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GRAMMAR PATTERNS 1: YERBS

This glrammar is the first authoritetin erd corprehensire snty of Enflish rcrb I
patterns for terchers atrd leerners It pEserts . co[pleteb fttsh description of
Dnglish verbs, based on the most conpletc eorprs ulJsis drtrts rrer udertelcn
Each pattern is explained itr d.rril- t}c rcrts lll ritl tht
Fttcrn .rt listd in
groups based on meadng Clcrr stnarnl irfo
etior erd cnnples shor Oe
learner exactly how the rerts ert rsrd. npportiry;prodrctirt brarl6c lcenhg lle
comprehensiv€ lists proride en excellcat rFsoutt fcr roaahlrrJ bril.lin6-

detailedtreatme ofctt crtpenas

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thousanrk ofnel spotrl ef rritttl ---dcs LLil Ar fh B.rl.fr-ar r

structure Ebl€s storira cfart tft d** L alt xrl prrtn
hundredsof illnniretirahdrtb riil.i-:u' *rrirfsel furirs

itrdrxcof patttrr. wrt.d c6t rrr.sr.

the XEannrr
-r*clerl*frri-f
vert frequtucy hfanrril
based on tte rccrfiaft tr.D.r tt-g L th rr. rtrisr{ CrtrirsCOBLLD
lhglidr lxctim.4.

This conpnim nl[atr tertrrlairrf C.tb OOG[-IID ErGlsf nitnrf b

a unique resooroe ftr ell irtrrrdirrc ul rtqrtd sa..tts el rartrrs d
English" It is the ckrnst .rd .d 6tdsir. !ri& rr F=rkr rt't Fn"rrs
available-

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language i5afidh'rs.{ L tlc rdtrr
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conc. rsations - tte b
le.agiregit es ir

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LI5H
Words and abtrreviations used in patterns

adi an adjective group

adv an adverb group
amount a word or pfuase indicating an amount
as if a clause beginning with aJ if
as though a clause beginning $'ith os thdrgh
be v-ed a passive consisting of any form of the
verb be and a pait participle
before/since a clause beginning with before or since
colour a word or words indrcating a colour
fraction a word or words indicating a fraction
tnf the bare infinitive form of a verb
get V-ed a passive consishng of any folm of the
verb get and a past participle
-ed the past participle fo.m of a verb or a
clause beginning with a past paiticiple
ing the'-ing'form of a verb or a clause
beginninS witi an '-ing' Iorm
it 'intoductory' or 'general' it
like a clause beginning with like
n a noun Sroup
n (not pron) a noun 8roup, but not a personal
pronoun
num a numb€r
o.d an ordinal number
P a particle, part of a phasal verb
pl-n a plural noun group
prep a prepositional phrase
pron-refl a reflexive pronoun
pron-recip a reciprocal pronoun
quote a quoted clause in diJect speech
sothat a clause beginning with so t rat
that a that-clause
to-inf the to-infioitive form of a verb or a
clause beginning with a to-infnitive
Iorm
v a verb group
way rral preceded by a possessive
determiner
wh a finite clause beginning with a wh-word
when/if a finite clause beginninS with when or if
wh-to-inf a non-6nite clause beginning with a
wh-word and a to-infnitive form
with more than one order of elements is
possible
Contents overview

Main patterns
Chapter 1: Chapter 2: chapter 3: Chapter 4:
Sirnple patterni Simple patterns Complex Complex pattems
with Pattern! with
preporltions and preposltlons and
adve.bs adverbr
€lements V, V n €tc, V prep/adv, Vrn,Vnadj, vnprep/adv,vn
V adv. etc. eta, with adv. et<.
o Section 1

n Sections 2-5 Section 1

odj Section 6 Section 2

-ing Section 7 Section 3
to-inf Sedion 8 Section 4

inf Section 9 Section 5

thot Section 10 Section 6
wh Section 11 Section 7
wh-to-inf Section 12 Sedion 8
quote Section 13 Section 9

odv Sections 1-3 Sections 1-4

prep Sections 1, 4-34 Sections 1,4-27
-ed Section 6 Section 10

so/not Section 14

os if Sedion 15

ondv Section 16

Special verbs
Chapter 5 Chapter 6 Chapter 7 ChapterB
tink verts Reciprocol verbs Ergotive verbs Ergotive reciprccol
verts

Ch+ter 9 Chapter l0 Chapter I I Chapter l2

Pattems with fhere Auxiliories, modols, Combinotions of
ond phrosal modols pottems
 t

COTUNS

C lt
****ti#*#*:ew***eearlffiekigffi

HTE S
1:YERBS

0/
a
COI,IINS
THE UNIVERSITY COBT]II.D
OF BIRMINGHAM

H arp e r Colhns P ub I i sh e r s
 HalperCollins Publishers
7-85 Fulham Palace Road
London W6 8JB

COBUID is a trademark of Villiam Collins Sons & Co Ltd

@HarperCollins Publishers Ltd 1996

First Published 1996

24581097 53r

All rights reserved. No part of this book may be reproduce( stored

in a retrieval system, or transmitted in any form or by any means,
electronig mechanical, photocopying recording or otherwise,
without the prior permission in writing of the Publisher.

rsBN0003750515 (HB)
rsBN0003750620 (PB)

Corpus Acknowledgements

Ve would like to acknowledge the assistance of the many hundreds of

individuals and companies who have kindly given permission for
copyright material to be used in The Bank of English. The written
sources include many national and regional newspaperc in Britain and
oyerseas; magazine and periodical publishers; and book publishen in
Britain, the United States, and Austrzlia Extensive spoken data has
been provided by radio and television broadcasting companies; research
workers at many univenities and other institutions;and numerous
individual contributors. We are grateful to them all.

Note

Entered words that we have reason to believe constitute trademarks

have been designated as such. However, neither the presence nor absence
of such designation should be regarded as affecting the
legal status of any trademark.

Computer typeset by Tradespools Ltd, Frome, Somercet

Printed and bound in Great Britain by

Caledonian International Book Manufacturing Ltd, Glasgow, G64
The COBUILD Series
Founding Editor-in-Chief JohnSinclair
Publbhing Director Gwyneth Fox

Editoria! Team
Senior Editors Gill Francis
Susan Hunston
Elizabeth Manning

Editorial Consultant Eugene Gatt Winter

Editorial Assistant Deborah Orpin

Publishing Manager Debbie Seymour

Computer Officer Tim Lane

Secretarial Staff Sue Crawley

Michelle Devereux

Production and Design

Jill McNair, Ted Carden

Acknowledgements
The editors would like to thank Dave Willis for his useful
comments on the text, and would also like to
acknowledge the contribution of the Masters degree
students at the Universities of Birmingham and Aston.

Richard Thomas, who was Managing Director of Collins

Dictionaries throughout most of the project, made
valuable contributions to this book.
 Foreword
I am very pleased to introduce this new Conurrn book, because I think that it is one of the
most important and useful publications of the series. It is the first of a new range of books
on grammar patterns, which present the structure of English in a fresh and innovative
way, and will eventually cover all the maior areas of the language.
To use words correctly and effectively, you have to arrange them in appropriate patterns.
The patterns that are special to a particular word you will find in Collins CoawLo English
Usage; this book, on the other hand, deals with the patterns associated with groups of
words. It gives you a comprehensive account of the verb patterns of English, using the
evidence of the Bank of English.

The Bank of English now stands at 250 million words of current English, and is thus large
enough to give reliable information on all the verbs you are ever likely to need. Until it
was available, the underlying regularities of the language were not clear.

The presentation of patterns is not new, of course, in language teaching. In the fifties and
sixties the leading reference book for teachers and leamers was A.S. Hornby's A Guide to
Pattems and U sage in English (OUP 1954). In that book, the principal grammatical patterns
of the language were set out using simple formulas, and the typical vocabulary for each
pattern was shown in examples. Then for a number of years pattems went out of fashion
in linguistics, but the advent of CosuILo in the eighties brought back an appreciation of
the importance of the environment of a word to its usage, even its meaning.
This last point is very exciting, because it shows that these pattern grammars are much
more than convenient ways of presenting the regularities of usage. During the early
research days of ConuIto, I became convinced that the meaning of a word was closely
related to the choice of which words occurred nearby, and their position. Twelve years
ago this was actually difficult to think about; now the evidence is in front of you.

Through the reliability and obiectivity of the computer evidence, verbs can be subdivided
according to pattern, and pattems can be seen to correlate with meaning - that is to say,
verbs with similar patterns have similar meanings. For example, in Chapter 2, Section 15
you will find the pattern consistinS of a verb followed by the preposition by and a noun
group indicating an amount. The verbs with this pattern indicate that an amount is
exceeded or not reached, and the prepositional phrase indicates the size ofthe difference
between the two amounts involved. The verbs fall into three closely related meaning
groups: the'increase' and 'decrease'group, the 'win'and'lose'goup, and the 'overrun'
Sroup:
They expect the number of people emigrating thk year to increase by nearly 5O pr cent.
The govemment lost by one vote.
The meeting overranby more than anhour.
We can now see that this relation between meaning and pattem is inevitable - that
meaning and usage have a profound and systematic effect on each other.
So this book is not iust a set of useful patterns of English that have to be learned. It is also a
partial explanation of why the patterns are as they are, and why particular verbs have
them - as the example above makes clear. This makes the patterns easier to understand
and recall, and enables you to use the language accurately and productively.

John Sinclair
Professor of Modern English Language, University of Birmingham
Founding Editor-in-Chief, Cooutro

lv
Contents
Introduction vii
Advice for teachers xiii
Glossary xix

Chapter 1 Simple Patterns I

Sections
1V1 9 Vinf 96
2 Yn 74 10 v that 97
3 V pl-n 59 11 Vwh 105
4 Y pron-refl 62 t2 Vwh-to-inf 110
5 Vamount 68 13 vwithquote 113
6 Vadj 74 74 Y so/not ll9
7 V -ing 80 15 V as if, V as though lZL
8 V to-inf 87 16 Y andv 122

Chapter 2 Simple Patterns w'ith Prepositions and Adverbs 125

Sections
1 Vprep/adv, Vadv/prep 125 18 Y fromn 186
2 Vadv 136 19 Vinn 194
3 pl-nV together 139 20 Y infavourofn ZOL
4 Vprep l4t 2l Yinton ZO3
5 Y aboutn 145 22 V liken 2O9
6 V ocross n 150 23 Vofn 2ll
'l Y aftern 151 24 Y offn 214
8 Y againstn 153 25 Y onn 215
9 Y around/roundn 156 26 Y onton,Y onton 23O
10 Vasadi 158 27 Youtofn 231
11 Vasn 159 28 Y overn 234
t2 V as fo wh L6Z 29 Y throughn 239
13 votn 163 30 Vfon 241
l4 Y betweenpl-n l7l 31 Y towards/towardn 256
15 Vbyamount 173 32 Y undern 258
t6 Y by -ing 1.74 33 Y withn 259
l7 Y forn 176 34 Less frequent patterns Z7O
Chapter 3 Complex Patterns 272
Sections
l Vnn 272 6 Vnthat 299
2 Ynadi 28O 7 Vnwh 30O
3 Vn-ing 286 8 Vnwh-to-inf 301
4 Vnto-inf 290 9 V n with quote 3Oz
5 Vninf 297 10 Vn-ed 305

v
 Contents

Chapter 4 Complex Patterns with Preposltions and Adverbs 310

Sections
1 Vn prep/adv, V n adv/prep 310 15 Vninn 381
z Vnwith adv 326 t6 Vninfon 389
3 V pl-n with together 328 t7 V n info -ing 396
4 Y wayprepladv 330 18 Vnofn 399
5 Y naboutn 338 t9 Vn offn 401
6 Y nagainstn 342 20 Vnonn 4O3
7 Vnasadj 346 2t Vnonfon,Vnonfon 4to
8 Vnasn 348 22 Ynoutofn 4lZ
9 Vnosfowh 355 23 Vnovern 416
10 Vnafn 356 24 Vnton 417
11 Y nbetween/amongpl-n 361 25 Y ntowards/towardn 434
L2 Y nbyn 363 26 Vnrryithn 435
13 Y nforn 366 27 Less frequent patterns 448
1.4 Y nfromn 374

Chapter 5 LinkVerbs 450

Chapter6 ReciprocalVerbs 455

ChapterT ErgatlveVerbs 474

Chapter 8 Ergative Reciprocal Verbs 510

Chapter 9 Patterns with rt 518

Sections
1 Introductory if as Subiect 518
2 Introductory if as Obiect 542
3 General if as Subject 551
4 General it as Obiect 553

Chapter 1O Patterns withthere 561

Chapter 11 Audliaries, Modals, and PhrasalModals 565

Sections
1 Auxiliaries 565
2 Modals 570
3 Phrasal modals 573

Chapter 12 Combinatlons of Patterns 576

Appendix: Different forms of apattern 611.

MeaningFlnder 6t6
Structure Finder 623
Pattern Finder 62,5
Verb Index 631

vl
Introduction
This book presents all the patterns of English verbs, and relates these patterns to both
structure and meaning. The patterns of a verb are important because they are not only
crucial to its usage but also a pointer to its meaning.

Whot pqtterns ore

A verb pattern is, in most cases, a verb and the words that come after it. These words
might be a noun group, an adiective group, a prepositional phrase, an adverb group,
or a finite or non-finite clause. In some cases, the Subject is restricted - for example it
is always it, or always plural - and so can be considered part of the verb pattern.

In the Collins Conurp English Dictionary (1995 edition), these patterns are encoded
in a simple way whereby the elements in each pattern are set out in the order in which
they occur. Thus, V n means 'verb followed by a noun group'and V n that means 'verb
followed by a noun group and a that-clause'. The capital V indicates the verb that you
are concerned with; any other verbal elements in a pattern have their own label. For
example an '-ing' form has the label -ing, so V -ing means 'verb followed by the '-ing'
form of another verb'. Note that in this pattern notation, no attempt is made to indi-
cate the functional category of the elements (Object, Complement, or Adjunct). We
have used this same pattern notation in this book.
A pattern of a verb includes only those words that are typical of or significant for that
particular verb, not those that are ,ust part of general clause structure. For example,
most verbs in English can be followed by adverb groups or prepositional phrases indi-
cating manner, time, or place. When information about manner, time, or place is not
essential, the adverb group or prepositional phrase is not considered to be part of the
pattern.

Some patterns occur very frequently; some are used with only one or two verbs. In this
book, we cover over 700 patterns, including passive patterns and phrasal verb patterns.
However, all these patterns are based on a very small number of simple elements - n
(noun group), adj (adjective group), prep (prepositional phrase), to-inf (to-infinitive),
that (that-clause), and so on. A list of the elements is given on the inside of the back
cover of this book.

The chopters
In this book, we take each verb pattern in turn and present information about it, in
most cases listing all the verbs in the Collins Conuno English Dictionary which have
the pattern. Chapters 1 to 4 contain information on 85 basic patterns. Chapter 5 con-
tains information on link verbs, such as be, become, and seem. Chapters 6, 7, and 8 deal
with verbs that have special combinations of patterns - reciprocal verbs, ergative verbs,
and ergative reciprocal verbs. Chapter 9 deals with verb patterns in which the Subiect
or Obfect is always if. Chapter 10 deals with patterns beginning with there. Chapter
11 gives information on the patterns of auxiliaries, modals, and phrasal modals.
Chapter 12 contains examples and lists of verbs which share two or more patterns.

The sections
In Chapters 1 to 4, each section deals with one particular pattern, and each section has
the same basic arrangement. Below we give an outline of what you will find in each
section. Much of this information also applies to the other chapters.
vii
Introduction

Structures
Each section begins with a heading showing the main pattern dealt with in the sec-
tion, a simple description of each pattern, and information about how many structures
ithas, together with an example of each structure. The beginning of Section 2 in
Chapter 1 is shown below:

Section Pattern
number y Passive pattern
\\
,&:' Ifr.'n-
\
limp]e The rmb is foltrowed by a noun 8ro1!p. The passive pattern is be Sed'
-
#;:li:l'J rhis pattern hu, thr"" structures:

Structures

The structure of a pattern tells you whether the element or elements after the verb are,
for example the Obiect, the prepositional Obiect, the Complement, or an Adiunct. For
a full explanation of terms used when describing the structure of a pattern, see the
Glossary (page xix). For a full list of the different structures, and information on which
patterns have a particular structure, see the Structure Finder (page 623).

Within a section, each structure is dealt with separately. If there is more than one
structure, the structures are numbered: I, II, III, IV. The structures are dealt with in this
order:

Verbs in phose
Structures contoining o Complement or prepositionol Complement
Structures contoining on Obiect or prepositionol Obiect
Structures contoining on Adiunct
Structures contoining o Clouse

For each structure, there is a table with a shaded area showing the pattern, a shaded
area showing the structure and how the elements in the pattern relate to it, and sim-
ple examples of verbs used with this pattern and structure. There are also tables illus-
trating the passive pattern and the phrasal verb patterns, if these occur. Here is an
example showing two tables for the structure 'Verb with Obiect and prepositional
Obiect Complement' in the section on V n os n:

vlll
 Introduction

Structure I: Verb with Obiect ond

prepositionol Obiect Complement
Active voice: V n as n/-ing

Active pattern .w
Structure
foonno did not dismiss Moude os o froud.
Goodliffe mentions this os being o sofe olternotive.
Examples
The government hos presented these chonges os mojor reforms.
He regords himself os being too old for the post.

Possive voice: be V-ed as n/-ing

Passive pattern Vdrt dil
-
Structure
A penon's life should be considered OS beginning ot the moment of birth.
A life sentence is defined os being twenty-five yeors.
Examples
He hod been mentioned os o possible new Foreign Minister.
The liberotors were reveoled os oppressors.

Meoning groups
One of the most important features of this book is its identification of the link between
pattern and structure on the one hand, and meaning on the other. This is the first time
that this has been done systematically for all verb patterns.
The verbs with each structure have been divided into groups according to their basic
meaning. For example, in the section on v n into n, there is a group of verbs with the
structure 'Verb with Obfect and Adjunct'which are concerned with causing something
or someone to have a quality or an idea. This group consists of the verbs breathe, drum,
hammer, implant, infuse, inject, instil, and sfrike. There is also a group of verbs which are
concerned with making someone do something. This group includes the verbs bully
f9rce, nag, con, trick, cajole, charm, persuade, and spur, along with many others.
Sometimes, as in this case, a group of verbs is divided into several sub-groupi: making
someone do something by using force, by deceiving them, by being nice tb them, oi
by giving them motivation. This division into meaning groups means that this book
can be used as a grammatically-based thesaurus.

