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TO THE TEACHER
The inspiration for The Ultimate Phrasal Verb Book came about when a student asked me for a textbook to help her learn the meanings of common phrasal verbs. I had nothing to offer. The only textbook focusing on common verbs that I could give her contains not one phrasal verb — it teaches arise but not get up, awake but not wake up, seek but not look for.
Phrasal verbs are verbs, not idiomatic curiosities. There is no logic to classify­ing take over with take the bull by the horns. Phrasal verbs are an essential part of spoken and written English at all levels, and no student who hopes to master the language can afford to overlook them.
Although this textbook is intended primarily for high-intermediate to advanced students, ambitious students at lower levels will benefit from it as well. Only some FOCUS sections may prove to be a little beyond them; otherwise, there is nothing to prevent any student from studying the definitions and examples and attempting the exercises.
A vocabulary textbook should provide mechanics as well as meaning. Students want to know more than what a word means — they want to know how to use it correctly.
The importance of mechanics is the reason for the emphasis on the preposi­tions required when some phrasal verbs are used transitively and for the inclusion of reviews of points of grammar not specific to phrasal verbs. Prepositions are the glue that holds English together, but many students falter when using newly learned verbs because they do not know that a preposition is also required, or if they do, which one. This aspect of English is not given the attention it deserves because it is difficult to teach — there are no rules that govern when a preposi­tion, or which preposition, is required, and no teacher likes to say "You just have to remember."
The hope of the latter feature, the discussion of points of grammar not spe­cific to phrasal verbs, is that combining practice with phrasal verbs and practice with a variety of grammatical structures will increase not only the student's confi­dence in the knowledge of phrasal verbs but also his or her willingness and ability to use them in a wider range of situations.
There is inevitably a degree of oversimplification. That phrasal verb particles are sometimes prepositions and sometimes adverbs is mentioned only once. No purpose is served by differentiating between them, and the overlap between the two is confusing to the student. Phrasal verbs are not identified as transitive or intransitive because this is dictated by logic. Less common meanings of some phrasal verbs have not been included. Adverb placement is presented and illus­trated in simplified form without discussion of the different types of adverbs — doing so would have gone beyond the scope of this textbook.

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                         Student
And no differentiation is made between recognized adjectives derived from past participles and past participles with adjectival meaning. The adjectival use of past participles (both phrasal and nonphrasal) is an extremely important aspect of spoken English — something every student of English should be familiar with — yet the dividing line between true adjectives derived from past participles and passive sentences employing past participles with adjectival meanings is ill-defined and problematic. Native speakers of English regularly use past participles in superficially passive sentences with purely adjectival meaning. Whether the past participles are verbs or actually adjectives is of no concern to the native speaker and is entirely irrelevant to the student of English. Rather than distract the student with an unnecessary element of confusion, both are referred to as participle adjectives throughout this textbook.
The exercises in this textbook are intended to reinforce meaning and mechanics. A cloze exercise always comes first, followed by exercises focusing on sentence structure and the FOCUSdiscussion. Last are exercises that ask the stu­dent to answer questions or write original sentences.
There is a good deal of review built into this textbook. Every section contains two or more exercises requiring the student to refer back to a previous section in order to review a phrasal verb, participle adjective, or noun. When a phrasal verb has two or more meanings, it is intentional that no help is provided to the student in determining which meaning applies; students have to review them all and fig­ure it out for themselves.
I have tried in this textbook to imitate the form and content of everyday English. If occasionally the register and subject matter of some examples and exercises seem not quite right for formal discourse, that is deliberate. Students need to learn formal English, of course, but since most people speak informally most of the time, students need to gain familiarity with the syntax, usage, and content of the informal English they read and hear every day at work, at school, at home, and on television.

TO THE STUDENT
Phrasal verbs are combinations of ordinary verbs like put, take, come, and go and particles like in, out, on, and off. They are a very important part of everyday English. Every student of English needs a basic understanding of the most com­mon phrasal verbs and also of common nouns and adjectives made from phrasal verbs.
Most phrasal verbs are nor informal, slang, or improper for educated speech or formal writing. Exactly the opposite is true — most phrasal verbs are accept­able at all levels of spoken or written English. In fact, for many of the phrasal verbs in this textbook, there is no alternative to the phrasal verb — there is no other way to say it.

