Phrasal Verbs

Phrasal verbs can be difficult for English language learners to learn. Many learners find them challenging; their meaning and their use. In this blog we will break down phrasal verbs and explain how you can become better at using and understanding these pieces of vocabulary.

First of all, it's very important to note that phrasal verbs are vocabulary. Just like walk is a word that describes an action (verb), take on is a collocation that describes an action (verb). Therefore, it is important to record phrasal verbs in the same way your record all your other vocabulary. For more tips on recording vocabulary, look at our post about vocabulary notebooks.

Another important thing to remember when working with phrasal verbs is; you should always use an English - English dictionary to check the meaning of the phrasal verbs. Trying to understand phrasal verbs on online translators or electronic translators can be a problem because the translator may translate the verb and the preposition or adverb separately rather than as one unit. I recommend the advanced learner dictionaries for English language learners.

                         

First, what is a phrasal verb?

A phrasal verb is a multi-part verb. It is made up of a verb and a preposition or an adverb.

Why use phrasal verbs?

Phrasal verbs are often used in informal speech. However, this is not always the case as you can also use phrasal verbs in more formal situations, for example in business English or presentation English. Quite often, a lot of the verbs we use everyday are phrasal verbs. It is much more 'normal' for a native English language speaker to say

"Take off your coat and hang it up over there." 

instead of 

"Remove your coat and suspend it on the hook over there."

So how can I recognise or know phrasal verbs?

There are four types of phrasal verbs:

Type 1

Intransitive phrasal Verb

This means that the phrasal verb does not need a direct object to be used, for example

Examples of Type 1 Phrasal verbs

to work out = to do exercise 

e.g. I work out at the gym twice a week.

to freak out - to get very stressed, angry and annoyed with a person, thing or situation.
e.g. The students were freaking out because the university exams were starting that week.

Type 2

Transitive inseparable phrasal verb

This is a phrasal verb that needs an object in order for the phrasal verb to make sense (transitive). the The two parts of the phrasal verb cannot be separated. That is, the object must come after all parts of the phrasal verb e.g.

Without an object we are left guessing what happens next, for example

This sentence has no meaning because the type of phrasal verb used must have an object.

Examples of Type 2 Phrasal Verbs

to be into = to be interested in, to like and to do as a hobby 

e.g. I'm into rock music. I go to gigs all the time.

to pick on = to bully and be mean to
e.g. The children in the playground picked on Mark because he was the smallest.

Type 3

Transitive separable phrasal verb

This is a phrasal verb that needs an object in order for the phrasal verb to make sense (transitive).  However, unlike Type 2 this phrasal verb can be separated. This means that the object can go between the verb part and the preposition or adverb part of the phrasal verb.
Below is an example of a phrasal verb in a sentence that is not separated.

Below is an example of the phrasal verb separated by the object.

Quite often when we use transitive separable phrasal verbs, we use a pronoun between the verb and the preposition of adverb (usually because the object is known from a previous reference).

Examples of Type 3 Phrasal Verbs

to work out = to fix a problem, resolve an issue or dispute

e.g. We are having a difficult time in our relationship, but we will work it out.

        Let's work out the cause of this issue for once and for all.

to make up = to create something (usually a story, gossip or scandal)
e.g. He made up the story about the car crash.
       Did you make that up, or is it true?

Type 4

Three part phrasal verbs

These are phrasal verbs that have three parts to their form. Because of the three parts, they cannot be separated and are usually always used with an object.

Example of Type 4 Phrasal Verbs

to fall out with = to have a disagreement with, to have a dispute with, to have an argument with

e.g., I fell out with my friend two weeks ago, and we haven't spoken since.

to give out to = to scold or discipline for doing something wring, naughty or bold
e.g. His father gave out to him for throwing stones at the neighbors car.

So how do I use phrasal verbs?

Phrasal verbs follow the same rules as all other verbs. Therefore, to use phrasal verbs in the past, you change the verb part of the phrasal verb into the past form e.g.

Past simple

Last week I got up later than usual because I was on holidays.

Past Progressive
I was getting up early but my timetable changed.

Present Simple

I get up early every morning.

Present perfect progressive

I have been getting up early lately.

Future aspects

She is going to get up early tomorrow to get an earlier train. (plan)

I will get up early to collect you for the station. (intention)

Questions

Whats time do you get up at? (present simple)

Do you enjoy getting up early? (gerund form)



Remember !
Phrasal verbs need to be conjugated just like all other verbs:
I wake up early every morning.
You wake up early every morning.
He / She / It wakes up early every morning.
We wake up early every morning.
You (plural) wake up early every morning.
They wake up early every morning.

How do  know the meaning of phrasal verbs?