Sometimes all the verbs with a particular pattern, or a particular structure within a pat-
tern, have the same basic meaning. For example, in the section on V n to n, all-the
verbs with the structure'Verb with object and prepositional object complement'are
concerned with changing something to something else. This group includes the verbs
change, convert, decrease, increase, reduce, shorten, and turn.

Each meaning group is labelled with one (or more) of the verbs in it: for example, Tue
'BORE' GROUB rsr
'Sranr'eNo 'srop' GRoup. The meaning groups are numbered in a way
that shows the structure they have. For example, meaning group II.3 is meaning group
3 within the section on Structure II.
lx
Introduction

If there are any verbs that do not belong to any of the meaning groups, they are put
in a group called ,r'Enss wITH orHER MEANINGS at the en{.
Sometimes we give additional information about the verbs in a particular meaning
group, for example that they always have an inanimate Subject. Unless otherwise stat-
ed, the term Subiect always refers to the Subiect of an active clause.

E4omples
Each meaning group has examples to show the verbs being used with the pattern in
question. These examples are actual examples of current English, taken from the Bank
of English. Enough context is given to make the meaning of the verb clear. The verb
pattern is highlighted in bold, and the verb group itself is underlined.

This example illustrates the pattern V with the verb suffen

verb group Your home life because of work pressures.

This example illustrates the pattern V adj with the verb prove:
verb group The lawh€sp*urord &fficcbfo&t@ however. adjective group

This example illustrates the pattern V for n with the verb prepare:
for
verb group The crew of the shuttle Atlantis 'W';//
noun group

This example illustrates the pattern V n prep/adv with the verb bring:
noun group
verb group I ,&r&fiH,and they will be able to
on prepositional phrase

This example illustrates the pattern Y n omong pl-n with the verb divide:
verb group noun grouP

plural
Drain the noodles and ffii8fil
I
omong
group

Note that the verb group includes any auxiliaries (forms of be, do, and have), modals
(for example may u wilL), and phrasal modals (for example used to or have fo). See
Chapter L1 for full information on auxiliaries, modals, and phrasal modals.
The negative word not, or its contracted form n'f, is also included in the verb group.

She hastens to note that she was not groomed for a

show business career.

He hasn't shown up for work.

A group of examples may contain active and passive examples, and examples of
phrasal verbs, arranged so that the verbs being exemplified are in alphabetical order.
Except for passives and questions, we have avoided giving examples where the ele-
ments of a verb pattern appear in a different order from the basic pattern.
Circumstances when patterns appear in a different form are explained in the Appendix
of this book (page 611).
x
 Introduction
We also mention and illustrate minor variations on the basic pattern, for example
when a verb can be followed by a preposition and an '-ing' clauie or a reflexive pio-
noun, rather than by a preposition and an ordinary noun group. For example , at V of
n, meaning group 1, there is the following note and example:

Note The preposition of is sometimes followed by an -ing clause

of
verb grouP He is proud of his memory, and

-ing clause
Lists
We have surveyed the patterns of over 4000 verbs, and this has enabled us to produce
a valuable resource in the form of comprehensive lists of the verbs and phrasal verbs
in each meaning group. In most sections, these lists show every sense of every verb in
the Collins Cosurlo English Dictionary which has a particular pattern. A unique fea-
ture is the giving of sense numbers, which means we can show that a less frequent
sense of a verb has a particular pattern, rather than having to give information only
about the most frequent or obvious sense.
In the two sections which deal with the most frequent patterns, not every verb can be
listed: for V, the lists contain only verbs which are among the 500 most frequently
occurring verbs in the Bank of English; for V n, Structure II, the lists contain only the
top 400 verbs.
Sometimes we say that a pattern is productive with a particular meaning, that is, many
verbs could be used with this pattern, or are used occasionally with this pattern. In this
case, we list only the verbs which are most frequently used in that way.
The lists are set out in boxes as shown below.

5en5e
dump ll lean VP2 round yP
number
verbs fire 2.r pou'rce 1,2,3 set YP trample 7

ivmp 6, 10 prey 2,4 stamp YP tvtrl vP4

phrasal clamp down 5,6 crack down

verbs come down YPP2 Sang up

o If a verb has more than one sense in the Collins Cosurlo English Dictionary, there is
a number after it indicating which sense is meant. A number such as 1.2 means sub-
entry 1, sense 2. If more than one sense of the verb has the pattern, all relevant sense
numbers are given.
o If a phrasal verb was covered under an ordinary verb sense in the dictionary because
it has the same meaning, a > symbol is put before the sense number in the list. For
example, you will find the verb stond up > 2 under sense 2 of the verb stond.
o If a combination of a verb and a preposition or adverb was treated as a phrasal verb
in the dictionary, but is treated in this book as an ordinary verb pattern, it has VP
after it (this means it was treated under a Verb+Particle phrasal verb heading). For
example, turn on, which was treated as a phrasal verb in the dictionary, is here treat-
ed as being the verb furn with the pattern V on n, because it has the same basic mean-
ing as other verbs which are followed by on and are concerned with attacking or
harming someone. Similarly, if a combination of a verb, an adverb, and a preposi-
tion was treated as a three-part phrasal verb, it has VPP after it. This information
helps you if you want to look the verb up in the dictionary.

xl
Introduction

Below is another list, illustrating the use of bracketed information.

attract 1 (people or animoD call g @ witness) (usu possive) force I work ,9 '

bind 2 (ows....peopte) draw 21 (a lot of people) push 6

call 5 @ doctor) (not) draw 2j (o person) (uso passive) use ,.7

o If a verb is always used with a negative such as not or a modal such as con, that word
is given in brackets before the verb.
o If a verb is usually passive with the pattern concerned, usu passive is put in brackets
after it. If a verb is always passive, the passive form itself, for example be rumoured,
is given in the list. If a verb is usually used in continuous tenses, that form, for exam-
ple be dying, is given.
o Sometimes an Object that typically follows a verb is given in brackets after it, to
make the meaning of the verb clearer. Similarly, a typical Subject is sometimes given
in brackets after a verb, beginning with a capital letter. Sometimes both Subject and
Object are indicated like this: (Laws...people).
o If a verb is part of a phrase that appears in the dictionary in the entry for another
word in the phrase, the information in brackets will direct you to the correct place
in the dictionary. For example, the phrase come to light appears as sense 14 of light.
When we refer to this sense of the verb come, the instruction see light I 4 is given in
brackets.

Extrq informqtion
After all the meaning groups for a particular structure, we set out in words the struc-
ture information that is shown in the table at the beginning, and other information
that has not been covered, for example about the possible order of the elements.
After all the structures and meaning groups have been explained, we deal with any
other patterns which are related to the main pattern, for example patterns which con-
tain an additional prepositional phrase or to-infinitive. For example, the pattern V for
n to-inf is dealt with at the end of the section on V for n.

How to use this book

To find out which patterns a particular verb has, look it up in the Verb Index (page
631) and turn to the page(s) where it is listed, along with other verbs with the same
pattern, structure, and meaning. The Verb Index also gives information about the fre-
quency of each verb. If you want to know which verbs share two or more patterns,
turn to Chopter 12.

To find out which verbs have a particular pottern, for example V to n or V to n to-inf,
look it up in the Contents or the Pottern Finder (page 625) and turn to the section
where it is dealt with.

To find out which patterns and verbs have a particular structure, for example 'Verb
with two Objects', look it up in the Structure Finder (page 623) and turn to the rele-
vant sections.
of
To find out which patterns and verbs are used when talking about a particular type
oction or octivity, for example 'Attacking' or 'Communication', look it up in the
Meoning Finder (page 616) and turn to the relevant meaning groups.

An explanation of the grammatical terms used in this book is given in the Glossary
(page xix). A list of abbreviations used in the patterns is given on the inside cover.

xii
Advice for teochers
There are many ways in which this book can be used by teachers in planning teaching
material, and by learners using self-access materials. Here we describe a few ideas which
should inspire teachers and learners to think of more. First, we think about ways that this
book can contribute to a lesson or self-access session. Then, we consider how this book
can help the teacher or course designer implement syllabuses of various kinds.

Theploce of this book in o lesson or in o self-occess

sessron
This book can be used:
o to supplement work on a reading or listeninS text
o to extendvocabulary
o to check accuracy
o toencouragelanguageawareness
o to write language learning materials

Supplementing o reoding or listening text

Here is a short passage that might be used as a reading comprehension text:

Anger is a stress resrynse, identical to fear. It is the'fight or flight' syndrome, the body's arousal
for action in the face of a threat. Suppressing anger is not healthy. It is thought that long-term,
held-in anger can lead to longer-term raised blmd pressure, ulcers and migraines. Insomnia,
depression, and alcoholism have all been associated with suppressed anger. It has even been
suggested that 75 per cent ofbreast cancer patients have an'anger problem' - most ofthem
bottling up their feelings.
The teacher may wish to draw learners' attention to the use of It is thought that and It has
been suggested thot in this text.

This pattern is it be V-ed that. It is described in this book in Chapter 9, Section L. This
section explains that you use the pattern to indicate that something is said, thought, or
discovered by an unspecified group of people. Having read the description, the teacher
can discuss with learners the meaning or significance of the pattern. The learners may
then be invited to look at more examples of the same pattern, taken from this book (see
pages 526-528):
It can be argued that human health would not svffer if we were to stop most animal
research,
It is claimed that running helps to unleash hidden energies, both psychic and
physical.
In 1990,it was disclosed that he had contracted the AIDS virus.
It is estimated that up to lwo million people around the country suffer from various
formsof asthma.
A short time ago, it was reported that demonstrators had broken through the police
lines and more vehicles were set alight.
The differences in meaning indicated by the different verbs chosen can be a topic for class
discussion.
Finally, the learners can be asked to look at the list of verbs given for this pattern. Some of
these verbs will be known to them, but not with this pattern. Other verbs may be
unknown, and the learners can be asked to find out their exact meaning in a dictionary.

xlll
 Advice forteochers

Extending vocobulory
Each list in this bookcontainswords which have two things in common: theyall have the
same pattern, and they share an aspect of meaning. The lists therefore provide a resource
for learners to extend their vocabulary by learning words concemed with a particular
topic, function, or concept, and by learning the pattern of a group of words together with
the words themselves. Learners can be encouraged to keep a record of new word3 learnt, in
their meaning groups, and together with thet patterns.
For example, a student of economics, management, or finance, may come across the
following paragraph in the financial pages of a newspaper:
Britain's industrial production rose by O.6 per cent in the year to December, while Holland's
slumped by 5.7 per cent; Spain's fell by 2.6 per cent in the 12 months to November. America's
retail sales rose by 6.6 per cent in the year to December; German sqles increased by 4.6 per cent.
In lanuary Britain'sretail sales jumpedby 7.6 per cent, to give an annual increase of 2.3 per cent,
the biggest rise since May 7989.

Any learner may well be intrigued by the range of different verbs meaning'go up' or 'go
down': rise, slump, fall, increase, and jump, and by the fact that they can all be followedby
by arrd an amount. This pattern is V by amount. Looking at Chapter 2, Section 15 in this
book (page 173), the learner can find a complete list of similar verbs, that is, verbs that are
used in a financial context to mean 'go up' or 'go down' and which have the pattern V by
amount:

: climb I drop I rise 9 soar ,

r decline I fall s shrink z surSe 2
, decrease 7 increase , sink z swell I
, depreciate jump r slide I tumble z
,dip7 plummet slip 7 widen 4
dive 7 plunge s slump I
. comedown , 80up ,
: go down t shootup ,

The lists in this book can be used as a basis for further vocabulary work. For example, a
learner who already knows the phrases 'ask someone to do something' and 'tell someone
to do something' might look at the pattern V n to-inf in Chapter 3, Section 4 of this book.
The 'tell' group in that section includes verbs of communication, but with a variety of
meanings, for example asking, advising, or telling someone to do something. Using the
examples given, and a dictionary where necessary, the leamer can be asked to pick out
from the list in the 'tell' group those verbs that mean 'ask someone to do something',
those that mean 'advise someone to do something', and those that mean'tell someone to
do something'. The learner would end up with three lists of his or her own:
'ask someone to do something'

ask 2 bid 2.2 request 2

beg 7 entreat
beseech implore

'advise someone to do something'

:; advise I counsel 2
caution 2 warn 2

xiv
 Advice forteochers
'tell someone to do something'

, command, enjoin I order 2.1,2 ,

:r direct ,2 instruct , tell -l ,

Checking pottern occurocy

It is not always possible to tell from intuition whether a verb can be used with a particular
pattem or not' If a verb is given in this book as having a particular pattern, this nieans that
the verb and pattern occur reasonably frequently in ihe nant of fnglsh. if a verb does not
occur in the lists for that pattern, this means that the verb and pittern do not occur or
occur only rarely in the Bank of English. Therefore, a teacher or liarner can be confident
that if a verb and pattern used by the learner is found in this book, the learner's usage is
accurate. If the verb and pattern used by the learner is not found in this book, the leuinet
should perhaps be advised to find an alternative verb or an alternative pattern.
For example, a learner, writing a story, wishes to indicate that one of the characters in the
story advises another character to take a holiday. The learner decides that the verb suggesf
accurately_represents the kind of advice she wants to talk about, so she writes:
Jeiiifer
sugge;ted lim to take a holiday, using the pattern v n to-inf. She now wishes to check
whether this sentence is correct. If she looks at the verb suggest inthe index to this book,
she will find that it does not occur in the pattern V n to-inf, but that it does occur in the
pattern V that. Alternatively, if she looks al the pattern V n to-inf in this book (Chapter 3,
Section 4), she will find, not suggest, but some other possible words that in^dicate
suggestion-s,- notably advise and, counsel. The learner then has two possible accurate
versions of the incorrect sentence she had written: lennifer suggestedthdt lim shouldtake a
holiday and I ennifer advised I im to take a holiday.
One common source of difficulty for learners is knowing how far knowledge about one
verb can be extended to another verb with a similar meariing. For example, ilearner may
knowthatth_euerbpromisecanbeusedintwopattems:vtha"t, asinlWiniserllwouldhaie
a word with Nick when he
.returyed, and V n that, as in He Womised theil tnat nla change the
way the govemment worked. The learner may also know other verbs that have a similar
meaning to_promise, such as assure, tell, and wam. Chapter 12 in this book shows which
verbs, orrathersensesof verbs, sharecombinationsof patterns. Forexample, theentryfor
n V that (page 599) shows that of the verbs liste? above only wamis tite prom;ie in
Y tIu.U
that it has the same two patterns. In other words, the learner's knbwledge abolt promise
can be extended to wam but not to assure and tell.
Although it is possible to say,what is correct in English, it is not always possible to say
what is incorrect. There are at least two reasons for this. Firstly, the language is constantly
changing, and one of the
_ways
it changes is that verbs stari to be use-d ii patterns they
were not used in before. IJsers of a language are creative, and may use ver6s in unusual
pattems, often because the meaning of the verb is similar to anoiher verb that has that
pattern.
Secondly,--some patterns are very productive, that is, there are many verbs that are
occasionally used with a particular pattern, so that it is not possibl'e to distinguish
completely between a verb that has that pattern and a verb that d5es not. Two patter-ns in
this bookthat are particularly productive areY way prep/ adv,in chapter 4, Section 4, and
v n, info -ing,.in chapter 4, Section 1 7. Both patteins are used with i very wide range of
verbs and, although some verbs can be said to be most frequently used with that patfern,
it is not wise to state absolutely that a particular verb cannbt be used with the pattern.

xv
 Advice forteochers

Encouroging longuoge oworeness

Several of the teaching ideas mentioned so far have as their immediate aim the-raising of
learners' a*areness oflatterns, the verbs they are used with, and the meaning of patterns.
in general, this book'is a useful resource for teachers who like to exploit reading or
iirtE"i"g texts in order to raise leamers' awareness of grammar and vocabulary. A useful
exercise"to raise the consciousness of learners who encounter English outside the
classroom is to focus on one or two patterns at a time and ask learners to note down
examples of those patterns that they hear or read between classes.
Three chapters in this book can be used to focus more specifically o1 the signific-ance of a
speaker or'writer choosing one pattem rather than another. These chapters are Chaqter_6:
deciprocal verbs, Chaptei 7: Eigative verbs, and Chapter 8: Ergative reciprocal vetb.t,J"
each'of these chapteri, verbs which have more than one pattem are described, and the
examples are given in groups, illustrating the two or more pattetns together. For example,
in Ch^apter 6, ihe followinf examples are given of the verb tlghf:
Did he say why they were fighting?
Amanwasinjuredafterhefoughtwithawould-bethief tamperingwithhisneighbour's
BMWyesterday.
And in Chapter 7, the following examples are given of the verb change:
As society has changed in lava, the ways in which dancers are taught have also changed.
Those who wish to change society have to create an active, political community.
In Chapter 8, the following examples are given of the phrasal verb splif up:
When Ellen and her husband split up , she took her three teenaged children and moved back
to her hometown.
She split up withher husband more than tvvo years ago andnowwantsto divorce him.
It's obvious she,s being malicious and trying to split us upbut it's not working.
These sets of examples can be used, at appropriate points in a course, to focus discussion
on the distinctive meaning of each pit[ern, and on the significance of choosing one
pattern when more than 6ne is available. These choices are discussed briefly_in the
introduction to each chapter. The meaning Sroups and lists given in ChaPJers-g,.7,-and 8
indicate the range of reci-procal, ergative, and ergative reciprocal verbs in- English' When
learners encounier one of more of these verbs in a text, they can be invited to consider the
significanceof thechoiceof patternthatwasmade. Forexample,-in-thefirstof eachof the
seis of examples above, no-one, or no one person, is presented a-s-being responsible- for the
state of affaiis being described, and thus a possible allocation of blame or responsibility is
avoided.

