, and when the writer wants to see the native speakers of

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English to be made as the resources of the data, it means that she has to travel to the country that English is used daily by the society while they are communicating. For examples, United Kingdom, United States of America, Australia, New Zealand, and other country which its society used English to communicate.

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2. REVIEW OF RELATED LITERATURE

Huddleston (1985:128) says, “The verb phrase consists of a head element, obligatory except in cases of ellipsis, and optionally one or more dependents. In [He] may have seen [her], for example, we take may and have as dependents. The dependent positions may be filled by.’

According to the quotation above that it can be understood that may and have as the auxiliary verbs are precisely those verbs which function as dependent in verb structure, and are contrasted with main verbs, which function as head. Most verbs belong exclusively to one or other of these sub-classes, but a few, most clearly forms of be, have, and do, belong to both. For examples:

He is sleeping. We have an auxiliary use of is or and hence, derivatively, of be, in He is said a main verb use. The precise delimitation of the auxiliary class raises a number of problems.

The rules given to determine the inflectional form of each verb in the verb phrase other than the first. In verb phrase has functioning as head of kernel (and many classes of non-kernel) clauses, the first verb carries one of the tense inflections.

Perrin (1985:305) says, ”A verb formed by an auxiliary and an infinitive or post participle is called a phrasal verb: will go, must go, has gone, had gone, should have gone.”

It is very clearly seen that in the tenses which have simple forms (goes, went), we get different shades of meaning by using phrasal forms (went, did, go, was going, etc.) Phrasal verbs are also called periphrastic verbs.

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A phrase is a group of two or more grammatically related words without a subject and finite verb that functions as a unit in a clause or sentence. Phrases are conventionally classified in terms of their elements.

Prepositional : in the room, before the war, because of that Participial : coming into the room, pasted on the wall Gerund : learning English

Infinitive : to live peacefully, to have seen him

Though the elements in a phrase usually stand together, they need not do so. For example in He puts it off, we have a verb phrase, puts off, interrupted by its object it.

Other word groups that function as syntactical units are also refered to as phrases (have gone, a large house). Other examples:

Prepositions : Because of John we were late. Adjectives : a heart of gold

Crossing the street, he nearly was hit by a car. Adverbs : beyond the town

in the morning

He did it in the Chinese manner. We use the term “grammar” with a systematic ambiguity. On the one hand, the term refers to the explicit theory constructed by the linguist and proposed as a description of the speaker’s competence. On the other hand, [it refers] to this competence itself.

The sounds and sound patterns, the basic units of meaning, such as words, and the rules to combine them to form new sentences constitute the grammar of a

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language. The grammar, then, is what we know; it represents our linguistic competence. To understand the nature of language we must understand the nature of this internalized, unconscious set of rules, which is part of every grammar of every language.

Every human being who speaks a language knows its grammar. When linguists wish to describe a language, they attempt to describe the grammar of the language that exists in the minds of its speakers. There may be some differences among speakers’ knowledge, but there must be shared knowledge, because it is this grammar that makes it possible to communicate through language. To the extent that the linguist’s description is a true model of the speakers’ linguistic capacity, it will be a successful description of the grammar and of the language itself. Such a model is called a descriptive grammar. It does not tell you how you should speak; it describes your basic linguistic knowledge. It explains how it is possible for you to speak and understand, and it tells what you know about the sounds, words, phrases, and sentences of your language.

We have used the word grammar in two ways: the first in reference to the grammar speakers have in their brains; the second as the model or description of this internalized grammar. Almost 2000 years ago the Greek grammarian Dionysius Thrax defined grammar as that which permits us either to speak a language or to speak about a language. From now on we will not differentiate these two meanings, because the linguist’s descriptive grammar is an attempt at a formal statement (or theory) of the speakers’ grammar.

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When we say that there is a rule in the grammar—such as “Every sentence has a noun phrase subject and a verb phrase predicate”—we posit the rule in both the “mental” grammar and the model of ii, the linguist’s grammar.

When we say that a sentence is grammatical, we mean that it conforms to the rules of both grammars; conversely, an ungrammatical (starred) sentence deviates in some way from these rules. If, however, we posit a rule for English that does not agree with your intuitions as a speaker, then the grammar we are describing is in some way different from the grammar that represents your linguistic competence; that is, your language is not the one we are describing. No language or variety of a language (called a dialect) is superior to any other in a linguistic sense. Every grammar is equally complex and logical and capable of producing an infinite set of sentences to express any thought. If something can be expressed in one language or one dialect, it can be expressed in any other language or dialect. It might involve different means and different words, but it can be expressed.