Some phrasal verbs' meaning is very near to the meaning of the verb. These are easier to remember and to understand when you read or hear them e.g. to hang up your coat means to hang your coat on a hook or clothes hanger. However some other phrasal verbs' meaning is completely different and unrelated to the verb e.g. to come up with a great idea means to think of a great idea.

So how can I learn phrasal verbs?

Like I mentioned before, it is important to treat phrasal verbs like vocabulary. Note them into your vocabulary notebooks and write example sentences of how they work. 

Another great idea is to give yourself a number of phrasal verbs to learn each week. I usually pick an easy number, like 5, and focus on those new verbs all week. In that week, I try to use them as much as possible in my communication practice, and I refresh them in my mind at least once a day.

The last thing to remember about phrasal verbs - phrasal verbs can be learned by all levels of English language learners. If you are learning English for the first time, it is essential that you learn phrasal verbs from the start. Many people make the mistake and think that phrasal verbs are for higher level learners only - this is not true. Phrasal verbs are for all levels.

Hope you enjoyed our post on phrasal verbs. If you have any questions you would like to ask, just add to the comments below. 

Thanks for learning with Solas English!

Preparing for a Speaking Exam

How do I prepare for a speaking examination? Many people will tell you to speak as much English as possible before the exam, and they are right! However, there are some things you can do yourself to prepare for a speaking exam. Here are some self-study tips to guide you.

Know the exam layout

It's very important that you know the exam layout before you go into the exam. Being familiar with the exam means you will not be surprised by the type of questions or tasks you will be asked to do. Speaking exams are usually arranged into parts. Each part has a specific task, for example in part 3 of the Cambridge PET exam you are asked to speak about a photograph for 1 minutes. Likewise in part 2 of the IELTS exam you are asked to speak about a topic for 1 to 2 minutes with 1 minute preparation and note-taking before. Therefore it is important to know the speaking exam structure, so you will know what to expect.

Watch example videos online

There are many example videos of speaking exams available online for you to watch. These can be found on the official Cambridge and IELTS websites and also on video websites such as Youtube. The more videos you watch, the more topics you will see covered. This will give you an idea of the type of questions that can come up in the different parts of the exam.

Prepare and Practice Speaking Sheet

It's a good idea to take some time to prepare a topic sheet or a Prepare and Practice Speaking Sheet (PPSS). A PPSS is a brainstorming sheet on which you write ideas and vocabulary about a topic. So how does it work? It's very easy; pick a topic, brainstorm ideas on the sheet of things you could say about the topic, check your dictionary for any words that you would like to use and add them to the sheet. Once you have completed your sheet, practice speaking about the topic using the sheet to guide you and help you remember your ideas and new vocabulary.

It's very important that you DO NOT write full sentences on your PPSS. The PPSS must be in your style of note-taking like mind-maps (above) or linear notes (below). The PPSS is only an aid to help you remember key points and vocabulary. If you write your PPSS in sentences, there is a good possibility that you will read your sentences or paragraph, rather than speaking your ideas.

Also it is very important that you DO NOT memorise a paragraph to answer questions in a speaking exam. Key ideas and words allow you to talk more naturally about the topic and give you the flexibility to change your ideas according to the questions you are being asked.

Remember, if an examiner thinks you have memorised an answer, they will stop you and ask you a different question on a different topic.

It's a good idea to write up as many PPSS's as you can on different topics. Then use the sheets to practise - take a sheet out of your collection, and practise speaking out loud about the topic using the sheet to help you remember what to say and how to say it. You can practise with a friend or by yourself. Sometimes practising in front of a mirror is a good way to help you maintain eye-contact, rather than focusing on the notes all the time. You can also record yourself on your phone or recorder, and then listen back to your pronunciation and delivery.
Another good idea is to set a timer on your phone. In some exams you are asked to speak for 1 or 2 minutes. Set the timer and check if you can talk for a certain length of time about the topic. This is great to help you with your fluency also.

Topics for Speaking Exams

Each speaking exam is different, so do some research on the types of topics that can come up in the exam. Here is a list of the more popular topics that can come up in most exams.

We hope you found our idea of the preparation and practice speaking sheets helpful. If you use any other methods or techniques to prepare for your speaking exams, please comment below. We would love to hear your ideas.
Happy Speaking!

Sentences - Part 3, Complex sentences

In the final blog post of our series on sentence structures, we are looking at complex sentences. We will look at what complex sentences are, what are the rules of punctuation and what is the role of the subordinator in the sentence.

We know from the previous posts on sentence structure that a clause is a is a group of words that contain at least on subject and one verb;

Anna left the party early

because she was tired.

There are two types of clauses in English: independent and dependent (subordinating clause). An independent clause can be a sentence by itself.