Writing longuoge leorning moteriols

Many teachers like to supplement their course book with further_practice materials. This
boo( provides an exceildlit resource for writing materials of this kind. In addition to the
typesbf exercises indicated above, it can be used in writing exercises which focus on a
exam.ple, the pattern U-Yoy
faitern itself, and, in particular, its meaning. Take, {or something in order to achieve
irep/adv, which has a gtneral m-eaning-of someone doing
i"ri"tt irrg, often someihing difficult. The achievement may be physical, as in He inched
his way up-the cliffor abstract, as in She talkedher way -into a iob in advertising. This pattern
can b6 fdund in Chapter 4, Section 4 of this book. There are many meaning groups, but
the teacher might wish to focus on four or five, giving leamers the examples given in this
book for each ireaning group. Here, for example, are the examples from meaning Sroup
5:
Withnothing to do, the mindisunable to prevent negativethoughtsfromelbowingtheirway
to center stage.
The guardsmin who were now outside the walls had to fight their way back through the
north gate.

xvi
 Advice forteochers

The protesters forced their way into the police headquarters, setting fire to parts of the
building.
When he tume.d professional 1, 1 years ago, Christie was expected to storm his way to aworld
championship.
The teacher might also give the learners a list of the verbs in that meaning group which
most frequently have this pattern: claw, fight, force, push, smash, andwork.
Having been given this information, the learners might be asked to generalize about the
meaning of the $oup. If this activity is repeated for four or five meaning groups in this
pattern, the learners will begin to get a feel for the meaning of the pattern itself and the
contexts in which it is used. This could then form the basis for further production tasks
and exercises.

The ploce of this book in o syllobus

This book can be used by course designers, materials writers, and teachers who have the
task of implementing a syllabus. Here we show how this book can be used in
implementing:
. a grammatical syllabus
o a functional or notional syllabus
o a lexical syllabus
Implementing o grommoticql syllobus
A grammatical syllabus gives a list of structures, tenses, and other grammatical points that
the learner should know by the end of the course. The problems with such a ryllabus are
that it treats grammar as separate from vocabulary and from meaning, and that it gives
little guidance on what vocabulary should be taught. This book can help to overcome
such shortcomings.
For example, a syllabus may include an item such as 'verbs followed by a to-infinitive'. In
pattern terms, this is V to-inf. Chapter 1, Section 8 of this book shows the various
meanings that are commonly expressed using this pattern, and the particular verbs that
are found with the pattern. The course designer can identify topics and concepts that
would be likely to involve language using this pattern and, most importantly, can
identify the vocabulary items that need to be taught with it. If the course is cyclical,
introducing the same syllabus item at different points, the more frequent verbs can be
taught first and the less frequent ones at a later stage.
Another item that often occurs in a grammatical syllabus is 'reporting structures'. The
Meaning Finder in this book can be used to identify those patterns that are associated
with reporting and, again, the necessary vocabulary can be identified.
Many grammatical syllabuses stress contrastive grammar. For example, they may call
attention to the difference between 'remember doing' and 'remember to do'. In the
Collins CosuILn English Dictionary, these two patterns are associated with different
senses of remember. This indicates that the verb remembermeans something very different
in the two patterns. The sections describing each pattem can be used to associate each
sense of renremberwith other verbs. For example, Chapter 1, Section 7 groups 'remember
doing' v,nth recall and regret. This encourages the learner to associate this pattern of
rememberwith the meaning of 'reflecting upon'. By contrast, Chapter 1, Section 8 groups
'remember to do' with contrive and, manage. This encourages the leamer to associate this
pattern of rememberwith the meaning of 'achieving something'.

Implementing o functionol ornotionol syllobus

A functional syllabus gives a list of communicative functions that the learner should be
able to accomplish by the end of the course. A notional syllabus gives a list of conceptual
xvll
 Advice forteochers

notions that the learner should be able to express or talk about by the end of the course.
Many syllabuses combine both functions and notions. The problem with functional or
notionil syllabuses is that they tend to be purely conceptual. They give little indication of
the vocabulary or grammar that is to be taught.
Using the Meaning Finder, the course designer can identify the grammatical patternsand
the vbcabulary that express each function or notion. Although no-one would wish to
present the leamer with all this information at once, the course designer has access to the
full range of means of expression for a function or notion, and can make a reasoned
selection. If the course is designed ryclically, simple patterns can be presented before
complex ones, or more frequent vocabularybefore less frequent.

Implementing o lexicol syllobus

A lexical syllabus takes as its starting point the vocabulary that the learner needs to know.
This vocabulary is identified ftom a corpus consisting of the kind of language the learner
is most likely to come across and to want to use. Because the grammar presented in this
book is based on lexical items, it is ideally suited to provide the grammatical input to a
lexically-organized course. As a result, a lexical syllabus could consist of a list of patterns
as well as a list of vocabulary items.
Using this book, the course designer can identify target patterns, that is, those pattems
that should be included in the course, at the same time as identifying target vocabulary.
The course writer can ensure that learners become aware of how to use a word at the same
time as learning the meaning of a word.
In addition, the patterns presented in this book provide a principle for the organization of
vocabulary in the syllabus, in the sense that vocabulary items that share a pattern can be
presented together. This is common practice in existing courses for the few patterns that
are part of general knowledge. For example, many courses include a unit on verbs which
are followed by the '-ing' form of another verb. This is the pattern V -ing. This book allows
this organizational principle to be extended across a whole course.
By focusing on patterns as meaning, this book provides resources to help the leamer guess
the meaning of unknown words from their pattern. For example, a newspaper report that
might be used as a reading text includes this sentence:
Elisabeth and Thomas were hailed yesterday as heroes.

A leamer may well not know the meaning of hail, but may be encouraged to observe the
pattem, which is the passive of V n os n. The learner may know other verbs that are used
with that pattern, such as see, consider, or descibe, and may have been made aware that
the pattern is used to indicate that someone is thought of, or spoken about, in a particular
way, usually as something good or as something bad. The general meaning of hail can
therefore be guessed, and the specific meaning can be checked if necessary.
Finally, an awareness of pattem encourages teachers and learners to adopt the phrase,
rather than the word, as the unit of learning. For example, these words are used in the
patterns V n for n and V n for -ing: admire, blame, congratulate, criticize, forgive, thank. A
leamer developing vocabulary concerned with reactions to something that someone has
done can leam, not just these words, but phrases such as admire someone for doing
something, blame someone for an action and so on. In this way the leamer builds up an
idiomatic phraseology of English.

xvlll
 Glossory of grqmmqticol terms
actlve volce lf a verb is in the active voice, the Complement A Complement is a part of a
Subiect of the clause indicates the person or clause that provides information about the
thing doing the action or responsilile for iL e.q. Subiect. lt tells you what the Subiect is or what it
Anne.hos given me a tiny block kitten. ComparE islike. lt typically follows a link verb, e.g. Hr's
patsrve vorce. tother wos on occountont... She looked worried.
adlectlve group An adlective group may A few verbs which are not link verbs are also
consist of iust one adjective, e.g. I wos glod. Or followed by Complements, e.g. He died
the adiective may have words Sefore itlsuch as penntress.
an adverb, e.g. I wos very hoppy, or words after A Complement occasionally follows the Obiect
it, such as a non-finite clause or a prepositional of a clause, again giving infbrmation aboutihe
phrase, e.g. lwos pleosed to see her.... Thatwos Subject, e.g. The dollor finished the doy lower.
kind of you. An adjective group is used to A Complement is typically a noun group or an
describe someone or something, or to give adiective group, but it may also be an ahount,
information about them. e.g. Two ond two moke four.
Adlunct An Adjunct is a part of a clause that tells See also Object Complement and prepo-
you something about the circumstances of an sitional Complement.
action, event, or situation. For example, it Completlve The term 'Completive' is used in the
indicates the time or place of an acti6n or event, tables in this book as a general term covering
its frequency, its degree, or the manner in which
anything that occurs after a verb, such as an
it occurs. Object Complement, Adlunct, or new clause,
ln this book we distinguish between two types of wherever this cannot be specified exactly. For
Adjunct. The first type is considered to be-part of example, if a verb occurs in phase with another
the pattern of the verb. This means that if it is verb, these verbs form a complex verb group,
omitted, the meaning of the verb changes or the and what occurs after this group varies-
verb makes no sense, e.g. He's living in- according to the second verb. ln the clause Ihe
Birminghom... He behoved bodly... He switched orrangements appeored to be sotisfoctory, the
the television off. complex verb group is oppeored to be, ahd the
The second type is not considered to be part of Completive is the adjective sotisfoctory (the
the. pattern of the verb: it is optional, e.g'. The Complement). ln the clause No-one oppeored to
children ore ploying in the garden. ln the tables notice her, the complex verb group is oppeored to
showing patterns and structures, this kind of notice, and the Completive is the noun youp her
Adiunct is not given, or it is indicated as Adiunct (the Obiect).
(optional) on the second line of the table. '
An Adjunct is typically either an adverb group or
complex verb group A complex verb group
consists of two verbs in phase. This means that
a prepositional phrase, but it may also be a nbun
group, e.g. Very few people think thot woy, ot an the actions or states expressed by the two verbs
amount, e.g. Woles beot Englond 2-1. cannot be separated from each other. For
example, it you begin to see something, the
adverb gro-up An adverb giroup usually consists
beginning andthe seeing are not two frocesses,
of iust one adverb, e.g. He swung rouni! to see
whowos there... She is doing well ot school,but but one. The second verb in the phasb structure
is typically a to-infinitive clause, e.g. l'm
the adverb may also have another adverb before
it, e.g. Young skin burns very eosily. An adverb
beginning to see whot you mean; abare infinitive,
group indicates the time or place of an action or e.g. I helped sove those onimols; or an '-ing'
clause, e.g. He kept soying he wos sorry.
event, its frequency, its degree, or the manner in
A complex verb group may also contain a
which it occurs. Adverb groups which are part of
preposition before an '-ing'form, e.g. I sholl
rre usually concerned with ptace or
H::fjj."r"r refroin from mentioning who wos involved. Or it
may consist of two verbs separatedby ond, e.g.
amount An amount is a word or phrase
l'll try ond help you.
indicating an amount of something, for example
o lot, nothing, three percent, four hundred pounds, co-ordlnated Two parts of a group or clause
more, much, e.g. Her style of cooking owes much which are co-ordinated are joined together with
to her mother-in-low. a co-ordinatorsuch as ond, or,or thon,e.g. ln
aurlllaty An auxiliary is one of the verbs be, hove, his 68 years, he ond Diono quonelled only once.
and dq when they are used with a main verb to '-ed' clause An '-ed' clause is a non-finite clause
form tenses, passives, negatives, interrogatives, beginning with the '-ed'form of a verb, e.g. Rose
imperatives, etc. See Chapter 1 1, Section 1 . hod oll her shops decoroted in pink.
bare lnfinltlve A bare intinitive is the infinitive '-ed' form The '-ed'form of a verb is its past
without to, e.g. Thomos did not dore opprooch participle form. This usually ends in '-ed' but it
the great mon... She heord the girl louljh. sometimes ends in '-en'. There are also several
i
coloirr A colour word refers to colorir. tt irregular verbs which have special forms, for
behaves like an adjective, e.g. The sky wos blue, example the past participle of putis put.The
and like a noun, e.g. ...severol shodes of yellow. '-ed'form is used, for example, in ali passive

xlx
 ergatlve llnk verb Glossary Oblect

patterns, e.g. The cliffs were formed when the seo form continuous tenses, e.g. l've been thinking
levelwos hioher. about it; to make an action nominal, e.g.
ergatlve tlik verb Rn ergative link verb Swimming is good exercisq, and in complex verb
bEhaves like an ergative verb in that it has one groups, e-.g. I kept trying to chonge the subiect.
pattern which indicates that something happens lnlroductoty rt lntroductory itfunctions as a
to the Subiect or that the Sublect does 'dummy' Subiect or Obiect in a sentence,
somethind. This pattem is V adi orV colou.r, e.g. without contributing to its meaning. lt points
They kepworm... The woter turned pink.lthas forward to another clause in the sentence, e.9. ,t
anoihei oattern which indicates that someone or is not cleor who will get the money... He mode it
something causes something to happen. This cleor thot he would not negotiote. See Chapter 9,
pattern is V n adi or V n colour, e.g. The noise Sections 1 and 2.
'kept
him owoke... The lenses turned her eyes llnk verb A link verb is a verb like be, become, or
qreen. ln the patterns V adi and V colour only, seem which needs to be followed by a
the verb is a link verb. See Chapters 5 and 7. Complement. The Complement describes the
ergatlve reclpro<al verb An ergative persdn or thing indicated by the Subiect. See
reciprocal verb behaves both like an ergative Chapter 5.
verb and like a reciprocal verb. Like an ergative modal verb There are eleven modal verbs in
verb, it has some patterns which indicate that English: con, could, dore, may, might, must, need,
something happens to the Sublect, or that the sholl, should, will, and would. They are used to
Sublect does something, and other patterns add meaning to a main verb, for example to
whiih indicate that someone or something indicate how certain or possible something is, or
causes something to happen. You can say lhe whether a course of action is recommended or
chorities should oll combine and The shower allowed. See Chapter 1 1, Section 2. See also
combines the hot ond cold woter.ln addition, like ohrasal modal.
a reciprocal verb, an ergative reciprocal verb nbn-finlte claute ln a non-finite clause, the
indicites that two or more People or things are verb group does not include an indication of
mutually involved in a process. lt has some tense or modality, e.g. I con just see him
patterns where both people or things are swimming in cleor blue woter. Compare finite
indicated together by the Subiect, and some clause.
patterns where one person or thing is indicated noun group A noun grouP may consist of iust
by the Sublect and the other is mentioned in one noun, e.g. Children roamed the stteets.Or
airother part of the pattern. You can say Pinks the noun may have words before it, such as a
ond blues combine to give o stunning disploy and determiner, adjective, or other modifier, e.g. He
Other problems moy combine with the loss of ond the children drove down to the beoch... She
b/ood. See Chaoter 8. was roising two little children; or words after it
eroatlve verb'An erqative verb has two such as a prepositional phrase or a relative
pitternt, most comrionly V and V n' The V clause, e.g. Children under lwelve ore holf-pice...
battern indicates that something happens to the Children who eotwith their porents can choose
Subiect, or that the Subiect does something, e.9. from on odult menu. A noun group functions as
The'cor stopped. The V n pattern indicates that an element in the clause, such as Sublect,
someone or something causes something to Complement, or ObiecL or it comes after a
happen, e.g. The driver stoPPed the cor.The preposition in a prepositional phrase.
Subiect in the V pattern is the Oblect in the V n A noun group may also consist of a pronoun,
pattern. See Chapter 7. e.g. Theywere enjoying themselves... He didn't
ffhlte clause ln a finite clause, the verb group siy onything.lt may be an amount, e.g. lock
includes an indication of tense or modality, e.g. owes his mother o lot.
A mon wos swimming fost to the conoe. Compare Oblect An Object is a part of an active clause that
non-finite clause. re-fers to the person or thing that is involved in an
fractlon Afraction is a word like half, quorter, action but does not perform the action, e.g. I
and third, e.g. She cut the opple in holf... lt was wos eoting my dinner... They pointed the outside
divided into thirds. of the house.
qeneral lt General it is used in some patterns and An Oblect is typically a noun group, but it may
-phrases also be a non-finite clause, e.g, ltd like to see you.
to refer vaguely to a general iituation,
e.g. l( s roining... Cut it out. See Chapter 9, When an Oblect is a clause it indicates a situation
Sections 3 and 4. or action.
lmperatlve When a clause is in the imperative, An Obiect typically comes after the verb, but in
thie base form of the verb is used and the clause questions it may be a wh-word and occur at the
usually has no Subiect. The imperative is typically beginning of the clause, e.g. Whot do you wont?
used [o tell somEone what to do, e.9. Stond with See also the Appendix for information on
your feet obout o foot oport. Obiects which do not follow verbs.
'-lno' clause An '-ino' clause is a non-finite Some verbs have two Obiectsi e.g. He gove his
cla-use beginning wiih the '-ing'form of a verb, girlfriend o diomond ring.The noun group his
e.q. Hiswife did not like him drinking so much... girlfriendinthis example is often known as the
You should consider supplementing Your dietwith 'lndirect Obiect', but we do not use this term.
vitomins ond minerols. The second Oblect may be a noun group or a
'-lno'form The '-ino'form of a verb is the form non-finite clause. lf it is a noun group, this Oblect
tha-t ends with '-ingi lt is used, for example, to has a direct relationship with the Subiect of the