No grammar, therefore no language, is either superior or inferior to any other. Languages of technologically undeveloped cultures are not primitive or ill-formed in any way.

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3. PHRASAL VERBS 3.1 What is Phrasal Verb?

A phrasal verb is formed by combining a simple verb and one of a number of particles. The result is called ‘phrasal’ because it looks like a phrase rather than a single word. Although it looks like a phrase, it functions as a single word. It is a unit.

Say the five phrasal verbs in the table, stressing the particle up. Now use the example below to form sixteen phrasal verbs containing the particles up and down:

This unit provides practice in recognizing phrasal verbs, and using them in sentences.

SIMPLE VERB PARTICLE PHRASAL VERB

move come go walk climb

move up come up go up walk up climb up

EXAMPLE up = move up

move

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a. come b. go c. walk d. climb e. jump f. run g. march h. slide

Movement and Direction

The verbs in the first section were simple verbs of MOVEMENTS. Particles, when added to them, indicate DIRECTION: up, down, in, out, on, off etc. Below is a table. Thirty-six phrasal verbs can be formed from the simple verbs and particles in the table. Make as many as you wish, and say them aloud. Each simple verb gives six phrasal verbs. Stress the particle when saying the phrasal verb.

The particles are adverbial. They modify the simple verb. Verb and particle, however, act as a single unit in the same way as verb and prefix (as in use; re-use; read, re-read).

Word Order

Phrasal verbs, like simple verbs, can be either transitive or intransitive. Use the example to help you complete the sentences.

Example

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He was tired of sitting, so he stood up.

a. She was standing on the balcony, and looked down.

b. He was reading a book. When she came into the room, he looked up. c. He was in the house. He opened the door, and went ou into the garden.

d. He was driving a truck. When he saw the workers, he stopped the truck and they climbed on.

e. We sold the house, and moved out quickly, in order to let the buyers move in. Example

He picked up the book. f. They carried in the parcels. g. She lifted up the box. h. He put down the book. i. She brought in the laundry. j. They cut down the old tress

k. The workmen were busy tearing down the building. l. They carried out the materials they needed.

When phrasal verbs are transitive, it is possible to place the particle either BEFORE OR AFTER the object noun. When a sentence is short, it is usual o place the particle AFTER the object noun. There is no difference in meaning. Example

He picked up the book = He picked the book up. m. He put down the book = He put the book down. n. She lifted up the box = She lifted the box up.

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o. They carried in the parcels = They the parcels in.

p. She brought in the laundry = she brought the laundry in. q. They cut down the old trees = They cut the old trees down.

r. The workmen were busy tearing down the building = The workmen were busy tearing the building down.

s. They brought down the toys = They brought the toys down.

t. The child was asked to pick up all the bits of paper = The child was asked to pick all the bits of paper up.

u. The men were told to bring in the chairs and tables = The men were told to bring the chairs and tables in.

v. She pushed up the window = She pushed the window up. w. Throw down the key! = Throw the key down!

x. He picked up a copy of the evening paper = He picked a copy of the evening paper up.

The parts of the unit – verb and particle – need not be placed next to each other in these examples. When the particles can move in this way, the phrasal verb is called ‘separable’.

Word Order and Pronouns

When the direct object of the verb is a pronoun (him, it, etc), the particle always comes after the pronoun. Use the example to help complete the sentences. Example:

He picked up the book. OR He picked the book up. BUT He picked it up. NOT He picked up it

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a. He put the book down. He put it down. b. She put down the box. She put it down.

c. He brought the toys down. He brought them down. d. He brought in the chairs. He brought them in. e. She held the boy out. She held him out. f. He lifted up the girl. He lifted her up.

g. They cut down the trees. They cut them down. h. They picked the children up. They picked them up. i. She held up her arm. She held it up.

j. She carried the boy down. She carried him down.

Omitting Nouns

Phrasal verbs basically relate to movement and direction. Direction can, however, be shown by using prepositional phrases:

Example:

He carried the box up the stairs.

There is no phrasal verb in this sentence. Here ‘u[‘ is a preposition, relating to ‘the stairs’ rather than to ‘carry’:

EXAMPLE:

(He carried the box) (up the stairs)

A phrasal verb can be formed from such a sentence by ‘losing’ the article and noun.

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He carried the box up the stairs. He carried the box up.

He carried the box down the stairs. He carried the box down.

He carried the box off the stage. He carried the box off.

When the article and noun are ‘ lost’, the speaker is being less exact. Perhaps his listeners know that stairs were used, or perhaps the action was more important than the stairs. Phrasal verb (formed in this way) can be less exact in meaning than simple verbs with prepositional phrases.