Independent clause is another name for a simple sentence.

Anna left the party early

(You) hold the cat's mouth closed

(When you use the imperative, we do not use the subject 'you' as is it understood what the subject is already)

A dependent clause, subordinating clause, in contrast, cannot be a sentence by itself because its meaning is not complete. A dependent clause 'depends' on something else to complete its meaning.

... because she was tired.

... while I count to ten.

A complex sentence is a combination of one independent clause and one (or more) dependent clause(s) (subordinating clause).

Complex Sentences verses Compound Sentences

In a compound sentence, the co-ordinating conjunction must be in the middle of the two independent clauses (simple sentences).

We went to the shop, but he didn't buy anything.

In a complex sentence, the subordinator can appear at the start of the sentence of in the middle of the sentence.

The dependent clause always begins with the subordinator.

He goes to school after he finishes work.

After he finishes work, he goes to school.

Comma Rule

In a complex sentence, the the dependent clause comes first, separate the clauses with a comma. When the independent clause comes first, the subordinator separates the clause for you - you do not use a comma. 

Subordinators

Time Subordinators

after     

He goes to school after he finishes work.

After he finishes work, he goes to school.

as*

Several overcrowded buses passed as we were waiting.

As we were waiting, several overcrowded buses passed.

as soon as

She felt better as soon as she took the medicine.

As soon as she took the medicine, she felt better.

before

Before you apply to college, you have to take an entrance exam.

You have to take an entrance exam before you apply to college.

since

It's been a year since I left home.

Since I left home, it's been a year.

until

We can't leave the room until everyone has finished the test.

Until everyone has finished the test, we can't leave the room.

when

When you start college, you sometimes have to take a placement test.

You sometimes have to take a placement test when you start college.

whenever

Whenever I don't sleep well, I feel sick the next day.

I feel sick the next day, whenever I don't sleep well.

while

Several overcrowded buses passed while they were waiting.

While they were waiting, several overcrowded buses passed.

Reason Subordinators

because

Jack excels at sport because he trains hard.

Because he trains hard, Jack excels at sport.

since

Since she works out daily, Jill is in great condition.

Jill is in great condition since she works out daily. (It would be better to use because in this example of the subordinator in the middle of the sentence. The meaning would be much clearer.)

as*

As they want to compete in a marathon, they run everyday.

They run everyday as they want to compete in a marathon. (It would be better to use because in this example of the subordinator in the middle of the sentence. The meaning would be much clearer.)

So (that)

So (that) people could travel faster across the country, the Shinkansen was introduced to Japan.

The Shinkansen was introduced to Japan so (that) people could travel faster across the country.

Place Subordinators

where

I can never remember where I put my house keys.

Where I put my house keys, I can never remember.

wherever

A baby animal follows its mother wherever she goes.

Wherever she (the mother) goes, a baby animal follows its mother (her).

*Notice that as can be either a time subordinator or a reason subordinator.

We hope you found our series on sentence structures useful. Please share any comments with us in our comments section below.

IELTS Speaking Test Tips

In this week's blog we are looking at the IELTS Speaking test, and we have listed some tips below to help you improve your performance. It's a good idea to look up some practice test tips while you are preparing for the test and to watch some example videos on Youtube. Before the test, practise speaking as often as you can and make sure that you can talk for two minutes on a topic. For a good score it's important to answer each question fully but, do not try to learn answers for the test. Studying all aspects of English including pronunciation, vocabulary and grammar will help improve your IELTS score. Here are some other tips to help you prepare:

 

What is the layout of the IELTS speaking test?

The interview has three separate parts and is divided up as follows:

Part 1 (4-5 minutes)

The examiner will ask you questions about familiar topic (e.g. hobbies, likes and dislikes, daily routine).

Part 2 (3-4 minutes)

The examiner will give you a handout showing a topic and some suggestions on it. You need to talk about the topic for 1-2 minutes. You have one minute to write notes and prepare before you begin. The examiner may ask you some follow-up questions.

Part 3 (4-5 minutes)

The examiner will ask you more detailed and more abstract questions linked to the topic in part 2.

How is the speaking test assessed?

The examiner will listen carefully to your answers and will assess your speaking according to the following criteria:

Fluency and coherence - Do you speak fluently and are you easy to understand? Do you link your ideas together?

Lexical resource - Can you use a wide range of vocabulary accurately and the effectively? Can you explain your ideas even if you do not know particular words? Can you use or attempt to use higher-level vocabulary correctly?

Grammatical range and accuracy - Can you use a wide range of grammatical structures rather than repeating basic structures? Do you often make grammatical mistakes?

Pronunciation - Is your spoken language clear and easily understood? Do you use stress and intonation to add extra meaning? Do you use stress word stress accurately?