xx
 Object Complement Clossary quote clause
clause. For example, in the clause lohn brought preposltlonal Complement A prepositional
Mgry sgme teo, some teo is directly related to Complement functions like an ordinary
John (the Sublect): /ohn is responiible for the Complement, lut it begins with a preposition. A
action of bringing it. prepositional Complement typicaliy follows a
lf the second Object is a clause, however, this Iink verb, e.g. A smoll deserted house serued for o
Oblect has a direct relationship with the first temporory prison... His grief turned to joy.
Obfect. For example, in the clause Mory osked A few verbs which are not link verbs aie'also
lohn to bring her some teo, there is a direct followed by prepositional Complements, e.g.
relationship between /ohn (the Obiect) and fo The plone broke into pieces.
bring her some teo: John is again reiponsible for A prepositional Complement occasionally
the action of bringing it. follows the Ob,ect otthe clause, e.g. He itruck me
Se-e also_prepositional Obiect. os young! vigoqous, ond interesting.
^
Oblect Complement An Obiect Complement A prepositional Complement typi-ally consists of
is a part of a clause that provides information a preposition and a noun group or an adlective
about the Object. lt tells you what the Obiect is, group, but it may also consist of a prepoiition
is called, or is thought to be, e.g. I found this and an '-ing' clause, e.g. They struck ie os beino
puzzling... My children called him lJncle Fronk. o hoppy ond united couple, or a preposition and
An Oblect Complement is typically a noun group an amount, e.g. The unemployment rate peoked
or an adjective group, but it may also be an-'-ed; ot I 7 percent.
clause, e.g. lcouldn't moke myself understood. preposltlonal Oblect A prepositional Obiect
Se_e also prepositional Obiect Complement. functions like an ordinary Oblect, but it begins
ordlnal An oidinal is a word such as iirst, lost, or with a preposition, e.g. i opoiogi2ed to himl
tenth.lt is used to indicate where something A prepositional Oblect sometimes follows
comes in a seouence. another Object in a clause. ln this case, either the
partlcle 'Particle' is the term used to refer to order of the noun groups is reversible, as in He
adverbs_ or prepositions such as i4 on, up, ot hos confused fact with fiction, or the
downwhen they combine with verbs to'form prepositional Oblect is what is traditionally
phrasal verbs, e.g. I set up the computer... A cor known as an lndirect Oblect, asin He govi the
run them down... l'll look ofter it for you. money to his mother.
passlve volce lf a verb is in the pasiive voice, the A prepositional Object typically consists of a
Subject of the clause is affected by the action and preposition and a noun group, but it may also
is not responsible for it, e.g. He wos given a bone c-onsist of a preposition and an '-ing' clause, e.g.
morrow tronsDlant. She ottributes her coping obility to growing up in
personat pr6noun The personal pronouns are o lorge fomily, or a wh--clausei e.gl rney irglea
l, me, you, he, him, she, her, it, we, us, they, and obout whot to weor.
them.They are used to refer to people orthings preposltlonal Oblect Complement A
whose identitv is clear. prepositional Object Complement functions like
phase When iwo verbs are in phase, they an ordinary Object Complement, but it begins
together form a complex verb group. This means with a preposition, e.g. lhey chose her os tileir
that the actions or states expressed by the two representotive... He sow the question os cruciol.
verbs cannot be separated from eactrother. For A prepositional Oblect Complement typically
example, if y ou sto rt cryi n g, the s torting a nd the consists of a preposition and a noun gioup or an
crying are not two processes, but one. See also adjective group, but it may also cons-ist of a
comolex verb orouo. preposition and an'-ing'clause, e.g. The cord
phmia! modafl pirasal modal is a phrase identified him os hovin[ brown hoii ond eyes.
which forms a single verb group with another preposltlona! phrasl A prepositional phrase
verb and which affects the meaning of that verb typically consists of a preposition and a rioun
in the same way that a modal verb does, e.g. / group, e.g. He dived into the river, but it may also
hove to 9o... You're bound to like him. See - consist of a preposition and an adlective group,
Chapter 1, Section 3.
1 e.g. She is described os criticolly ill; an '-in-g'
phrasal verb A phrasal verb consists of a verb clause, e.g. They will work towords removing the
and one or more particles. lts meaning is underlying couses of fominq or a wh-clause, e.g.
different from thit of the verb and the-particle(s) T-hey are preporing to vote on whether to begin o
taken separately. Phrasal verbs have patterns full investigotion.
that are similar to those of ordinary verbs.' exceot A prepositional phrase typically indicates the
for the presence of the particle(s). Some circumstances of an action or event, for example,
examples of phrasal verbs are bock down, die out, its time or place, its frequency, its degree, or the
look ofter, and put up with. See also Verb. manner in which it occurs. Prepositional phrases
plural noun group With some verbs, the noun which are part of verb patterna are either
group which comes before the verb or after the concerned with place or manner, e.g. Ploce the
verb has to be plural. A plural noun group may mixture in o soucepon, or they indicate a person
consist of one noun group which indicates two or thing that is directly involved in the action or
or more people or things, e.g. Combine oll the state indicated by the verb, e.g. A proctical
ingredients in o pon. Or it may consist of two progrom of reform must be bosed on firm
or more co-ordinated noun groups, linked principles.
by ond, e.g. Molly ond Simon were olwoys quote clause A quote clause gives the words
orgutng. that someone has said, written, or thought.

xxi
 reclprocal pronoun Clossary wh-word

There are usually quotation marks round a quote to-lnflnltlve A to-infinitive is the base form of a
clause, e.g. 't dontwontyou to leove,' he soid. verb preceded by to, e.g. The number of victims
reclprocal pronoun There are two reciprocal contiitues to rise. A passive to-infinitive form
prohouns, ioch other and one onother.fhey consists of to be, and the '-ed'form of a verb, e.g.
indicate that what one person or thing does to He refused to be silenced.
another, the other doej to them, e.g. They looked to-lnfinltlve clause A to-infinitive clause is a
ot one onotheL.. They hoted eoch other. clause beginning with the to-infinitive form of a
reclprocal verb A reciprocal verb indicates a verb, e.g.-She persuoded him to leove the office.-.
protess which two or more people, groups, or The Preiident ogreed to be interviewed the next
things are involved in mutually, for example, doy.
they-do the same thing to each other or they Verb The Verb is the part of a clause that tells you,
take part iointly in the same action or event. for example, what someone or something does
Recidrocal verbs are used in patterns with a or what tiappens to them. The Verb is a verb
plural Subiect, where the Subiect indicates both group, e.g. Her husbond wos woiting for her.
ieople, gioups, or things, e.g. We orgued about Fhraial verbs consist of a verlc Aroup and a
oolitics--. The two leoders met in New York particle. Sometimes there is an Obiect between
'yerterdoy.They are also used in patterns with a
the verb group and the particle, in which case
singular Subiect indicating one person, group, or the Verb elem'ent is discontinuous. ln the tables
thing, in which case the other participant is showing structures this is represented by the
menlioned in another part of the pattern, e.9. , notatioi 'Verb... ...Verb'. Thus the example
orgued with Dick obout the rules... I met him in Thereso told him offis analysed as 'Subiect Verb...
Switzerlond. Object...Verb'.
reflexlve pronoun The reflexive pronouns are verb group A verb group may consist of iust one
myself, younelf, himself, herself, itself, ourselves, verb, e.g. I went to Woles lost yeor; or it may also
yourselves, and themselves, e.g. The government containbne or more auxiliaries, e.g. I hove been
will continue to dedicote itself to peoce. thinking obout your offe4 a modal, e.g. Colleges
Sublect ln an active clause, the Subiect is the part should provide needed informotion; a phrasal
-e.
of fhe clause that refers to the person or thing modal, g. I h ove to leove i mmed io tely, or the .
that does the action indicated by the verb, or neoative fbrm not e.q. Groce did not onswerthe
that is in the state indicated by the verb, e.9. The quistion diectly. Av{rb group tells you, for
children hove eoten oll the biscuits... The broin ixample, what someone or something does or
consists of billions of nerue cells. what happens to them.
ln a passive clause, the Subiect typically indicates wh-clause A wh-clause is a finite clause that
the person or thing that is affected by an action, begins with a wh-word, e.g. I wondered w.hy lhe
e.g.'The house hoi been restored. lt may be . chi-ldren weren't home yet... I osked her whether I
something that is in the state indicated by the should inform the police... Where ond how they
verb, e.g.her mother wos known to be o iich gotthe copitol is not recorded. Awh-clause
womon... This foctory is comprised of iust three indicates that something is uncertain or
rooms,
unknown. Wh-clauses usually follow verb groups
The Sublect is typically a noun group, but it may
or noun groups, although they occasionally
also be a wh-word, e.g. Whot hoppened?; a
occur as the Subiect of a clause.
clause beginning with whot or oll, e.g. Whot I ln this book, we sometimes use the term
need is some occurote informotion; a non-finite
'wh-clause'as a general term covering both the
clause, e.g. Thinking obout it mokes me feel finite clause and the non-finite wh-to-inf clause.
unhopp14, or, infrequently, a that-clause or
See wh-to-inf clause.
wh-clause.
The Subiect typically begins the clause, and when/lf clause The term 'when/if clause' is
used in Chapter 9, Sections 1 and 2 to indicate a
comes before the verb, but in questions it may
come after an auxiliary verb such as door hove,
finite clause'beginning with rvhen or ffwhich is
e.q. Do you think he will moke o good president?
not a wh-clause because it does not indicate that
su5lunctlve The subjunctive form of a verb is in something is uncertain or unknown. lt refers to a
situation that occurs, or may occur, e.g. I used to
mdst cases the base form, used in certain clauses
like it when you come round for coffee ond o
in place of the present or past tense, e.9. /
gome of cords.
suqgested thot he coll me Pinky. The subiunctive
ol-6eis were or be, e.g. lf I were you l'd comploin... wh-to-lnf clauie A wh-to-inf clause is a non-
Eleonor suggested thot she be hired. finite clause that begins with a wh-word and a
that-clauie A that-clause is a finite clause that to-infinitive, e.g. I still hove not decided whot to
follows a verb group or a noun group and often, spend the money on. Wh-to-inf clauses refer to
though not always, begins with that, e.g. She something that is uncertain or unknown.
thought thot he wos heoding west... Gertrude told wh-word Awh-word is a word such as whot,
him he would soon be o fother. why, whether, how, or if.

xxll
 Chopter L: Simple Potterns
In this chapter we describe simple verb patterns. The simplest of these is V, where the verb
can be used on its own. In all the other patterns, thd verb is followed by one other
element, such as a noun group, an '-ing' cliuse, or a that-clause. patterns in which the
verb is followed by a prepositional phrase or adverb group are described in chapter 2.

1V
The verb can be used on its own, without anything following it.

The meeting hod ended.

The omount of desert in the world is increosing.
She loughed softly.

Phrosol verbs: V P

The subiect didn'tcome up.

All the lights went off.
He sot down.

Manyverbs are used with this pattern only when something involved in the action, apart
from the Subiect, has alreadybeen mentioned or indicated. For example, in the cast of
refuse, you need to have been told what someone refuses to do, as in A cblleague urged him
to see a-psychiatrist, but he refused. Some verbs of this kind fit into one of -the nieaning
Sroups below; the remainder are listed in section (ii) of the 'Verbs with other meanings;
group.
Verbs with this pattern belong to the following meaning groups:

r THE'MOVE'GROUP 13 THE'OPERATE'GROUP
2 THE'TURN'GROUP 14 THE'START' AND'BREAK' GROUP
3 TI{E'LEAVE'GROUP r5 THE'BEGIN'AND'STOP' GROUP
4 THE'HANGAROUND'GROUP 16 THE'OCCUR'GROUP
5 T}IE']OININ'GROUP r7 THE'COME BACK'GROUP
6 TI{E'COMPETE'GROUP 18 THE'THINK' AND'WATCH' GROUP
7 THE'CAXRYON'GROUP 19 THE'SPEAK'GROUP
8 THE'BACKOUT'GROUP 20 THE'CALL'GROUP
9 THE'CI{ANGE'GROTJP 2I THE'RING'GROUP
IO THE'BENEFM'GROUP 22 THE'Ij.UGH'GROUP
II THE'MATTER'GROUP 23 THE'IO{OCK'GROUP
12 THE'SUCCEED'AND 'FAIL' GROUP 24 VERBS WITH OTHER MEANINGS

I
 Chopter l: Simple Potterns

V is the second most frequent verb pattern in English. The lists below contain only verbs
which are among the 500 most frequently occurring verbs in the Bank of English' A
typical Subiect is indicated in brackets where this is helpful'
Many verbs have the pattern pl-n V or pl-n V P, and are reciprocal verbs. These are
described in Chapter 6 and are not included in this section.
r THE'MOVE'GROUP
These verbs are concerned with moving or being somewhere. This includes:
o moving in a particular direction e.g. advance, back up
o moving in a particular way e.8. run
o being in a particular position e.g. lie around
o arriving somewhere e.g. anive, land, show up
o staying somewhere e.g. remain, stay, stick around
. ceasing to move e.g. sfop
. part of something breaking off .g. break ofi fall off e

With many of these verbs, for example arrive and close in, the place involved must have
been mentioned or indicated.
As they advanced. the boys beamed their flashlights in every direction.
She retumed to the cabin. George had iust arrived.
He found a part of the arrow that had broken off.
The Ancients went to bed when the sun went down and arose as the sun rose.
I don't smoke, so there are no dirty ashtrays lying around to upset her.
The elevator began to move again, but now it moved up.
Now that you've reminded me I guess I can stick around for four or five days longer.
The car slowed and stopryd.
The verbs gather and spread out always have a plural Subiect.
The forceswill then spread out, securing roads and protecting food convoys to the interior.

fall 1,3 run 1,1 7,33

appear 3 fly 2,4,7,e set 2.1 I (The sun)
follow I settle 8 (Ihe dust)
freeze 6 (not) show lz
gather I sit I
behanging slip ,,2
fitmp 1,2 spread 5,6
beclosing 3.0 land 6,7,14 stand ,,7 ii
collapse 3,1 mount 5 stay ,
collect 4 move ,,2 stick 2.9
come , pass , stop 5
dance ,,3 remain 2 swim ,,4
drop I return , Eavel ,
emerSe , rise 1,2,3,6 be waiting 3 (r4 cor)
enter , rise 4 (The sun) walk I
backvp s,6,7 come up 6 (The sun) go down 7 (Aship)
beardown 7 fall away 1 (Pott of something) goout r,9
breakin I fall back l,z go under 2
breakoff 1 (Portof something) fallin , hangback I
breakthrough,,3 fall off 1 (Pott of something) behangingup >l
check in l,z fallout 1 (Yourhoi) knock around/about 3:
closein , get about ,,2 liearound/about I
' comealong ,,3 get around move about
. come down 2 getin 4 move along 7

: comein I,2,6 get out 2 move in 7,2

, come through 3 getup 2 pass by
i comeup , go down 6 (The sun) POrrI rn

2
 Section 1: V

press on 2 runaround stick around

pullin I showup >12 touch down (An ohcroft)
pullover I sign in turnback,
pullup 7,3 spreadout I turn in ,
pushin standaside / turnoff,
push on standup >, tum out 8
reportback 2 stay in turnup,
rcllin 1,2 stay on
roll up 2 stayout ,

2 THE'TURN'GROUP
These verbs indicate that someone or something changes posture, arrangement, or
orientation, but does not move from one place to another. This includes:
. turning
o opening and closing
. continually moving e.g. beat, shake
o movinga limb or limbs e.g. hit out, kick
o standing up and sitting down
o falling down
Kelly's heartwas beating so hard she couldbarely breathe.
lvhey I saw him lying on the floor, I thought he had just fallen over and hit himself on the
head.
A hand gioped swiftly and expertly in his bush-jacket pocket; he hit out wildly.
At this moment the screen door oryned and lohn McGinnis emerged.
Her eyes were full of fear, and her hand shook slightly as she ate.
He stood up and went to the door.
She turned and stared at him.
Ross hif the brakes but the car turned over and crashed into a tree.

beat j (Your heoft) fly 6 (Your hoir) slJ.ake t,z struggle 3

.. beat 8 (A bhd's wings) kick: shut ,,3 tuIlr 1,3,4
- close ,.r,J move 2 sit 2
drop t6 open 1,3,4 stand 2
fall 2 telax 2 (Your muscles) stretch 3

fall down >2 hit out , open out >3 stand up >2
fall over kickout >3 ride up stretchout ,
getdown 2 lie back sitdown >2 turn around/round > t,2
getup , lie down sit up 7 turn over ,,2
:,

3 TIIE'LEAVE'GROUP
These verbs are concerned with leaving a place, position, or situation. We include here
want out' which indicates that someone wants to escape from a situation. With these
verbs, the place, position, or situation involved must usually have been mentioned or
indicated.
' Go awey!' Erin shouted.
Menti shookhandswith her andleft.
The senator said Amett had been in Vietnam after the US troops pulled_out.
The rebels are trying to force the President to resign.

: disappear ,,2 go 1 .2,1 3,14 resign ,

,. escape ,,7 leave 1,2,3 tetite 1,2,4,5
': flee move 5 withdraw 2,a,J

3
 Chopter 1: Simple Potterns

, backaway z get out ,,3 moveup , stand down

:' back off I goaway 1,2 prllaway 1,2 step down
, bteakaway 1,2 lift off pull back z takeoff,,3
' breakout 2,3 make off 7.0 pull out ,,2,3 walkaway
checkout 7 move away push off walk out 1,2
, clearoff moveoff runaway ,,3 wantout
clearout , moveon, setforth 2
getaway 1,2,3,4 move out setoff,
, getoff 2 move over 2,3 setout ,

4 THE'HANGAROUND' GROUP
These verbs are concerned with waitinS, not doing much, or not acting.
We hung around for an hour as an endless stream of young people came in and out of the
shop.
'Hangoa,' Ioe said. 'I'II get you a bag.'
Isn't air travel too important for govemments to stand by while the industry collapses?
What kept him? I'le been-waitiry. for hours.

,; wait ,,5
r: hang about 7 holdoff I sit by waitin
: hangaround/round 7 holdon.l stand back waitup 7a
, hangon 7 lie around/about 2 standby ,,2
, hangout 2 sit around/about wait around/about

5 THE'IOIN IN'GROUP
These verbs are concerned with getting involved in an activity or situation. The activity or
situation must usually have been mentioned or indicated.
She got up to prepare supper. 'e an I help?' asked Polly.
People soon stop talking when I ioin in.
Those who were fit and of fighting age hurried to ioinup.
People were asking him to step in and save the country.

help 7

come in 3 ioin in iumpin stand in

help out ioinup I move in 3 step in

6 THE'COMPETE'GROUP
These verbs are concerned with being involved in a competition of some kind. The
competition must usually have been mentioned or indicated.
Boys, grades 5-1,2, and girls, grades 9-72, are eligible to compete.
He is 'highly unlikely' to be fit to run in Birmingham in 10 days' time.
A presidential election is due in March. The current President, who has ruIed the islands for 15
years, has judged it wise not to stand.

, compete 3 play 2 stand 19

' enter 5 nr/r 2,3,8 swim 2

7 THE'CARRYON'GROUP
These verbs are concerned with continuing to do somethins, or doing something you
have planned. The activity or proiect involved must have been mentioned or indicated.
It is understood that although lo was not seriously hurt, she was too shaken to carry on.

i'4
 Section 1: V

If you are thinking of selling at auction, here are some key terms and points to bear in mind
before yougO ahead.

carryon , goahead I push ahead

followthrough 80 on ,,9 push on
geton 2 presson I struggle on

8 TIIE'BACK OUT' GROUP

Theseverbs are concemed with not doing somethingyou had planned or promised to do,
or being reluctant to get involved in something. The activity or situation involved must
have been mentioned or indicated.
It's toolate, we made adealandwe're exchanging documents, we can'tbackout now.
After a month of increasingly violent student demonstrations, the govemment has decided,
once again, to climb dou,n.
Banon invited her to accompany him to the Kempton races and she agreed. But she caught 'flu
andhadtocwoff.
GA'snew plan is aimedat galvanising potentialbuyerswhohavebeenhold.ing backforfear
of getting caught inthe same net.

I back away , back out drop out ,,2 pullback I '

: backdown climbdown hangback 2 pull out 2 rl

i backoff : cryoff holdback l,s

9 THE'CTIANGE'GROUP
These verbs are concerned with changing. This includes:
o increasinganddecreasing
o improving and deteriorating e.g. improve, suffer
o becoming older e.g. age, grow up
o undergoing a physical or chemical change e.g. breakdown, cook, set

down in the liver to form toxins.