Use this table in the same way. First, from sentences with prepositional phrases. Twenty sentences are possible. Next, omit the articles and nouns. Only FOUR sentences are the possible.

Problems with Prepositions

In the previous section, it was possible to form a phrasal verb by omitting the article and noun. It is not always as simple as that. Study these examples, noting what must be omitted and what must be kept.

Example:

1. He carried the box up the stairs  He carried the box up

2. He carried the box down the stairs  He carried the box down.

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3. He carried the box off the stage  He carried the box off BUT

4. He carried the box into the house  He carried the box in.

5. He carried the box out of the house.  He carried the box out

6. He carried the box onto the stage  He carried the box on.

Remove whatever is necessary in these sentences. In the first five sentences. In the first five sentences, the non-essential parts are printed in italics. a. He carried the child up the stairs. He carried the child up.

b. She carried the child into the house. She carried the child in. c. She brought the bags onto the stage. She brought the bags on. d. She took the materials out of the bag. She took the materials out. e. They brought the boxes down the hill. They brought the boxes down. f. They brought the chairs into the garden. They brought the chairs in. g. They led the man onto the veranda. They led the men on.

h. She chased the cats out of the kitchen. Se chased the cats out. NOTE : Two points should be remembered:

(1) When anything is omitted, the particle becomes adverbial. It is not connected with any further prepositional phrase that may be added:

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He carried the box down the stairs to the cellar. (He carried the box) (down the stairs)(to the cellar) He carried the box down to the cellar.

(He carried the box down) (to the cellar)

(2) As will be seen in later units, phrasal verbs need NOT be formed simply by omitting other words. This can be seen by comparing these sentences.

Example:

He lifted the box up ⇐ He lifted the box up the stairs AND

(He lifted the box)(and put it on the table)

In the second sentence nothing has been omitted.

Placing Adverbs With Phrasal Verbs

The rules for using adverbs with phrasal verbs relate to whether the phrasal verb is intransitive or transitive.

(1) Intransitive rule: place the adverb either BETWEEN the verb and the particle, or AFTER the particle.

Example:

He ran away ⇒ He ran happily away He ran away happily.

a. She walked away sadly. She walked sadly away.

b. They hurried along cheerfully. They hurried cheerfully along. c. They drove away slowly. They drove slowly away.

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(2) Transitive rule: place the adverb either BEFORE the verb, or AFTER the object or particle, whichever comes last.

Example:

She picked the letter up.

⇒ She eagerly picked the letter up. OR She picked the letter up eagerly. OR She picked up the letter eagerly. e. He lifted up the box quickly.

Or He lifted the box up quickly. Or He lifted up the box quickly. f. She put the baby down gently.

Or She put the baby gently down. Or She put down the baby gently. g. (hurriedly) I took the books back.

3.2 Using Phrasal Verbs

Now the writer of this paper wants to discuss when to use the phrasal verbs relating phrasal verbs to.

(1) Other verbs in English (climb down: descend) (2) Simple adjectives (bright: brighten: brighten up) (3) Nouns (brick: brick up)

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The simple verbs and particles which form phrasal verbs are mainly Anglo-Saxon in origin. The vast majority of such simple verbs have only one syllable (come, go, run etc). They are common in everyday speech, in talking to children, in slang, when making emotional remarks and informal comments. They are often used by native speakers of English to explain academic verbs of Latin origin.

Examples:

When I say they consumed all the fuel, I mean they used it all up. If you eject someone or something, you throw them out.

If you descend, you climb down or come down or go down.

This contrast is widespread. It is a contrast between FAMILIAR (phrasal verbs) and FORMAL (Latin verbs). Study these tables:

They

Used up

All the fuel

FAMILIAR

Consumed FORMAL

They

gathered together

In the hall

FAMILIAR

Congregated assembled FORMAL

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It is also frequently possible to relate the structural elements of the phrasal verbs to the structural elements of the Latin verbs, in this way:

Climb up Climb down

A scend de scend

In this exercise, pairs of verbs are given in brackets at the beginning of each sentence. In each pair, a phrasal verb is matched with a Latin verb. Use each verb in turn in its sentence, making the sentence, making the sentence first FAMILIAR, the FORMAL.

Example:

(rise up lascend) The smoke began to ______into the air FAMILIAR (1) The smoke began to rise up into the air.

(2) The smoke began to ascend into the air.

Example: put out

He extinguished the flames.