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However, a few phrasal verbs in this textbook are identified as informal, and it is better not to use them in serious, formal speech or writing. But these informal phrasal verbs are important because they are very common in everyday informal speech and writing.
Some phrasal verbs are very easy to understand. For example, it is not diffi­cult to understand sit down or come in because their meanings are obvious. But  many phrasal verbs are very idiomatic. Idiomatic means that there is no way to know what the verb and particle mean together by knowing what the verb and particle mean separately. For example, every beginning-level student learns what the words call, run, off, and out mean, but that does not help the student to know that call off means cancel or that run out means use all of something.
Each section of this textbook starts with a FOCUS, an explanation of some­thing important about phrasal verbs. Then eight phrasal verbs and an explana­tion of each important meaning of each one are presented along with one or more example sentences for each meaning. Following that are several exercises to help you understand and remember what the phrasal verbs mean and how to use them in a sentence. And like real conversation, questions asked with I or we are answered with you, and questions asked with you are answered with / or we.
And because there is a lot to learn in this textbook, there is a lot of review to help you learn it. Every phrasal verb is reviewed at least twice later in the book. The more idiomatic phrasal verbs are reviewed more often, and the more impor­tant meanings of phrasal verbs with several meanings are reviewed more often.
Terms, Abbreviations, and Symbols Used in this Textbook
verb          Verb  refers to the verb part of a phrasal verb. In other words, the phrasal verb minus the particle. In the phrasal verb pull over, pullis the verb and over is the particle.
particle       The adverbs and prepositions in phrasal verbs are both called particlesin this book. Many particles are adverbs and preposi­tions, and it can be very difficult and confusing to figure out if a particle in a particular phrasal verb is one or the other. Fortunately, this is almost never important to the student, so it is a lot easier to simply call them both particles.
p.v.          phrasal verb n.           a noun made from a phrasal verb
part.adj.       participle adjective — a past participle of a phrasal verb used as an adjective put on it. When words or sentences have a line through them, it means that they are incorrect.
...            Three dots between the verb and the particle mean that the object of the phrasal verb can be placed between the verb and the particle.


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Comprehensive Grammars are available for the following languages in this E-Book.
Cantones
Catalan
Chinese
Danish
Dutch
Greek
Indonesian
Japanes
Modern Welsh
Modern written Arabic
Sloevene
Swedish
Ukrainian

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Dear Reader,
Did you nod off when Miss Nelson was explaining parts of speech? Snooze during the unit on punctuation? Go to the bathroom during capitalization?
Still can't distinguish between "who" and "whom"? Tell when to start a new paragraph? Write an effective business letter, resume, or letter of complaint?
Do you sometimes misplace your modifiers? Dangle your participles in your reader's face? Does grammar give you the willies? I'll bet the rules of English usage make you shake in your boots. If so, then this book is for you!
Learning any new skill is daunting and difficult. Learning to use grammar and usage correctly and with confidence is no exception. But you've learned many other skills, and you know how important improving grammar and
writing style can be to your career advancement and ability to communicate.
I'm going to take you point-by-point through all the important English skills you need, from parts of speech to phrases, clauses, and sentences. You'll learn how to craft the documents you need, including business letters, resumes, personal letters, and e-mail missives. By the end of this book, you'll be using English with confidence and skill. You'll be able to write that dazzling proposal to win the contract—and finally get that promotion. Remember:  Mastering the rules of grammar, usage, punctuation, and spelling is well  within your abilities. Best wishes,  Laurie Rozakis, Ph.D. RS. The Complete Idiofs Guide to Grammar and Style has sold more than  100,000 copies since its publication in 1997! Thank you, dear readers, for recognizing my ability to make grammar easy—and fun—to learn. I very much appreciate all the kind e-mails and letters I get about this book, too.
Your support is greatly appreciated.  In this edition, I've added additional practice exercises, more writing models, and many tips for those of you whose first language is not English. These changes will make it even easier for you to master the basics of clear written and spoken communication.
About the Author 
Laurie Rozakis earned her Ph.D. in English and American Literature with "Distinction" from the State University of New York at Stony Brook. A full professor of English and Humanities at Farmingdale State University, Dr. Rozakis has published a wide variety of reference books, biographies, young adult books, articles, and scholarship. In addition to The Complete Idiofs
Guide to Writing Well, The Co?nplete Idiofs Guide to College Survival, and The Complete Idiofs Guide to Creative Writing, Dr. Rozakis' latest books include The Big Book of Dates (McGraw-Hill), Super Study Skills (Scholastic), and The AP English Literature and Composition Test (ARCO).
Dr. Rozakis has also written parts of numerous language arts, speech, social studies, literature, reading, science, math, consumer education, and spelling programs for major publishers. These include Scholastic's Literacy Place, Scott-Foresman's Literature, Houghton Mifflin's Invitations to Literacy, and
Prentice Hall's
 Literature.

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Unit 1 Clause and sentence structure
                Main points

                                    * Simple sentences have one clause.

                                    * Clauses usually consist of a noun group as the subject, and a verb group.

                                    * Clauses can also have another noun group as the object or complement.

                                    * Clauses can have an adverbial, also called an adjunct.

                                    * Changing the order of the words in a clause can change its meaning.

                                    * Compound sentences consist of two or more main clauses. Complex sentences always include a subordinate clause, as well as one or more main clauses.

                1                  A simple sentence has one clause, beginning with a noun group called the subject. The subject is the person or thing that the sentence is about. This is followed by a verb group, which tells you what the subject is doing, or describes the subject's situation.
                                I waited.
                                The girl screamed.