These substances break
Through the 10 million years of human evolution, the Earth's climate has changed
considerably.
Itis worth knowing that many hotel and tour prices drop dramatically after 1 May.
He can't face the fact that welegowing upand that wewant to do our own thing.
The construction business appears to be picking up.
Then he saw the line was perfect, and he relaxed.
Place the pan under a hot grill for a further three or four minutes until the omelette has set and
the top is golden.
Your home life may suffer because of work pressures.

advance 2 cook 2 (Food) Ww 1,4,6,8,11,12 set 2.17

age 4 decline I improve ,,2,3 slip z
break 24,25 (Your voice) develop 1,3,4,7,11 increase , stretch 8
bttrild 6,8 (Aquolv divide I lift 5 suffer 5
bu,xr 4(Fuel) drop ,,8 mount 2,3 i$n 7 (The tide)
burn 5(Fod) expand 1,2 recover 3 tvrn 20 (A game)
burn ll (Yourskin) fail 6 (Your heolth) reduce 5 vaty 2
change 3 fall 5 relax 1,4 weat 7
climb I freeze I rise 9,13,14,17

5r
 Chopter 1: Simple Potterns

break down I drawin 1 (Thenights) gootr e 1rooa1 moveup 2 $

buildup >4>41 drop off 3 80up , picku.p 11,12
clearup 4(Theweothe) fall apart 3 grow out riseup >r,>2.>r3
closeup 2 fall away .l grcwup 1,2,i shootup ,
come along 4 fall off z be looking up 3 spread out 2
comedown I fill out 2 mountup >3 tumdown 3
die back freeze over move along 2 weardown,
die down godown 7 movedown wearout ,

IO THE'BENEFIT'GROUP
These verbs indicate that something happens to the Subject or is done to the Subject. For
example, if a city falls, it is captured by an enemy. This includes something being learned
about, perceived, or found. For example, if news gets out, it becomes known; if the sun
comes out, clouds move away from it and it becomes visible. We include here wait if you
say that something can wait, you mean you will not deal with it until later.
If subsidies and tariffs are removed, each country can specialise in those things it grows or
makes best. and everubodv will benefit.
The veins in the liver block up. and all sorts of damage follows.
The sun came out briefly, and then dipped behind the dull grey clouds ogain.
Atop-level security investigation has been mountedto findout how the news glo!-M.
When there is a demand, a product will sell.

,: benefit 3 fall t 1l president) freze i (Apipe) sell I

r: break 7 7 (News) fall 7 (Acity) lJ'ang S (Acnminol) be showing 1 5 (A tilm)
cleat 18 (Acheque) fall 22 (Awicket) mark 2 (Asurfoce) suffer 4
emerge 3,4 fill 1 (Acontoinel JrI,r 30 (A newspoper ofticle) (can) wait 4

block up come up 7 (A coutt cose) get out(News)4 lose out

come along r fill up >l goaround 3 (Astory) opelru.p >12,2,5
comeback I fly 10 (Rumours) goin (Thesun) showup ,
come out 2 (Afod) freeze up goollt 6(Amessoge) slipthrough
come out I (The sun) get about 3 (News) goout 7 (Aprogrcmme) tum up 2
come up 2 (A topic) get around j (News) roo_r r,,n,r":*buttding) **-":: 1^r:::l
II TIIE'MATTER'GROUP
These verbs indicate that someone or something has a particular quality or is in a
particular state. This includes:
o having a particular shape e.g. fall away
o being iudged to have a particular quality e.g. appeal, matter
o being able to do somethinge.g. extend, keep
WelI, you're alive, and that's what counts.
If you need a table which extends to accommodate extra guests, Iook for one with an extra leaf
or slot-in extension.
To the south the garden falls away in tenaces to an omamental lake.
She was getting on, but she could still see straight, believe you me.
Mv throat hurts.
The house was run down but that didn't matter. she was out every night.
What makes her stand out is her personality.

appeal r freeze 5 lie 2.3 show 4z

burlr 2,9,12 go 1.16,3.4 list s (A ship) smoke 2
carry I 1 (Sound) help z (not) matter 9 suffer ,
cou,nt 6,7 hold 3.0 pay 7 (Aiob) swim 5 (The room)
(will) do 2.16 }rrtrt
2 (Port of your body) pay 9 (Crime) *virn 6(Youheod)
be expecting s be hurting 7 ring 1.5 tllrrr 6(Ar@d)
extend 5 (Atoble) keep 18(Food) rise 7 (Land) vary 1,2
fit 1.7 last ,2 shake 9 (Your voice) (will not) wash z

6
 Section 1: V

addap 2,j drop away (Lond) iump out

r. beatdown I (Ihe sun) fall away 2 (Lond) stand out 1,2,3
: comethrough 2 (Aquolity) be gefting on s stick out 2

r2 THE'SUCCEED' AND'FAIL' GROUP

These verbs are concerned with being successful, failing, or coping. The Subiect may be
human or inanimate. We include here verbs such as hold arrd fall down, which indicate
how successful an argument or theory is. We also includego down 4, goup,move down, and
move up, which indicate that someone or something moves to a lower or higher rank.

With many of these verbs, for example fail 7 and succeed I (which have a human Subject),
the action or thing involved must have been mentioned or indicated.
Many are finding it difficult to cory because of unpaidwages and lost savings.
New business schools at Oxford and Cambridge promise ftesh methods of management
education. Can they deliver?
loseph's retum looks the only likely change from the team which drew at Sheffield United in
midweek.
Other swimmers got him ashore, but attempts to revive him failed.
This modelfalk down. though, whenwe look for real examples of the application of scientific
knowledge to commerce andindustry.
The gamble has paid otr. Ratings have shot up beyond all projections.
I've made a big effort to improve my discipline and, to a large extent, I think lle succeeded.
Didn' t I tell you things would work out?

: havearrived 8 hold 3., , (An oryument) pass ,3 survive ,,2

: cope ,,3 Iead 1.4 qualify t,t urin ,
: deliver 2 lose I recover ,,2 work ,2
: dtaw 24 manaSe 4 be struggling 7
, tarl 1,2 miss 2.1,2 succeed ,,Zj
,' bearup getthrough 7 (Alow) moveup 2
breakthrough z godown 3 pass out 2 (Acodet)
i catch up ,,2 go down 4 (Ateom) pay off -r
r. comeoff, go through 5 (Alow) pull through
. come out 7 (A photo) gounder t sell out 2 (Aperformonce)
fallbehind 7,2 8o tlp 5 (Ateom) stand up 2 (Evidence)
, fall down 2 (An argument) hangon z take off z
fall through holdon 2 take over +
get ahead hold up 6 turnaround/round 3
getby hold up >11 (An orgument) win out
,. 8et in 1 (A politicol potty) keepu.p 1,2,3,4 winthrough
geton 4 (not) measure up work out 4
, getthrough l,5r movedown

13 THE'OPERATE'GROUP
These verbs indicate that something such as a machine, substance, or organization
functions.
The drug acts by binding fats coming through the digestive tract.
Thebombwent offas apolice vehicle was passing nearby.
Keep away from the cutters whenthe machine is running.
In severe weather, railways often continue to operate when roads and airports are cbsed.
7
 Chopter 1: Simple Potterns

act 7 (Aforce or substonce) IJJeet 6 (Acommittee) flL,r 11,12,13,14,2i wotk 11,13,16

focus 5 (Youreyes) operate ,,3 sit 7 (Porliament)
go i.2 roll 4 (Comeros) take 2.40 (A dye)
gooff 2(Abomb)

14 TIIE'START' AND'BREAJ(' GROUP

These verbs indicate that something such as a machine, obiect, or organization starts to
function, or ceases to function or exist. We include here verbs indicating that someone
dies.
I was wonied that the rope might break.
Many of the victims are students who died when their university building collapsed.
The green light went out. A red light came on.
She looked frail and tired. I hoped the tablets would kick in soon.
His new shop opens today at 659 Fulham Road.
Each year from then on he helped with the halesting and sorting until he pgssed awsyin
1981.
They climbed into the van and, for once, the engine started at the first tum ofthe key.

blow 1.11(Afuse) die 1,2,4,s,9 give 3.1 shut 4

blow 1.12(Atyre) disappear -l go 1 .1 9 (Your sight) start 6
brcak 1,2,3,4 f.arl 4,5 go I .20 (A light bulb) stop 4
close 1.4,5 lall 17 (Someone) go 1.21 (Someone)
collapse l,z,s fite 1 .6 (An engine) open 12,1E,l9
blowout l2 (Atyre) close down s godown E packup 2
blowup I come on 5 go off I pass al ray (Somane)
breakdown I cutout 7 8oon,, pirss on j (Someone)
breakup ,,3,4,5 fallaparl 1,2 go out 4 (Alight) rundown 5
bumdown falldown >2 goup 3 shutdown
bumup I give out 3 kick in startup >6

15 TTIE'BEGIN' AND'STOP' GROUP

These verbs are concerned with beginning or stopping. They can be divided into two
groups.
(i) Verbs with inanimate Subiects. This includes:
. events or situations beginning or ending e.g. begin, finish
o natural or abstract things coming into existence or disappearing e.g. clear, darclop
. a ty-pe of thing coming into existence or disappearing e.g. appear, die out
That year the first illustrated weekly appeared in London.
The talks began on Monday and continued late into Tuesday evening.
The fog cleared and the sun came out.
After the 18th treatment the symptoms disapwared completely.
Senior officials have said that oil supplieswill run out at the end of the week.
The rainho,d stoooed.
The initial euphoria may wear off quickly, however.

apwat 4,5 break 2e (nstorm) emerge 5 form 3,9,10

arrive 4,7 cleat 12(Fog) elrd 2,s,11 lift
11(Fq)
begin 2 develop 2,8 fail 9 (Your couroge) open 20,2i,26
break 21 (Doy) die 6 (An emotion) fall t 7 (Nighl start 2
brcak 22 (Awove) disappear -l finish 3 stop 3

8
 Section 1: V

blowover clearup 3 go otlt s (AfiA set in

blowup j(Astorm) conneorr 4,7 kickoff z wearaway
breakdown 2 come out I (A netv product) let up wear off
break off z die away (Asound) run out 2,3
breakout r,4 die out sellout 3

(ii) Verbs with human Subiects. This includes:

o starting or stopping in general e.g. start over, stop
o starting or stopping doing a particular kind of thing e.g. shut up, stike up
With verbs concerned with starting or stopping in general, the activity involved must
have been mentioned or indicated.
We'Jl na,er finish in time.
She rang off and Devlin replaced the receiver.
Shut up and let me thinlg can't you?
So how can I quit and start wer in another profession?
lust as we had finally fallen asleep, a street band struck up and firecrackers exploded on every
comer,

begin I start ,
finish , stop 1,7
get off 4 kickoff I leave off 2 sign on
give over knockoff I ring off start over
give up ,,2 lay off z shutup strikeup 2(Abond)
hangup z lead off z signoff z switch off z

16 TTIE'OCCUR'GROUP
These verbs indicate that something exists or happens. This includes:
o sounds and nafural phenomena occurring e.g. blow, play
o something continuing to exist or happen e.g. Iasf
o something being about to occur e.g. approach, threaten
o timepassinge.g. go by, wear on
We also include here be lacking, which indicates that something does not exist.
Ev enina w as ao oro achino.
Tonight the Palace was dark and a bitter windbl*n.
They're not in a position to go back to their homes because their homes no longer exist.
But as the hourswent by, they began to grow anxious.
' What's giagL-on?' demanded Bunbury.

There had been a gentleness in Lonnie that was lacking in his twin brother.
The Loire Valley was beautifuI, but lanet's contentment didn't last.
The accident occurred when the south-bound Number Four train on the Lexington Avenue
Iine jumped the raik as the train sv,itched tracks.
There was musie playingLon alower floor.

approach r continue 24 obtain 2 retum 5

arrive 5 exist ,,2 occur , ntn 33 (Aploy)
be 2.8 gtow 2 (Plonts) pass 9 (Time) stand 5,,2
blow 1., (Thewind) happen 1,2 play12 (Music) strike 6
b!fli I (AfiA hold 3.9,10,12,t3 remain 3 survive 3
burn I (Alighl be lacking z repeat 6 threaten l
:i come 9 last L result 3

9
 Chopter L: Simple Potterns

: down 2 (The roin) come up 4,5 goby open up

' beat
closein 3.2 be comingup 3 go
1(Time)
on 2,3,4
3 (An opportunity)
ring out (/4 shot)
.. come about draw ol 2 (The evening) goup 4 (Achee) riseup >15(Acheer)
,, come along 3 goahead 2 last out > 13 wearon Cfime)
: come around 3 gobefore I liveolr >1.6,2

r7 THE'COMEBACK'GROUP
These verbs indicate that a type of thing becomes popular or stops being popular. We
include here dcte, which indicates that something comes to be regarded as old-fashioned.
Tioht trousers are comino back.
Liz has come up with some original eye-stopping designs that won't date and are suryr
comfortable.

, date 6
: catchon z come in 4
: comeback 2 goout 8

18 THE'THINK' AND.\flATCH' GROUP

These verbs are concernedwith thinking, perceiving, and paying attention. The thing or
matter involved must usually have been mentioned or indicated.
'Are you going to the Christmas lunch? Or are you going to come straight back?' 'We haven't
decidedvet.'
Passers-by looked on aghast as the driver mowed her down.
Mack smiled, but didn't notice.
she

She pauses andthink for a moment.

If the players are interesting, people will tum out and watch.

aSree , hope I notice 7

believe 3 iudge j obsenre ,

cate 1,2 know I realize 7 think I
concentrate , listen ,,2,3 recall l,z watch r.r,3
decide 7 look 1.r,3 reflect 4 wonder ,
follow 15 (not) mind 2.1 remember , worry,
hear t mind 2.2 (cannot) remember 3

catch on , look ahead look round

listen in look back sit up 4
Iisten ou: >2 look on thinkback

19 THE'SPEAK'GROUP
These verbs are concerned with saying something. The thing or matter involved must
usually have been mentioned or indicated. We include here break in and cuf in, which
indicate that someone interrupts someone else.
Atyo cut in swiftly. 'l know about quite a lot of things but I don't always talk about them.'
It matters more than you realize. Let me explain.
More companies thqn we know about get stung, but they are usually too embarrassed to own
uD.
'This is your last chance,' her father said. Erin didn't reply.
He never spoke unless he was spoken to.

10
 Section 1: V

accept , comment 1 lie 2.2 shout , :;

accuse, complain 7 promise I sinS ,

agre€ 1,2 conclude 2 propose 6 speak l,z
answer ,,4,6 continue 5 refuse I talk 1,2,3,7,8,9
arSue 3 decline 2 reply I tell 7
(not)argue r explain ,,2 report ,
ask I finish o respond I
begin I insist , order 2.5
answerback firr away open up sound off
ask around goott 7 own up speak out
breakin z hitback 2 reportback 7 speak up ,,2
carryon 3 hit out 2 shout out strike back
cut in Ieton signoff I talkback

20 THE'CALL'GROUP
These verbs are concerned with visiting, phoning, or writing to someone. The person
involved must have been mentioned or indicated.
lust before school cl,gsed yesterday aftemoon two policemen in plain clothes had called.
In the evenings Beatty would drop by to dine with her or take her out for a drive.
Hoffinan saidhewouldringback at 4 p.m.
' I' U-urtk.' he promi sed.

call 4,10 ring ,.7 write 5

reply 7 visit ,

call back dropby ringin stop off

call in 2 drop in ring round write back
callup I lookin ringup >l write in I
comearound I ringback stop by write off ,

2I THE'RING'GROUP
These verbs indicate that something makes a sound.
When the final whistle blant, a lot of fans came onto the pitch.
Well, when the alarm went off. everyone ran for the door.
She could hear a record dayingi.
Davin pressed the button and heard a bell ring inside.

; beat I knock 5 (P,pes) ri,f,g 1.2,3 strike ,8 (A

i blow 1.6 play I I (A muskol instrument) sing z
:i go 3.3 play 12(Arccotd) sound 1.5

gooff:

22 THE'I,AUGH'GROUP
These verbs indicate that someone makes a sound or puts on an expression, or that
someone's body does something involuntarily.
If you find it hard to drop off at night but are wary of sleeping pills, this could be the answer.
He launched into a fine imitation of loan when she is nagging. We both laughed.
t Then they both drank so much that they passed-out in their hotel.
She smiled weaklv.
11
 Chopter l: Simple Potterns

cry1 laugh I tan 24 (Your nose) smile I

iump s toll 9 (Your eyes) sleep z start 7
breakdown s cry out getoff 5
comearound 4 drop off z passout I
cometo fall about throwup ,

23 THE'KNOCICGROUP
These verbs are concerned with hitting, holding, or exerting force on something. The
thing involved must have been mentioned or indicated.
lupe caught his arm andheW on.
Erin stopped outside Room 1 3 and lotocked.
Wheeler clenched hi9 jaw, caught Baker's shirt under the neck and I ,lled.with all
,
his strength,
dragging Baker back from the edge.

kick , pull I
knock I push I

beardown 2 hitback ,
hangon I holdon I

24 VERBSWITH OTHER MEANINGS

There are many other verbs with this pattern. They can be divided into three groups.