⇒ He put out the flames. go away fall down run off put off tear down split up The people slowly departed.

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a. The old building collapsed

b. The workmen demolished the factory c. The committee want to delay the decision d. The banker decamped with his clients’ money e. The party will divide into smaller groups

Example: extinguish

He put out the flames

⇒ He extinguished the flames

Pairing Verbs

NOTE

(1) The pairs given in this unit are often exchangeable in this way, but not always (2) In some cases, one phrasal verb may match several Latin verbs. In some cases,

one Latin verb may match several phrasal verbs. The context and the speaker’s attitude dictate the best use of the appropriate verb.

Example

Bring back (1) He {brought back restored} the death penalty (2) She {brought back returned} the money (3) The dog {brought back returned} the bird.

Demolish (1) They {demolished knocked down} the bird (2) They {demolished tore down} the house (3) They {demolished blew up} the house.

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Literal and Figurative Uses

Phrasal verb often have two distinct uses:

(1) Literal, where they have a normal meaning related to the verb and particle, and (2) Figurative, where they have a metaphoric meaning. This metaphoric use is almost

always familiar and informal, and often slangy. Example

LITERAL The milkman brought in the milk

FIGURATIVE The prime minister brought in a new policy

Here the same verb has distinct effects. Only in the figurative use can ‘bring in’ be paired with the Latin verb ‘introduce’:

T he milkman brought in the milk

G he prime minister {brought in introduced a new policy}

Jokes are often made by deliberately confusing the literal and figurative uses of phrasal verbs. Study the following sentences, where the first is literal and the second figurative.

a. (1) The little boy ran out (of the house)

(2) The oil supply ran out. (=was completely consumed) b. (1) The girl came down in her dressing grown

(2) The family came down in our estimation (=lost status) c. (1) They carried out the suitcases

(2) They carried out the search (= conducted, prosecuted) d. (1) She picked up the bottles

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e. (1) The water wore the stonework down

(2) His boring speech wore us all down (=exhausted)

Phrasal Verb and Adjectives

Verbs ending in –en (for example, harden, quicken, smarten) are formed on simple adjectives of Anglo-Saxon origin (hard, quick, smart). They have the meaning ‘become’ or ‘make (happen)’: A particle is often added to these verbs emphasize their meaning:

Example:

The rope wasn’t tight. They tightened it. They tightened it up.

The water slowly became cool. It cooled down a. The cloth slowly became dry. It dried out. b. The lake became completely dry. It dried out. c. The soup soon became warm. It soon warmed.

d. The trees became thin and scattered near the road. The trees scattered out near the road.

e. The decorator wanted the paint to be thinner. He put white spirit in it to decorator. f. The girl made the room tidy when she finished working. She finished it down.

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3.3 Phrasal Verbs and Nouns

It is common for phrasal verbs to be formed from nouns. Such verbs suggest an action closely related to those nouns. In the sentences use the nouns in italics to make phrasal verbs.

Example: brick

They sealed the entrance up with bricks. They bricked the entrance up.

a. He marked the names up with chalk. He chalked them up.

b. They marked the places in with ink (on the map). They inked them up.

c. He waved the car down with a flag (or a flagging action). He flagged the car down.

d. He raised the wheel of the car with a jack. He jacked it up. e. They gave the food out in dished. They dished it out.

f. She cleaned up the water with a mop. She moped the water up. g. The windows became covered with mist. They misted them up.

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3.4 Forming Nouns from Phrasal Verbs

Nouns can be formed from phrasal verbs. Such nouns are becoming increasingly common in modern English, in conversation, in news papers and in technical usage. This unit provides practice in the basic principles of their formation.

The Major Pattern of Formation

In the commonest pattern for forming nouns, the phrasal verb remains unchanged, except that:

(1) In speech, the first element is now stressed: To break down a breakdown

To round up a round-up

(2) In writing, the noun is either shown as one word, or with a hyphen:

NOTE:

That there is a no absolute rule for writing the nouns. Generally, the noun is written as one word when it is widely used, and has a hyphen when the two elements do not go together well as one word. When in doubt, use a hyphen Now study the example and complete the exercise, taking care with the stress. Example:

The car the broke down. The breakdown of the car was annoying. a. The prisoners broke out. The breakout of the prisoners was alarming. b. Their marriage broke up. The breakup of their marriage was saddening. c. The airplane took off. The takeoff of the airplane was smooth and efficient.

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d. The prisoner got away. The getaway of the prisoner was surprising.

e. The roof caved in. The cavein of the roof caused a number of injuries among the miners.

f. The enemy forces began to build up on the borders. The buildup of enemy forces was a serious threat.

g. The family got together for the party. The get-together was very enjoyable. h. The students sat in at the university and protested. The sit in of the students

caused some disturbance but the police were not called in.