                2                  The verb group may be followed by another noun group, which is called the object. The object is the person or thing affected by the action or situation.
                                He opened the car door.
                                She married a young engineer.

                    After link verbs like `be', `become', `feel', and `seem', the verb group may be followed by a noun group or an adjective, called a complement. The complement tells you more about the subject.
                                She was a doctor.
                                He was angry.

                3                  The verb group, the object, or the complement can be followed by an adverb or a prepositional phrase, called an adverbial. The adverbial tells you more about the action or situation, for example how, when, or where it happens. Adverbials are also called adjuncts.
                                They shouted loudly.
                                She won the competition last week.
                                He was a policeman in Birmingham.

                4                  The word order of a clause is different when the clause is a statement, a question, or a command.
                                He speaks English very well. (statement)
                                Did she win at the Olympics? (question)
                                Stop her. (command)

                    Note that the subject is omitted in commands, so the verb comes first.

                5                  A compound sentence has two or more main clauses: that is, clauses which are equally important. You join them with `and', `but', or `or'.
                                He met Jane at the station and went shopping.
                                I wanted to go but I felt too ill.
                                You can come now or you can meet us there later.

                    Note that the order of the two clauses can change the meaning of the sentence.
                                He went shopping and met Jane at the station.

                    If the subject of both clauses is the same, you usually omit the subject in the second clause.
                                I wanted to go but felt too ill.

                6                  A complex sentence contains a subordinate clause and at least one main clause. A subordinate clause gives information about a main clause, and is introduced by a conjunction such as `because', `if', `that', or a `wh'-word. Subordinate clauses can come before, after, or inside the main clause.
                                When he stopped, no one said anything.
                                If you want, I'll teach you.
                                They were going by car because it was more comfortable.
                                I told him that nothing was going to happen to me.
                                The car that I drove was a Ford.
                                The man who came into the room was small.


                Unit 2 The noun group
                Main points

                                    * Noun groups can be the subject, object, or complement of a verb, or the object of a preposition.

                                    * Noun groups can be nouns on their own, but often include other words such as determiners, numbers, and adjectives.

                                    * Noun groups can also be pronouns.

                                    * Singular noun groups take singular verbs, plural noun groups take plural verbs.

                1                  Noun groups are used to say which people or things you are talking about. They can be the subject or object of a verb.
                                Strawberries are very expensive now.
                                Keith likes strawberries.

                    A noun group can also be the complement of a link verb such as `be', `become', `feel', or `seem'.
                                She became champion in 1964.
                                He seemed a nice man.

                    A noun group can be used after a preposition, and is often called the object of the preposition.
                                I saw him in town.
                                She was very ill for six months.

                2                  A noun group can be a noun on its own, but it often includes other words. A noun group can have a determiner such as `the' or `a'. You put determiners at the beginning of the noun group.
                                The girls were not in the house.
                                He was eating an apple.

                3                  A noun group can include an adjective. You usually put the adjective in front of the noun.
                                He was using blue ink.
                                I like living in a big city.

                    Sometimes you can use another noun in front of the noun.
                                I like chocolate cake.
                                She wanted a job in the oil industry.

                    A noun with 's (apostrophe s) is used in front of another noun to show who or what something belongs to or is connected with.
                                I held Sheila's hand very tightly.
                                He pressed a button on the ship's radio.

                4                  A noun group can also have an adverbial, a relative clause, or a `to'-infinitive clause after it, which makes it more precise.
                                I spoke to a girl in a dark grey dress.
                                She wrote to the man who employed me.
                                I was trying to think of a way to stop him.

                    A common adverbial used after a noun is a prepositional phrase beginning with `of'.
                                He tied the rope to a large block of stone.
                                The front door of the house was wide open.
                                I hated the idea of leaving him alone.

                    Participles and some adjectives can also be used after a noun.
                    See Units 19 and 29.

                                She pointed to the three cards lying on the table.
                                He is the only man available.

                5                  Numbers come after determiners and before adjectives.
                                I had to pay a thousand dollars.
                                Three tall men came out of the shed.

                6                  A noun group can also be a pronoun. You often use a pronoun when you are referring back to a person or thing that you have already mentioned.
                                I've got two boys, and they both enjoy playing football.

                    You also use a pronoun when you do not know who the person or thing is, or do not want to be precise.
                                Someone is coming to mend it tomorrow.

                7                  A noun group can refer to one or more people or things. Many nouns have a singular form referring to one person or thing, and a plural form referring to more than one person or thing. 
                    See Unit 4.

                                My dog never bites people.
                                She likes dogs.

                    Similarly, different pronouns are used in the singular and in the plural.
                                I am going home now.
                                We want more money.

                    When a singular noun group is the subject, it takes a singular verb. When a plural noun group is the subject, it takes a plural verb.
                                His son plays football for the school.
                                Her letters are always very short.

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