(i) Verbs where something else involved in the action does not need to have been
mentioned or indicated already. This includes:
o everyday activities e.g. dress, lyosh
. ways of earninga livinge.g. act, teach
The Subiect usually indicates a human being.
At 1 6, failed to graduate, left schml and announced to her family that she wanted to acl-.
she
I blen, up sometimes, told him to shut up, 'cause he was so nasty.
From an early age he loved to draw and paint .
Rupert Welch scored twice for Southgate.
But before you sell up and move, you should look long and hard at your hopes and motives.
Members of the third group have a tendenq to show ot, to dramatbe almost every situation.
I unpacked my small case, washed and changed.
I got up early every moming and went to work andworked hard all day.

act 1,8 dress 3 negotiate , settle 2,6

advertise I drink 2 operate 4 shoot 2,9
blow 1.3 drive I pack I smoke 3
break l.l earn , paint 3,4 sttike 2 (Worken)
breed 3 feed 3,4 perform 3 strike 7 (Acriminol)
change 5,9 fight 4,e Play 1,1 3 struggle I
clean 5 fire 2.1 read t,j teach 3
conduct 5 fish ,5 ride I trade 2
cook 7 hide z rise 18 (Apeople) train 2.r.3
count I hold 3.1 run 26(Dye) wash 2
demonstrate 3 indicate 6 (Adriver) save 2 work ,,3
direct r lay 1.s (Hens) score r,12 write ,,3
draw , mix e serve 4&L
12
 Section 1: V

acttp 1,2 come forward playu;p 2,3 slip up

add up >2 come out 3 riseup >r8 step back
blowup I dress down I sell out 4,5 stayout 2$fiken)
carryol 4 dressup I sell up strike out 1,2,4
castoff 2 fightback , settle down l,z,l sweepup
change down give in ,,2 settle in (cannot) turn back 2
changeup move on 3 settle up tumover 6
cleanup , packup I shootup 2 walk out i (Worken)
clearaway pay out 2 (An insurance policy) showoff t washup ,,2
clearup 7 pay up sit up 3 watch out
come around 2 play around l,-l sleep around work out 7

(ii) Verbs where something else involved in the action must have been mentioned or
indicated already.
The Subiect usually indicates a human being.
I actually went and had a look round the school, but I didn't particularly like the people and I
decided I wasn't going to apply.
We are prepared to at-tack. if necessary, tomorrow.
Oh God. Patients' records are sacrosanct. Hilde will go berserk when she finds out.
For Kirston it was very definitely a relief to be away from her old school where she felt she really
didn't fit in.
Whenthe police investigated they couldfindno one among the neighbourswho hadnoticed
anythingwrong.
Suppse we meet somewhere for a drink? I'ilpay.
I went to Dent's to get some more book 'cos lle run out
The verbs demand and go around have this pattern mainly in one fairly fixed phrase, as
shown in the examples below.
She could be very charming when the occasion demanded.
The food queues have become a daily occurrence across the country. There is never enough to
ge-round andtempers are frayed.

apply 1,3 contdbute ,,2 move 3 sell I

attack ,,5 count 2 pass 2' sign 7
attend ,,2 defend -l pay 1,s,10 stick 2.7 (A none)
belong ,o demand z prepare 2 stick 2.8 (Achorge)
bother 7 dominate ,,2 publish 2 sweep I
cast 9 drink , qu,alify 2,3 switch 2
celebrate I eat , receive 5 tell 9 (The stroin)
charge 7 follow 4,6,7,1i repeat 5 try 1

check , hurt 45 rcply 3 (Ateom) vote 5

choose ,,2 investigate respond I
claim g lead Ll rule 5
compete , leam I search,
change over findout 7 lock up r sing along
checkup I fiti,r 2,3 miss out , strike back
cutback go around 4 moveover, switch off 7
cutdown , gowithout play along switch on
do without , hit back 2 runout , switch over >2,1
drink up hold out 2,3,4 sell out , take over 3

(iii) Verbs where the other thing or person involved is unspecified or general. For
example, if people want to adopt, they want to adopt an unspecified child; people who
sfeal take things in general.

13
 Chopter l: Simple Potterns

Some of the verbs in the previous lists sometimes have this meaning, especially when
they are used in the present tense or in the to-infinitive form. The verbs listed here are
ones which ftequently have this meaning.
He could build a two-story addition to the rear of the house, providing he didn't add on at
groundlevel.
Under the present law only manied couples or single people are allowed to adopt.
' H ave you eaten yet? " Y e s, thanks. I had dinner on the road.'

Her book analyseswhywomenkill andhow the law treats them.

adopt 2 (can) hear I learn 7 sell s

eat 3 iniure tritarry I share 7
be dating 10 invest 2 please s steal ,
deliver , kill , (can)see I study ,
add on 3

Structure informotion
a) This structure has no passive
b) The phrasal verb pattem is the same except that there is a particle, P, which comes after
the verb.

2Vn
The verb is followed by a noun group. The passive pattem is be V-ed.
This pattern has three structures:
> Structure I: Verb with Complement
He was my fttend.
> Structure II: Verb with Object
The thieve s broke a window.
> Structure III: Verb with Adjunct
Children don't talk that way.

Structure I: Verb with Complement

Vn

Myhusbond is o doctor.
He con leove o free mon.
I won'tploy the hypocrite.

Verbs with this structure belong to the following meaning groups:

I.T THE'BE'GROUP
I.2 THE'BECOME'GROUP
I.3 THE'SEEM'GROUP

t4
 Section 2:Y n
I.4 THE'ACT'GROUP
I.5 THE'DEPART' GROTJP

I.I THE'BE'GROUP
These verbs indicate that a person or thing is something. They are all link verbs (see
Chapter 5). We include here verbs such as comprke 2 and, make up, where the Subject
indicates the parts, members, or elements of something, and comprise I, where the
Complement indicates the parts of something.
Thot story is a good example of Crane's greatness as awriter.
How many players comprise ateam in netball?
The information pack comprises 75 single sheets, each devoted to a separate subject.
The proposal said the expanded brigade could form the nucleus of a European army.
Do you think he'd_m*g.a good president?
French President Frangois Mitterrand saidthe treaty represented a major breakhrough in
disarmament and arms control.
The verbs form 6 and representhave the passive pattern be V-ed by n. The verbs comprise 2
and compose have the passive pattem be V-ed ofn. The verb consfifufe has two passives: be
V-ed by n and be V-ed ofn. The phrasal verb make uphasthe passive pattern be V-ed P ofn.
The brain com@sed of billions of nente cells called neurons.
The Chinese character for'wise leader' is made up of three symbols.
Note that because comprise 7 and, comprise 2 represent the relationship between a whole
and its parts in opposite ways, the active of comprise I and the passive of compise 2 have
the same meaning.
The flat comprised a sitting room, bedroom, kitchen and bathroom.
This factory is comprised of iust three rooms.

:. be 2.1 constitute 7,2 prove , stay 3 i

.i compose I fotm 6,7 iemain t ;
'I comprise 7,2 make 4.I represent 5

VnPandVPn(notpron)

: makeup ,

I.2 THE'BECOME'GROUP
These verbs indicate that a person or thing becomes something. They are all link verbs (see
Chapter 5).
She eventually gave up her job andbecame afull-time singer.
After about 1O-15 minutes, the police quietly began forming a line across the road.
In the of tum, the noun group is always singular but without a determiner.
case
Both turned informer and were the main prosecution witnesses in the trial of the other men.

,r become I make 4.2

', form 3 turn ,5

I.3 THE'SEEM'GROUP
These verbs indicate that a person or thing seems to be something. The verb feel indicates
how someone seems to themselves. They are all link verbs (see Chapter 5).
For the first year after the divorce I felt a real failure.
15
 Chopter 1: Simple Potterns

He seems a reasonable man.

That sounds a goodidea.

appear 1,2 look 2.1 sound 8

feel, seem ,

I.4 THE'ACT'GROUP
These verbs indicate that someone behaves like a kind of person they are not. They are
both link verbs (see Chapter 5). The noun group after the verb always begins with the.
The more the parents act the boss, fhe less control they seem to have and the more miserable
they are.

act 5 play e

I.5 TIIE'DEPART'GROUP
These verbs are concemed with living, dyrng, or leaving somewhere. The Complement
describes the condition or situation of the Subiect during his or her life or at the time of
dying or leaving. This is a productive use. The verbs listed here are the ones which are
most ftequently used in this way.
Lloyd departed a shaken man.
It is better to fight and run away than to die a hero.

r depart I leave , retire , ;

, die t live 2

Structure informotion: Verb with Complement

a) The noun group is the Complement.
b) Only a few verbs are used in the passive, as indicated in meaning group I.L above. The
prepositional phrase by n or of n is the prepositional Complement.
c) There is only one phrasal verb with this structure, make up.The active patterns are V P n
(not pron) and V n P. The passive pattern is be V-ed P of n.

Structure II: Verb with Obiect

Active voice: V n

I feor no-one.
A number of insurgent groups hoveformed on ollionce.
Uniformed police on motor rycles heoded the procession.

t6
 Section 2:Y n

Possive voice: be V-ed

She hod been freed on humonitorion grounds.

This venue is directly funded by the City Council.

Phrosol verbs
Active voice: V n P, V P n, V P P n

Eot the biscuits up.

A cor ron them down.

We must close up the house.

I wos goining on him.
I set up the computer.

Albert is coming up to his 3oth birthdoy.

The food lives up to the restourant's reputotion.

Possive voice: be V-ed P

The photos must hove been blown up.

Thousonds of operotions ore corried out eoch yeor

Most phrasal verbs have the patterns V n P and V P n (not pron). That is, the noun group
comes either between the verb and the particle or after the particle. If the noun group
comes after the particle, it cannot be a personal pronoun. You say
Hefilled it uo
orHe filled uo the barrel

but you do not say He filled up it.

However, some phrasal verbs have the pattem V P n only. That is, the noun group comes
after the particle and it is sometimes a personal pronoun. You say
He went without his lunch
or Hewentwithoutit.

t7
 Chopter 1: Simple Potterns

The two kinds of phrasal verbs are shown separately in the lists below.
Verbs with this structure cover a very wide range of meanings. There are also many tn)es
of relationship between the verb and the noun group. The meaning groups in thissection
are grouped into larger groups, each showing one kind of relationship between the verb
and the noun group:
11.1 THE'KILL', 'EAT', AND 'FIx'GRouPS: concrete actions which change or affect the thing
indicatedby the noun group.
The soldiers destroyed the building.
ll.Z rHE'BRTNG', 'Blry', AND'oPERATE'cRouPS: concrete or abstract actions which involve
moving something, physically or metaphorically.
He soldhisbook.
II.3 THE'covER', 'FOLLow', AND'RECoRD'cRouPs: concrete actions which do not change,
move, or affect the thing indicated by the noun group.
Thev recorded the bird's sono.
II.4 THE 'BUTLD' cRoup: concrete actions which create the thing indicated by the noun
8roup.
They built a large tower.
||.5 THE 'cHANGE', 'coNCERN', AND 'ARRANGE' cRouPS: abstract actions which change or
affect the thing indicated by the noun group.
Thev increased the price.
II.6 THE'wATCH', 'BREAK A RECoRD', AND'APPRovE'cRouPS: abstract actions which do not
affect the thing indicated by the noun group.
She watched her favourite teleilsion programme.
ll.7 rHE 'FoRM' cRoup: abstract actions which create the thing indicated by the noun
group.
She established a hostel for battered wives.
II.8 THE'srART' AND 'srop' cRoup: starting, finishing, or doing an action in a particular
way.
Thev abandoned the climb.
II.9 THE 'Do' AND 'TAKE', 'TURN A coRNER', eND 'oPEN youR EYES' cRouPS: concrete and
abstract actions expressed by the verb and the noun Sroup together.
I hadabath.
II.L0 rns 'FACE', 'TAKE THREE DAys', AND 'sEE' cRouPS: relations of place and time expressed
by the verb and the noun group together.
The meeting lasted an hour.
L rHn 'Top', 'DEVELop', AND 'TNCLUDE' cRouPS: qualities or roles of the Subject expressed
II.1.
by the verb and the noun gtoup together.
The child developed several bad habits.
II.12 rHr'snow','ALLow',AND'IDEI.I"IIFY'Gnoum:logicalrelationsbetweentheSubjectand
the obiect.
The experiments confirm our theory.
II.1.3 rHn 'HEAR', 'INTEREST', AND 'cIvE AN IMPRESSIoN' cRouPS: thoughts, feelings, and
perceptions.
Thev heard aloud co.
II.14 rHB 'sAy', 'DESCRIBE', AND 'CALL' GRouPS: acts of communication.
I asked three questions.
V n is by far the most frequent verb pattern in English. The lists below contain only verbs
which are among the 400 most ftequently occurring verbs in the Bank of English. A
typical Obiect is indicated in brackets where this is helpful.
Not all the verbs with this structure are used in the passive. Verbs which never or rarely
*
occur in the passive are indicated with in the lists below.

18
 Section 2:Y n

II.T THE'KILL','EAT" AND'Ff,K' GROUPS

These verbs are concerned with a concrete action or event which changes or affects the
person or thing indicated by the Obiect. They can be divided into eight groups:
(i) The'kill'group
(ii) The'touch'group
(iii) The'eat'group
(iv) The'prepare'group
(v) The'fix'group
(Yi) The'change'group
(vii) The'feed'group
(viii) The'protect' group
(i) The'kill'group
with harming, breaking, attacking, or destroying something or
These verbs are concerned
someone. We include here abandon, which indicates that someone is harmed by being
leftbysomeone.
Wobbly teeth inunsoundgums are as muchof aprobleminadults as toothdecay. Toxins that
attack the connective tksue andbonewhich support the teeth are to blame.
When I broke my left leg, I went to the gym for rehabilitation.
He filled in the hole the mine had left and resumed his search.
Summoned by his wife to remove a large, agile fly from the bathroom, Mr. Kiam admits to a
frustrating time. 'lt finally lit on the door and I gotit.'
One civilian and one soldierwere killed.
Suddenly some ruffians laid into him and left the poor soul half dead.
In all, 18 warships, 187 airuaft and 2,4N selicemenwere lost in an attack lasting no more
thantwo hours.
The dog almost pulled the fence dwwr to reach him.
I certainly feel stiff, as if I have been worked over by a few toughs.
The phrasal verb hit backhas the pattern V n P only.
If somebody hits you you've got to hit them back. haven't you?

:. abandon I (o chilQ fell 2 (o tree) (usu possive) injure

i aftack 1,3 fell 3 (openon) irrlnp 8 (o person)
I attack 5 (the opponent's goot) fight j,4 (on ormy) kill t,Z
i beat 1,2,4,7 fight 5 (o person) kill 4 (poin)
; bind 3,4 fight 9 (o boxe) lose 12(usupossive)
i blow .l 1 (o fuse)
1 fill 3 miss 2.1
I blow .12 (o tyr4
1 force 5 (o lock) oppose (o person)
!, break 1,2,3,4,16 get 2.1 5 (on onimal) rciect 5 (o tronsplonted orgon)
! burn 3,s,6,11,12 lran'g 5 (ocriminol) remove 3 (o stoin)
:. crtt 1,2,3 hit I (something deliberotely) shoot I (o penon or animol)
i destroy I hit 2 (something by occident) strike 3,4 (o penon or thing)
t: destroy i (on onimol) (usu possive) liurl 1,4 strike 7 9 (words.)

Vn P andV Pn (not pron)

t. beatott 2 (ofire) burn off 2 (woste) eat away .:

, beatup (openon) burnup I fight off 2 (on enemy)

. blowout I (oflome) cross off (words) fillin >i (ohole)
I blow up 1 (o building) cross out (words) finish off 2 (an injured animol) '

., break down 4 (o substonce) cut down 2 (o tree) hitback I

r break down 6 (o doo) cutup t kill off z
' break up 1 (something whole) doin (o person) lay out 6 (o person)
, bring down 2 (on oeroplone) do over 2 (o ploce) let down j (o tyre)
,. bumdown (obuilding) do over i (o penon) pick off (people or oircroft)

t9
 Chopter l: Simple Potterns

pull down (obuilding) shoot down 1 (on oerophne) take out 4 (on enemy)
push over shoot down 2 (o penon) wearaway
putdown 5 (ononimol) strike down I (o peton) weardown I
pu,tout 2 (ofhe) strike out >19 (words) wearout,
run down 4 (o pedestrion) takeapart 1 (somethingwhole) work over (o Wrson)
rnn over (o pedestrion) take down 2 (o struduA write off 4 (ovehicle)
shakedown (ovidim) takeon 5 (onopponent)

VPnandVPPn

beatupon (openon) layinto (opelon)

gofor j(openon) set upon (o pe$on) (usu possive)

(ii) The'touch'group
These verbs are concemed with touching something. We include herc avoid, which
indicates that something is not touched, and get off, which is used to tell someone to stop
touchingyou.
I felt the blankets, estimated their warmth.
Thousands of birds diedbecause they could not get at theirnormal prey inwater covered
with a layer of ice.
The thiarcs did not touchthe other paintings.

avoid 4 (a vehicle) hit 3i(o torget) press 2 tou,ch 1,2,4

feel 5 (on obiect) hold Lj (o person) Press 3 (o button) (not) touch 6 (o peuon ot thing)
handle 8 meet I 4 (on object)' (can) reach I

VPn

getat , getoff 4

(iii) The'eat'group
These verbs are concerned with consuming something, or not consuming something.
Astronauts burn up a lot of calories just moving because they work hard against the
pressurised suits.
The children went in, andate the biscuits.
She made a brief attempt to give up smoking, but was said to be getting through 3O
cigarettes a day.
Princess Anne won't touch alcohol, even at official functions, and toasts her mother in
mineralwater.
The waters of the RiverUralhavefuenusedup by numerous industial enterprises.

bvrn 4 (fuel) have 2.2 (food). (not)

drink 1 (tiquid) leaYe 11 (tood) use I
eat 1,2 (food) take 2.3s (food) use 7

Vn P andV P n (not pron)

burnoff I (energy) eatap I (tood) getdown 4 (food) take in 7 (oirorfad)

btrnup 2 (fuel) finish off , (food) keep down l6fooa) use up 2 (o supply of something)
drirrku;p (liquid) finishup 2(food) shoot up 2 (heroin)

20
 Section 2zY n

VPn

j (o supply

(iv) The'prepare' group

These verbs are concerned with preparing something for use.
charged. without having to take it out.
The battery can evenbe
Cookthe spring onions andmushrooms until soft.
Iusedtomakemy ownbedupwhen I was at school.
Prepare the salad ingredients , but do not mix the salad until about 20 minutes before it is to
be seryed.
I have had no difficulty in operating my VCR since I discovered that the technicians who Se|it
ap had done so incorrectly.

frre 1 .5 (o pot) preparc i(t@d) work 24,25 (cloy or metol)

fix 22 1o dye or photogroph) sign 6(odocument)
lay 1.2(thetoble) sott 3 (loundry)
make 1 .7 (o bed) nfi,r 24(wd)

VnPandVPn(notpron)

blowup 2 (o tyre) layout 4 (ocorpse) setup 3 (omochine)

break in 4 (something new) make up E (o beo
charge up >l l (o bottety) puion 6 (food)

(v) The'fix'group
These verbs are concerned with mending something that is not in good condition. We
include here bring round and bring to, which indicate that an unconscious person is
returned to consciousness.
Ralph told me, after I'd passed out and hdtlbtpryht me round, that I'd taken offmy shoes
anddancedon the table.
Mechanics took time off from building racing cars to fix the broken axle.
The house had been lovingly restored by a builder three years earlier, using only the best
materials.