In the above sentences, the noun is formed from the active use of the verb. It is also possible to form the noun from the passive use of the verb.

Example:

The cattle were rounded up. The round-up took four days. i. The papers were mixed up. The mix-up was confusing.

j. The traffic was held up for several hours. The held-up was irritating.

k. The lights were blacked out because of the emergency. The blacked-out applied to the whole city.

l. The pop-singer was built up into a great star. The build-up was a triumph of public relations and advertising.

The minor pattern of formation

A small number of verbs possess nouns formed on both the major and the minor patterns. Each noun has a special use. Study these three examples:

(1) Break out

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outbreak (usually relating to diseases, trouble, etc.) (2) Lay out

layout (usually relating to design, decoration, planning) outlay (usually relating to money, economics)

(3) Look out

look out (usually military, for observation or an observer) outlook (usually concerning weather, attitude or prospects) NOTE

Although the major pattern is used mostly for abstract ideas, it is also used for persons and objects. Such uses are often highly specialized, idiomatic or slangy. Study these examples:

a lay about : From a dialect form of the verb lie about, and meaning a lazy person. a dropout : a person who has ‘dropped out’ of society, and prefers not to follow its rules.

a write-off : a car or other vehicle which has been written off’ an insurance company’s books, because it has been completely destroyed. The car is a write-off’ therefore means ‘the car is a total wreck’

blow-up : a term used by professional photographers for an enlargement of a photograph, where the original has been ‘blown up’ (perhaps like a balloon)

Compounds

Like other nous, these nouns can occur in compound formations.

They follow the same rules as other noun compounds in English. Study the examples and complete the sentences.

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Example:

The men began a round-up of the cattle The cattle round-up lasted several days.

a. We watched the take-off the airplane. The airplane take off was smooth and efficient.

b. The soldiers were expecting a build-up of enemy forces. The enemy soldiers began last week.

c. The students have been taking part in a sit-in at the university. The student was peaceful.

d. The policeman wanted to prevent a hold-up in the traffic. A policeman is always a nuisance.

e. The doctors are worried about a possible outbreak of cholera. A doctor would be horrible.

f. The overspill of city populations is common nowadays. Planners always prepare for a certain amount of population.

g. The get-together of the family for the celebration was very enjoyable. I like family get-together.

EXAMPLE:

The men began a cattle round-up The round-up time was four days.

h. This kind of car has very few breakdowns. There aren’t many breakdowns problems with this car.

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i. The car was used in the getaway of the robbers. The police took two days to find the getaway.

j. The regulations for the blackout are clear. I am glad the blackouts can be easily understood.

k. The period of time necessary for the check-up has been increased. The c heck-up is now four days

l. Difficulties have been caused by the city’s population overspill. These over-spilled may last for some years.

m. There is a lot of water coming through the pipe. The pipe is not big enough for the overflow. We need a bigger overflow pipe.

n. They have a new policy for the intake of soldiers. The new intake will be announced shortly.

Familiar and Formal Exchanges

We have noticed how phrasal verbs tend to be familiar, while Latin verbs tend to be formal. The same is true of the nouns formed from each type of verb. Study the example, and then use each noun in its sentence, making the sentence first formal, then familiar.

Example:

The convention was held in a hotel FORMAL The get-together was held in a pub FAMILIAR

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4. CONCLUSIONS AND SUGGESTION 4.1 Conclusions

After the required data finished tabulated by, the writer is going to write a conclusion to its interpretation. The writer of this paper wants to say that:

(1). Phrasal verbs are units.

(2). Basically, they indicate movement and direction.

(3). Most transitive phrasal verbs are separable, that is, the object may be placed between the verb and the particle.

(4). When the object is a pronoun, it comes before the particle.

(5). Phrasal verbs may often be formed by omitting words in prepositional phrases. (6). Rules for placing adverbs depend upon whether the phrasal veerb is transitive or

intransitive.

4.2 Suggestion

This writing is kind of structures or patterns of phrasal English verbs. We realize that English grammar is very difficult to be learnt about. So the writer of this paper encourages the other students who want to write his or her paper as the final task to fulfill one of the requirements to get the degree of diploma at the English department to write down other linguistic aspects which are dealing with the English structures. The writer believes that by doing so the senior students can be helpful in understanding the structures of English. For example, he or she may write the usages of English prefixes, English tenses, etc which are dealing with the structures of English.

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