Now for some tips!

Speaking Test Part 1 

Arrive early to the test so you are not in a hurry and stressed. Give yourself time to relax at the test centre. It's a good idea to visit the test centre a few days before the test, so you know where to go on the day of the test.

Eye contact with the examiner is important, so make good eye contact from the minute you enter the room. Speak and answer questions in a polite and friendly way. Body language is an important part of communicating so be aware of hand gestures or how you are sitting.

The speaking test should be more like a natural conversation between two people. If you learn chunks of language or give a prepared speech, the examiner will know and interrupt you to ask you a different question.

Good communication skills also includes good listening skills. Listen to the examiner's questions so that you can answer correctly. For example, listen for what tenses the questions are in and answer in the correct tense. If you are asked a yes/no question, be sure to answer with yes or no and then give your reason by using linking words like 'because'. Don't just say yes or no only.

Speaking Test Part 2 

Your notes are a reference only, so only look at notes briefly. Don’t read directly from your notes and keep eye contact with the examiner.

If you run out of ideas after one minute, look at your notes, or look at the task in the booklet again. 

When you are making your notes, write notes. Do not write full sentences. It is a good opportunity to put down as much vocabulary you can think of for the topic. It is a good idea to link your vocabulary to your ideas. Make sure you can read your notes easily, so when you quickly look down they are easy to see. Practice note-making before the exam so you can create a system that helps you read notes when you look down very fast. 

Speaking Test Part 3 

Listen carefully to the examiner’s questions so you know how to answer them. If you don't understand a question, don't be shy about asking the examiner to repeat the question again.

In each part of the test, it is very important to answer all of the questions as fully as possible. Full answers will help improve your score,  so expand on your answers as much as you can. 

It is important to have your own opinion. Try to read newspapers and watch the news to keep up with current issues. Your opinion is valid, but it's important that you can explain or support you opinion.

Don’t be afraid to disagree with the opinions of the examiner. The examiner is assessing your language - not your opinions. The test is simply an opportunity for you to show your language skills, and your ability to express your ideas. 

Reference: 2014, Cullen, French and Jakeman. The Official Cambridge Guide for IELTS for Academic and General Training, Cambridge University Press and UCLES

If you want to practice and prepare for an IELTS exam, we offer one-to-one Skype classes. Contact us for more information or visit our website www.solasenglish.com

The cats in Japan

 For the next few months I will be in Japan teaching an IELTS course. This is my third visit to Japan, and so to celebrate the beginning of another semester here this blog post is about how I used art in the English language classroom in Japan last year for a lesson of rhyming, culture and autonomous learning.

Many teachers think that having students do artistic projects in the language classroom can be a waste of time. However, I believe that the context, the approach and the task are very important factors to consider when planning to use art in the language classroom. Here's an example of how I used art to encourage autonomous learning, aspects of pronunciation and intercultural awareness.


Last year I was working with a group of students who were training to be elementary school teachers. Part of their curriculum was not only to learn English but how they could teach English to very young learners. The curriculum looked at teaching methods such as games and activities. It also looked at how books can be used with young learners.

For this particular task we were working with the book "My Cat Likes to Hide in Boxes" by Lynley Dodd. This book has a lot of rhyming in it. This was a little difficult for the group of low level learners I had, so to help them with the concept of rhyming I set them the task to make a poster based on "The cat from Ireland ...."

The students had to find information about Ireland and Irish culture - promoting autonomous learning and cultural awareness. They then had to make an attempt to complete the poster title - allowing students to play around with rhyming.

The result was great: the students were encouraged to work autonomously on the project with the teacher available to support them. It was a great introduction to my country and culture, Ireland, because they knew very little about it. Therefore it turned into a great cultural awareness project also. Finally, the students got to play around with rhyming. It took them some time but they had a better understanding of how sounds can be similar and how words in English rhyme. It was also challenging for them because they realised that words with similar spellings don't always sound the same.

 .... of course we had a lovely colourful wall of cat posters to brighten our day!

So, how can art help you develop your English language skills?

All cultural things gives us a great insight into how a culture works. The more we understand about a culture and how it works, the more we can understand how and why people talk in that culture the way they do. Art can be a visual window into understanding culture and therefore, understanding communication in that culture. Remember art is not always paintings and sculptor. Modern art incorporates so much more media now like film and contemporary performance, and can be found not only in galleries but online and in magazines.

"The more we understand about a culture and how it works, the more we can understand how and why people talk in that culture the way they do."

Comment below and tell us: Which is your favourite poster? Does your English language teacher use art in the English language classroom? Have you ever done a project like this, and what was it like? Who is your favourite artist and why?