': fill t2(otooth) maintain 4 (o vehicle) (not) touch s (usu

I fix 4 (something brokm) poifit 19 (owoil)
: frx 15 (hoirorclothes) restore 3 (something)

VnPandVPn(notpron)

:, bring round 1 (on unconscious penon) clearup 1 (oploce) fixup 2 (something)

,,
oi:r t t:.' un'oo':':":u' o::*') dovp 2(obuilding)

The verbs mend and repair, which are not among the 400 most frequent verbs in English,
also belong in this group.
(vi) The'change'group
These verbs are concerned with making something different in some other way. This
includes:

2l
 Chopter 1: Simple Potterns

o opening or closing something e.g. close, open

o changing the appearance of somethinge.g. mark, paint
o making something larger or smaller e.g. extend, reduce
o changing the shape or arrangement of something e.g. gafher, throw
I am proud that we helped change the world.
I wenttomy dad's deskandl ownedup hb drawer.
She even peinkdthe outside of the house, climbing up scaffolding.
She had taken in the grey dress so that it hugged her thin body more closely.
Lovelock thret, a y,itch and water began to pump up into the ballast tanks.
The mountains are rich in marble and have hen worked for at least two thousand years.

affect 7 dtaw 5 (o curtoin) Press 9 (crothei)

age 4 (o pe6on's oppeoronce) extend 5 press ro(tru,t)
bteak I (o silence) gathet 7 (cloth) reduce 5 (lrqurd)
change 3 matk 2 (osurfoce) score ,, (o surtoce)
change 7(obed) open 1,2,3 throw 16(oswitch)
cleat 9 (on oreo) ow'r 17 (yourshitt) tty 6(odoo)
close I .1,2,3,8 patnt 3 (owoil) work 20,21 (ond)
cat l0(opockofcords) paint 6 (your noils)
divide 1 ,2 (pmple or things) pick 7 (olock)

VnPandVPn(notpron)

clear out 2 (o building or room) do up , (clothing) open up >2,>3

close up I (o building) frllin 2 (o shope) open up 5 (o building)
closeup 2(ogop) make up j (yourfoce) takein 9(odress)

(vii) The'feed'group
These verbs are concerned with glving something to someone. The Object indicates the
person who receives the thing given.
But if you armthe plice isn't the likelihoodthat more criminalswill go armed?
When I gave birth and fed my first baby, I felt the most intense emotion, and sense of
happiness andpride, that I'd arcr felt in my life.

i arm 2.2 feed 1,2,4 supply I

i change 8(oboby) feed l0(oplont) trcat 2 (o potient)

i ,tu".:r(r.rr1l, ., serve 8 treat 4 (o child)

(viii) The'protect' group

These verbs are concerned with doing something concrete to help or protect someone or
something.
Ifpersons are having difficulty getting started at a particular physical task, help them out.
The T cells would stop attacking the joint tissue and Woted it instead.

covet 6 (o Wrson under ottock) help 7 save ,

defend I protect ,

V n P andV P n (not pron)

,' nefp out i:

22
 Section 2: Y n

II.2 THE'BRING" 'B[IT, AND'OPBRATE' GROUPS

These verbs are concemed with concrete or abstract actions which involve moving or
holding something, physically or metaphorically, or with operating machinery or a
vehicle. They can be divided into three groups:
(i) The'bring'group
(ii) The'buy'group
(iii) The'operate' group
(i) The'bring'group
These verbs are concemed with moving or holding something. This includes:
o putting something somewhere e.g. add, arrange, hang up
o throwing or sending something somewhere e.g. drive (a ball), launch (a rocket)
o carrying something e.g. bear, carry
. accompanying someone or something e.g. deliver, drive (apassenger)
o pulling something e. g. attract, pull
Heat the butter and oil in a large saucepan, then add the onion and crushed garlic.
The North polewill attract another magnet's Northpok.
We requested an interyievt. He agreed, but we could not bring a tape recorder.
The boxeswere to be carried by camels, of which Haig had three.
We found the house easily, just across a little bridge on the main road into'the village, and
Georoe droooed me off.
Then I fitted the nen, door cosings.
Opening her bag again, Nancy handed wer another envelope.
After hanging up the overcoat, Rickmore said: 'I'll just tell my wife what's happening.'
Michelle remembers the first time he heldthe nan, baby.
Each soldierwas mounted andleading a horse.
If you @ a gun, I'll shoot you!
The prison director was murdered by a prisoner who had been released on leave for the day.
The assistant took the twenty-five guineas from him briskly, and asked whether they should
sendthe suit when itwas ready.
They should be able to take their kids out and walk down the street and not have to worry
about getting shot or whatever.
His fruck is seen by school children. From above, they throw a huge rock.
The phrasal verb get awayhas the pattem V n P only.
He gdme away within aweek.

add I frte 2. 1,3 (o bullet or orrow)

apply 6 fit 1.6 r
arrange 4 (objects) fly 7(oflog) !
attract 5 (iron) gather z :
beat 1 .2 (o weopon) gatlrct 3 (informotion)
bring ,,3 get 2.3 (something (trom somewhere))
calry 1,2,3 hang I :;
catch 2, head 19(obolt) :'
change 4 (otuse) hide ,
collect 4,5 (o substonce or energy) laold 1.1,t
deal 2.5 (cords) hold 3.1 (o ptisoner) ;
deliver , launch 1,2 (o rocket or ship)
draw 6(ogun) lay 1.i (coryets or foundotions)
dtaw 7 (ocort) lead 1.2
dtaw 12(money) lift , i
dive 2 (o possenger) lift 1 2 (vegetoiles)
drive 9 (o boil) move,
dtop 2,7 pick 3 (frut)

23
 Chopter 1,: Simple Potterns

produce 5 send t
pull I serve 1l (otuil)
plll I1o cort) settle I (o residue)
prrll 8 (o gun) shake ,,7
push 7 spread 5
taise 1,2 strike 20 (d motch)
rcflect 2(light) take 2.t
release 1 (o prisone) fusu possive) throw , (onobjea)
release 6 (o person or thing) thtow 6 (o rider)
release 8 (o gos) tltttt 3,4 (o wheel or key)
remove ,,2 trfiIr 9(opoge)
replace I upset 4 (on obiect)
restore 4 (something stolen) (usu possive) walk a 6neaogl
retum 3 (something borrowed) withdraw 7,3
ride 1(ohone)

VnPandVPn(notpron)

in(on ingredient) hang out I (clothes) send off

1 (o letter)
ot 1 (usu possive) hangup >r,3 sendon (odocument)
on 2 (on item) hangup 2(thephone) send out I (lette$)
break off I (o piece) holdback 3 set out 3 (hing)
bringalong hold up 2 (on object) shake off j (o penon's hond)
bringap j (food) keepback I shake out (o cloth)
clear away (dishes) layaside I sit down 3 (o person)
collectup (th,rgs) lay out I (things) sitttp 2 (o penon)
countout I (money) leave behind I sortout I (hing)
cut off 1 (a piece) lift up > 7 spreadout >1 (ocloth)
cut out I (o piece) passaround/round takeaway I (othing)
deal out >5 (cords) passon , take away 2 (o number)
draw off (o liquid) pickup,,3,4 take away i (o penon)
drawup 2(ochon) pull in 2 (o criminol) takedown I
drop off >9 (o possenger) pull up 2 (o choh) take on 3 (gads or pmple)
fish out put aside t take out 1 (o tooth)
gather up >2 (things) put away 1 (something) take out 3 (o hiend)
8et away 3 (o person) put away 2 (o criminol) throw awaylout I
give back putby (money) throw up 2 (dust or stones)
give out I put out 4 (things to be used) try on I (clothes)
hand back (something bonowed) putup 2(oposte\ tum around/round 2
handout I roll up I (your sleeves) tum out 7 (contents)
: hand over , send in 1 (on opplicotbn) turnover,
h:nd round/around send in 2 (traps)
t
(ii) The'buy'group

These verbs are concerned with changes in ownership or possession. This includes:
. commercial transactions e.g. buy, sell, spend
. voluntarily exchanging goods e.g. accept, offer, share
o temporarily transferring possession e.g. check (Iuggage)
o losing and keeping e.g. find, keep, lose
. selecting one item from a range e.g. choose, draw
o being able to buy something e.g. (can) afford., (cannot) run to
Tamsin accepted the bullE packet of letters, held together with a rubber band, and
retumed the postman's cheery greeting.
When I left the arrny I came back home andbought a house.
If you choose a real Christmas tree this year, the Christmas Tree Stand could help to keep it
Iooking good for longer.
A child may want to do well only to earn praise.

24
 Section 2:Y n
Everyone who is modem tells me to gda word processor as it would make my chore so much
easrcr.
A man who overheard the conversation sprang from his seat in the crowd and sai{ 'You can
have mv ticket. son.'
The thieves kept my credit card, which the bank immediately stopped.
I decided I would never own a TV.
Mr Patrickhad signednothing andput npno money.
Dillinger's has iust reissued the Schubert songs cts a three-volume set on 21 CDs. If you can't
runto that, consider the recording of Wolf s complete Spanish Songbook.
The nation's most famous fish and chip shop, Harry Ramsden's in West Yorkhire, lost year
sold 264,UNlb of haddock.
They began their marriage in a communal flat which demanded a lot of adjustment on the
part of Karen, an only child who had naner had to share her belongings.

' accept 1 (somethingoffered) lose 2,3

': adopt 2 (o child) lose l6(money)
adopt 4(ocountry) offer I
(can) afford (something for sole)*
1 otder 2.5 (somefood)
blow 1 .9 (money) olrrn 4
buy I pick ,
catch 1,2,19 present 4.1 (ogtft)
change 14(money) provide I
check 5 (luggoge) push 9 (drugs)
choose , receive ,
claim 9 (money) receive 6 (stolen goods)
collect 1,2,3,6 recover 46
deal 2.3 (drugs) refuse 3 (something offered)
discover 2, j (something lost or unknown) save 4
draw 14 (o lottery number) scote 12(drugs)
eatn l,j (money or proise) sell 7

firtd I (something lost) sewe 6 (f@d)

r gain 4 serve 9 (o summons)
:: get 2.1 (somethingyouneed)' share 7 (something you hove)
get 2.2 (o present)' spend I (money)
get 2.16(onwspoper). steal 1,2 (things or ideos)
have 3.9. take 2.2,8
hold 2.2 (shores) take 2.1 5 (something offered)
keep 9(opossession) take 2.25 (something (from o ronge))
r' let i4 (ywrhouse) take 2.28 (o house)

VnPandVPn(notpron)

btryap (lond) lay in (supplies) sell up (possessions)

carryoff 2(oprize) lay on (food) serve uP 6 (food.)
check in >5 (luggoge) lay out 5 (money) set aside 1 (something usetul)
divide up 2 (owhole) letout >14(yourhouse) share out
frxap j(operson) pass on 2 (cosfs) sign away
get back 3 (something lost ot stolen) payback 1 (money) sign over
give away I payout 1 (money) take back 1 (something bought)
give out 2 (informotion) pick out 2 throw in 2 (something extrQ
give up 3 (o1bb) put down 2 (money) t:adein (ocor)
puton 7(money) tum in j (homarcrk)
putup 4 (money) turn in 4 (something bonowed)
sell off turn over 4,5
sell on win back (something lost)

25
 Chopter 1: Simple Potterns

VPnandVPPn

buy into (o compony) comeupwith 2 (osumof money)* settle on

comeby* hold on to ,,2*
come into I (money)' (cannot) run to 3 (something for sole)*

(iii) The'operate' group

These verbs are concerned with operating machinery or vehicles.
Edna O'Brien can't svtim, can't drtve a car, can't work an aruilrering machine,
Charles came andowrated the security lock.
The secondtimewe plg@therecord, it soundedtwice asfast.
Well, you can't ride your bicycle today, and that's final.
Eileen smiled, and started up the engine without speaking.

apply 7(brokes) fire 1.1 (a gun) ride 2 (o bicycle) start 6 (on engine)
back 3.2 (o cor) fly 4 (an oircroft) rrng 1.i (o bell) stop 4 (o mochine)
blow 1 .6 (o hom) handle 6 (o weopon or vehicle) ru,rr l3 (otope) work 22 (o mochine)
control 5 (equipment) operate j (o mochine) ran l4
(o mochine)
drive I (o cor) play tt (oninstrument) set 2.5 (o clock)
dive 5 (a mochine) play tzlorecorQ sound 1.5 (ohorn)

VnPandVPn(notpron)

6 (o co) playback lotope) put out i (o lighQ startup >6(onengine)

(o gun) putolr 5(orccord) setoff 2 (a bomb) turrl out 4 (o light)

II.3 THE'COVER" 'FOLLOW', AND 'RECORD'GROUPS

These verbs are concerned with a concrete action or event which does not change or affect
the person or thing indicated by the Object, but where the Obiect is involved in the action
or event. They can be divided into flve groups:
(i) The'cover'group
(iD The'meet'group
(iii) The'follow' group
(iv) The'record'group
(v) The'use'group
(i) The'cover'group

These verbs are concerned with moving something so that it is on, under, or around the
Obiect, or so that it is no longer in that position. The person or thing indicated by the
Object is not moved or changed, although it is covered, revealed, or supported. We also
include here cover 2,3, hide, support, and sunound, where the Subiect indicates the thinS
that is over, under, or around the Obiect.
The light became so bright she automatically cwered her qe*
I had driven lowanto the hospital, where theyhad examined anddressed hiswound.
She was dressed in a black cape that she removed to rarcal a red petticoat.

The verbs cover 2,3, hide, and supporf have inanimate Subiects.
Thick smoke covered the prison.
The beams that supported the roofhad jagged ends.

26
 Section 2: Y n

covet 1,2,3 fill I (o containet) inr 2.E @ bnd) surround 2

dtess 7 (owound) hide s show 5 (something hidden) treat i (o surtoce)
dress 8 (a solod) reveal 2 (something hidden) support 6

VnPandVPn(notpron)

coverup I fillup >1 (ocontoiner) stopup (ohole)

(ii) The'meet'group
These verbs are concetned with meeting or getting to know someone, or visiting someone
or a place. We include here lay, gowith, and sleep wifh, which mean ,have sex with,, and
avoid,w}rich is concerned with deliberately not meeting someone.
I'll you tomorrow for that coffee you promised. Call for me at four.
see

I was-to meet Dad as the car pulled up and not let him enter the house in the usual manner
through the backdoor.
When she said, 'E9.you seeing somebody ebe?' he said, 'I'm sorry,' and burst into tears.
I did all the things you do when you vbit relatives - ate their food, used their bathtub,
washing machine and telephone.

avoid 3 lay l.e pull 15 see ,5(o

catch ,2 rJreet 1,2,j,4,5 see 2(ofriend) \risit,,3

VnPandVPn(notpron)

look up 2 (o friend)

VPn

gowith 3' runinto 2'

run across sleep with*

(iii) The'follow' group

These verbs are concerned with going in a particular direction or to or from a particular
place. The Object indicates a direction, a place, a road, or a person who is in a
|articular
place.
Cross the road andwalk on the other side.
If he's the killer, he'll have to go out, and then can follow him and call the police.
we
They made their woy back up before going on upstream, following the upper path.
He went back to Yorkshire to ioln his loyal, long-suffering wife.
It w-as not-enough for tired divers to svtitch on the radio and open the window. They should
@_offthe road and sleep.
Ginette stuck to me like a leech and accompanied Red and me on all our outings.
Daniels had never even visited C anada.

approach 1 (o ploce) follow I (ofriend) ioin I (your fonily) negotiate 2 (on

i: cfoss 1.1 (orood). follow 2 (osuspect) 4 (o queue)' take 2.27 (o,route)
ioin
.: enter 1(oram) follow a 6potn1 leave I (oploce)* isit 2 (o ploce)

27
 Chopter 1: Simple Potterns

VPn

dropby (ophce) keepto 2(opoth)' stick with 2 (o penon)'

fallbehind 1 (openon)' pull into (o ploce). stopby(oploce)
gainon (openon)* pull off 2 (o rood)- tumoff 1 (orood)*
get off 3 (o piece of lond)* stick to 1 (o penon or thing)*

(iv) The'record'group
These verbs are concerned with recording, measuring, indicating, or copying something
or someone.
As Zara guides us on a tour of the house, she stops fo Win!-out a large Wrtrait on the
diningror)mwall.
Dozens of local reporters were waiting to record hk anery word.
I mentioned my admiration for General Gordon and they sent him W and made jokes about
his death-they've no decency at all.

covet 21 (dsong) indicate 5 (o meosurement) paint 4 record 6(o

draw I fratk 7 (o student's work) l6alizs j(odesign) test ,
indicate 3 mark r, (o ploce or position) record 3,4 (speech or music)

VnPandVPn(notpron)

act out point out 1 (o londmo*) take off /

blowup 6(ophotogroph) send up (o W6on)

The verbs copy, filmt and measure, which are not among the 40O most frequent verbs in
English, also belong in this group.
(v) The'use'group

These verbs are concerned with using something.

To understand the whole chain of ertents leading to the Aurora, scientisfs fucbsmplq.a
widerange of methods, from space satellites to ground stations.
Transfer the cookies to cooling racks, using awide spatula.

employ 2 (matedols ot methods) fry 4 (something neit) u;se I .1 (o knife)

VnPandVPn(notpron)

try out (something new)

II.4 THE'BUILD'GROUP
These verbs are concerned with a concrete action or event which cteates something or
brings it into bein8.
If Mother and Grandma can build a house, so can I.
I have completed my greatestwork of art.
The cliffs are made of volcanic rock andwere formed when the sea level was higher.
She was likely to be home in goodtime to @Lthe lunch.
He had offered her his scarf, wrapping it round so that just a space was Ieft for breathing and
talking.

28
 Section 2:Y n
The play wasn't ner{ormed until 1965.
He has selected thirty posters as examples of hk best work and run off 5(N copies of each,
aEry one numbered and hand signed.
The explosions were thought to have been caused by a gas lealg which started a fire and blew
up one of the refinery's gas separation units.
These small breweries tum out some really traditional beer.

beat 1 .12 (o child) grcw 3 (oplont) mix 7(opieceolmusiQ

blow 1.5 (bubble) grow 5(obeord) perform 3 (oploy)
beborn r,s grow l2 (o crystol) place 2l (onorder)
build I (obuilding) have 3.Il (obobyl prepare ,
complete I (o bcfik) lay 1 .4 (o trop) prepare 3 (o meol)
cook I (o meol) lay 1.5(onegg) produce 2,3
crcate 1,2 leave l2 (o mo*) toll 6 (o cigorette)
deliver 5 (o boby) leave 14 (ospace) nlJ,e 8 (o line)
design I (o gorment or building) make 3.7 set 2.19(ottop)
flx 14(omeol) rnnake 3. 2 (o television progromme) shoot 7 (ofilm)
form 9 (o noturol feoture) (usu possive) make 3.3 (omeol) start 2(ofiA
get 2.4 (o meol)* mix 2 (cement) strike 22 (o coin) (usu possive)

VnPandVPn(notpron)

beatout I (sounds) put uP I (o building) setup 2 (o strudure)

cookup j(omeol) roll up >6 (o cigorette) throw off 2 (a substonce)
give offlout (gos or heot) run off 2 (ocopy) throw up 3 (o building)
makeu;p 7 (l@d) send out 2 (o signolor light) turn out 5 (produd)
mark out I (on oreo or shory) send out 3 (roots)

II.5 THE'CI{ANGE', 'CONCERN" AND 'ARRANGE' GROUPS

These verbs are concerned with an abstract action or event which changes or affects the
person or thing indicated by the Oblect. They can be divided into nine groups:
(D The'change'group
(ii) The'end'group
(iii) The'beat an illness'group
(iv) The'concern'group
(v) The'help'group
(vi) The'control'group
(vii) The'beat'group
(viii) The'callout' group
(ix) The'arrange'group
(i) The'change'group

These verbs are concerned with doing something abstract that makes the Object different.
They were going to use some kind of mind-alteing drugs to break him.
When he lost confidence after Christmas I tried to build him up and give him my support.
This method of electing the president was changed by the referendum of October 1962.
The bank lost so much that it had to close the operation.
Killing people ftomthe air may make some people feelbetterbut itwillnot imprwethelives
of anyoneinBosnia.
We were instructed that the depth of the Penguin Pool was to be reduced to keep down the
costs of regularly changing thewater.
Parents often invest large sums of money in their children's education in an attempt to raise
their intellectual capacity.
We also found out how she had been able to turn the business atound so dramatically.

29
 Chopter 1: Simple Potterns

affect I destroy 2 (o person) limit 5

arrange 5 (o piece of music) (usu possive) develop 5(lond) operr 18,19(ashop)
bind, develop 7 (o skill or relotionship) taise 4,5 (a rote or stondord)
bteak tzlopenonl divrde 5 (people) reduce t
change 3 drop 1 (o level) score E (o piece of music)
clear 5 (your mind)* extend 7 (o meeting) tratrn 2. 1,4 (o person or onimol)
close 1 .4,5 (o shop) feed 9 (on emotion) trailr 2.2 (o tolent)
control 6,7 (prices orfeelings) increase I (o price) train 2.3 (onothlete)
cttt 7 (costs) improve ,,2 tr,In 20 (o game)
cut I (o text) lift 10(onomount) upset 3 (o situotion)

Vn P andV Pn (not pron)

breakdown 3(onideo) divideoff (onoreo) roll back

break in j (o recruit) divide up 1 (on oreo or institution) run down J3 (on
build up 1 (o thing) drive out shake up 1 (on orgonizotion)
build up 2 (o person) feedup (opeRon) step up
close down > 1 .5 (o foctory) filllp2(openon) trainup (openon)
cutback (expenditure) keep down t (costs) turn around/round 3 (o busrness)
cut down >7 (costs) keep up r (costs) turn around/roufld 5 (o sentence)
cut down 1 (on octivity) pick j
out (usu passive)
cut out 2 (pott of o text) putrlp 5 (the price)

(ii) The'end'group

These verbs are concemed with bringing a situation to an end. With some verbs, such as
end, t}re Obiect indicates the situation itself. With other verbs, such as open up (a border),
the verb and the Obiect together indicate a situation that is brought to an end.
East Germany, Poland and Czechoslovakia were beginning to break their links with any
form of communkt orthodory.
The police pumped tear gas into the building in an effort to end the siege.
The 86-year-old elder statesman has been struggling to ensure that the more consetyative
figures in the leadership do not completely kill off his reform programme in the next
five-year plan.
Still far from resolved are key issues such as h ow to reduce military confrontation, own up the
border and, ultimately, how to endforty five years of division.
The justices strack down the law by a vote of eight to nothing.

brcak to (inks) complete 9 (o degree)

close 1.c,2 cut 9 (o supply)

V n P andV P n (not pron)

break off j (o relationship) Srow out (o hointyle) work off I (o feeling)

break up 3 (o marriage) kill off
>3 (o proiect) work off 2 (odebQ
break up 4 (o meeting) open up >12 (oborde) write off 2 (odebt)
bring down I (o government) payoff 1(odebQ write off 5 (o proiect)
cut off
3 (o supply) strike down 2 (a low)

VPn

back off 2 (o cloiml

30
 Section 2:Y n

(iii) The'beat an illness'group

These verbs are concerned with improving a bad situation, solving a problem, or
surviving an unpleasant situation.
Since a lack of confidence was still an issue for him, Sean attacked this problem daily.
Thousands of women are beating breast cancer and I plan to be one of them.
The strikes did play an important role in fighting the social injustice caused by the
totalitarian system.
She admitted to herself she didn't know how to handle the problem and was tired of trying.
It is obvious that socialism meets a fundamental need of modern man, or its attraction
would not be so widely felt.
His art enabled him to rise abwe the honor of life in the trenches in the First WorldWar.
If you could get the electicity tumed on tomonow somehow, would that save the situation?
I don't care what you do. It's your problem, work it out somewhere eke.

address 6 (o problem) control 8 (pollution) remove 5 (on obstocle)

arns$rer 13 (o need) fight t (something unpleosont) save 5 (o bod situoilon)
atrtack 4(oproblem) fill z(oneed) settle ,2 1on
1 orgument or problem)
beat ,, (o problem) fix5 (oproblem) sott 4 (o problem) (usu possive)
break 7 (o difficult situotbn) handle j (o situotion) survive l, 2, j (o dongerous or difficult situotion)
break ll (ohobit) improve I (osituotion) teat 2 (on illness)
bteak 2i (o code) rlaeet 9,10 (o need or o chollenge)

VnPandVPn(notpron)

break down 7 (borries) hold off 2 (o chollenge) shake off 1 (on illness)
clear up 2 (o problem) live down (o mistoke)' sort out 2 (o problem)
clear up j (on illness) make up 6 (o quorrel) sortout 3(opercon)
fight off 1 (on illness) put down 3 (o nbt) throw off 1 (a bod situotion)
head off 2 (on unpleosont situotion) ride out (o crir's) workout 1(oproblem)

VPnandVPPn

get around/round 1,2 (o problem or rule) rise above (o problem)'

get over ,2 (an experience or problem)
1 stand up to I (something unpleosant)

The verb solve, which is not among the 400 most frequent verbs in English, also belongs in
this group.
(iv) The'concern' group
These verbs are concerned with someone being affected, usually negatively, by some-
thing. The Subject is usually inanimate and the Object usually indicates a person or a
group of people.
His eyes had begun to glaze over, the effects of the heavy dinking were catching up with
him.
I don't want to talk about something that doesn't concem me.
The report said rising oil prices were likely to hit many darcloping nations hard,
complicating the task faced by countries with debts or low incomes.
N ationalism can threaten democracies.
The phrasal verbs be playing up and put out have the pattern V n P only.
Kershawwas at that momentbent overthe Wtato-Weling machine, whichhadbeenplaying
him W since he had been introduced to it that moming.
The phrasal vetbs let down and put outhave animate as well as inanimate Subiects.

31
 Chopter 1: Simple Potterns
Suddenly he became a betraying, hopeless man, just like all the others who had let Sylvia
down.

affect 2 dominate 2 (o penon or country) hurt 8 strike 5

bum 7J (usupossive) fatl 7,9 (not) move 12 (usu possive) surprise 4,6
concern 9' hit 4 nile 5(yourlifQ thrcaten 2

VnPandVPn(notpron)

layup beplayingup 2.
Iet down ,,2 put out 6

VPnandVPPn

catch up with 2' do for (usu possive)

(v) The'help'group

These verbs are concemed with doing something abstract to benefit someone or
something.
The US effort to boost economic activity will in itself help business confidence in an
otheruise subdued economic outlook.
The phrasal verb pullthrough has the pattern V n P only.
We all hoped that since he'd managed to survive so far, proper treatment would pull him
through.

belp 1,2 serve , (youtcountry)

VnP

pull through

(vi) The'control' group

These verbs are concerned with having a particular role in an organization or among a
group of people. This role is usually controlling or leading.
The telephone workers' union is controlled by the President's own supporters.
They now own andoperate a 3N)-acreworking farm 5Omiles southof Rochester.
Since then the country has mostly been ruled by tyrants, even by tyrant dynasties.
Heboughtone ofthemostprizedbuildingsinHong Kong'sCentraldistrict, in 1980, andinthe
following year hetook over Laker Airways.

control 4 (on orgonizotbn) lead 1 .8 (on orgonizotion) present 4.9 (a TV progromme)

head l0 (on orgonizotion) lead 1 .1 4 1o conversotion) present 4.1 0 (o ploy)
hold 3.2 (An ormy...o ploce) manage 1 (on orgonizotion) ille s (ocountry)
introduce 4 (aTV progromme) occupy i (o country) ntn l0 (o business)
keep I6(obuslness)* operate 1 (obusiness)

32
 Section 2:Y n
VnPandVPn(notpron)

take over 1,2 (o compony ot country)

(vii) The'beat'group
These verbs are concerned with competition. The Subject indicates one competitdr, the
Obiect indicates another.
I want to run against the best athletes in the world and I think I can beat them.
Becker opens his C!;,mpic campaign today against Norway's Christian Ruud and is then
expeded to fuy Britain's Chris Wilkinson.
This is the second time that Ruby Tiger has seen offher juniors in this roce.

beat 9 meet ,8' play 3'

VnPandVPn(notpron)

beatout 3 put out 7

face downt seeoff; 1

(viii) The'call out' group

These verbs are concerned with making someone go somewhere or behave in a certain
way. The Obiect indicates the person or people affected.
Family doctors are fed up with being called out on home visits late at night.
The spokesman refused to be drawn. 'We do not comment on the reasons for people either
joining or leaving the company,' he said.
I toldthemthat twenty-threewas abithigherthanwewantedtopay. Before I couldattempt to
talk them doun, the president said, 'Perhaps it is, but that's the price.'
The verb bindhas an inanimate Subiect.
The rules that bind societies are the identical rules that bind individual human s.

call 9 (owitness) (usu possive) force , work ,9

draw 21 (olotofpeople) push r
(not) draw 2j (o penon) (usu possive) use ,.7

VnPandVPn(notpron)

beat down j (o selle) order around/about set off 4

buy off pickup 5 start off 2, 3 (d peqon or octivity)
call out (odoctor) pullback 2 (traps) talkdown I (opilot)
drawout 2 pull in >9 (crowds) talk down 3 (o seller)
head off 1 (o penon or vehicle) pull out i (troops) talkup 2(obuye)
holdback l,z pull over 2 (o ddver) throwout 3
move along I pullup I turnback,
moveon 2 pusharound turn out 6

(ix) The'arrange' group

These verbs are concerned with making different not the Obiect itself but the
circumstances surrounding the Obfect. This includes:
o arranging for someone to take up a job or a position, or to leave a job or a position e.g.
admit, elect, fire

33
 Chopter 1: Simple Potterns

o providing a home, money, or education for something or someone e.g. house, keep
o making arrangements about something such as the time of an event e.g. fix (adate),
move (anevent)
She was one of the first girk at the school to be accepted by Oxford University.
His bankers had orranged a breakfast meeting.
The ossembly meeting will also elect a n*tt president.
She still wouldn't fix a date for the wedding.
A homeless mother of two has spent two years living in squalor while waiting to be housed by
the city council.
What kept him? I've been waiting for hours.
In spite of your mother's rejection there was always someone to look out for you.
It is easy to forget that both parents have an equal obligation to prwidg_foLtheir children.
I never qctually Wa meeting ctrbecause I had to go to the toilet.
Dr Wilkinson wants to talk to you. I'Jl put you through.
They're your babies andyou'll find away to raise them.
Aymes is now fit and has the right temperament, but it would be a gamble to recall htm.
Now I was beginning to feel impatient with his loyalty and wanted to shake him qtr.
He had been slightly disappointed when the Red Sox tumed out to be the only team that
wanted to sign him.
She died of influenza a year later and I was taken in by her only relative.

The phrasal verbs set bock and, set up 7 have an inanimate Subject.
Although the tunnel could be finished by the end of the century, the problems of attracting
private sector cash are likely to set it back further.
The phrasal verb set up 7 has the pattern V n P only.
Awin on Saturdavwould set us uo nicelv.

6 (o penon)
accept 1 0 (o tronsplonted orgon)*
accept 1 I (coins) rnatk 16 (o ployer)
admit 2(o potient) (usu possive)
, mafiy 1,2
ad''rit 3,4 (o penon) mind 2.6 (ochild)
appoint move 6(operson)
arrnnge l,j(omeeting) lJrove 9(onevent)
arrest I (o susped) place 25 (on employee)
ban 3 (o person) promote 3,4 (usu possive)
buy 4 (o person) (usu possive) publish 2 (on orticle)
j
commit (resources) taise l2(ochild)
commit 6 (a potient) (usu possive) mise 13 (o type of onimolorcrops)
confirm 4 (o church membe) @su possive) rccall 1,6 1o pe6on or product)
drop , , (o teom membe) (usu passive) tecall 5 (o teom member)
elect , receive 3 (ovisito)
employ , refer 4 (o potient) (usu possive)
errter 7 (o competitor) tefase 2 (o penon)
frte 3.0 (on employee) reiect ,4 (opercon)
fix 2 (odote) release j
(o person under on obligotion)
fix 3 (on orrongement) remove 4 (on officiol) (usu possive)
fix 23(openon) i
tu,rr (o horse)
hold 3.6 (something deloyed) sign 7 (o penon)
house l2 (o person) stop 5 (ovehide)
keep ,3 (oWrson) support 4 (o person)
keep l5 (on onimol) teld 4 (something delicote)
keep 1 7 (o deloyed person)*

34
 Section 2:Y n
VnPandVPn(notpron)

bind over (o criminol) miss out 2

bring fonrrard I (o meeting) open up >2 (oploceorxonomy)
bring in 3 (on @tsidely' p.rssover 1(oW6on)
bringup 1 (ochild) pay back 2 (on enemy)
buy out 1 (on owner) pay off 2 (odebtor)
buy out 2 (o soldier) pull up 3 (o penon)
call off (on event) put back (o meeting)
call up 2 (o recruit) put off 2 (o meeting)
catch up 5 (o penon) (usu possive) put through 1 (o coller)
checkin I (o hotel guest) p|rt|J,p 6(oguest)
check out 1 (o hotel guest) putup 7 (o condidote)
close off (on orco) send down 1 (o student) (usu possive)
cttt off 2 (o person or ploce) send down 2 (o prisone) (usu possive)
cutoff 4(ocolle) send off 2 (o playe)
cutlJ,p 2(odriver) setback 1(oproiect)
cutout 5(openon) setrtrp 7(opeRon)
dtaw in 2 (o person) set up 8 (o victrim)
frtin 1 (opeRonortosk) shake off 2 (o pe*on following)
fit out/up show around/round
fixup I signup
Srve away 5 (the bride) stand up i (o boyfriend)
Srve up 5 (d criminol) strike off (o doctor or lowye) (usu possive)
hand over 2 (o prisoner) strike out 4 (o botte)
holddown 2 (openon) take back 3 (o boyfriend)
hold over 2 (o meeting) take in 1 (ovisitor)
hold up 3 (o person or process) take in 2 (o suspect)
keep down 2 (o group of people) take off I (o seruke)
keep on 2 (on employee) take on 4 (on employee)
lay off I (workeB) throw off 3 (people following)
leave out throw up 4 (o person or thing)
let off 2 (o criminol) turn away 1 (o penon)
mark up (oprduct) tum in 2 (o susp*t)
markdown i(oproduct) votein (oporty)
mark down 4 (o student) vote out (o porly)
marryoff

VPnandVPPn

come for* providefor, stickby l'

look aftter l,z see about (something to hoppen)* walk over (o penon)
look out for 2 sit on (something to be deolt with)'
pick on 2 standby 3'

II.6 THE AVATCH','BREAI(A RECORD" AND'APPROVE' GROI,IPS

These verbs are concerned with an abstract action or event which does not change or
affect the person or thing indicated by the Object. They can be divided into seven groups:
(i) The'watch'group
(ii) The'break a record' group
(iii) The'win'group
(iv) The'approve' group
(v) The'answer'group
(vi) The'countagainst' group
(vii) Verbs with other meanings
(i) The'watch'group
These verbs are concerned with directed mental activity.
Open University students have to be dedicated enough to get up early to catch the OWn
University programmes on radio and TV.
35
 Chopter 1.: Simple Potterns
What surprked me was that nobody checked my papers.
They check the company out fully, they talk to the competition, they talk to academics.
He took her home for dinner andwent over her manuscript line by line.
Lucy lennings is reading catering management and sociology at OxfordBrooks.
Read for a while or watch a telet ision progtam that doesn't require much intellect

catch , 1 (o TV programme) rcad 14 (osubiect)

check I (odocument) review s(troops)
examine 1,2 (o penon or thing) seek ,,2,3
follow 16(osport) study I (o subject)
follow t 6
musicol score)
a study J,5
hear 2 (o lecture) test 7 (o pe6on with o diseose) (usu possive)
investigate (on event or situotion) watch 1.1,4,5
rcad t, z,l (o book, words, or music) watch 1 .2 (o TV progromme)

read I 2 (o meosuring device)

VnPandVPn(notpron)

:r check out 2 look up I (informotion) seek out

'r
look over pick over

VPn

ovet (o documentor problem) look round/around* watch over

(ii) The'break a record'group

These verbs focus on the fact that the Subiect achieves success. We include herc buy (time),
make 3.7 , and seII (a producf), which indicate that the Subject contributes to the success of
something else.
Since he tumed 18 he has won the European Cup, the World Cup, and the Commonwealth
Games. He has also broken the world record three times.
The company is having trouble fiIling thevacancy for a neut chairman.
It is not Ms lones's colourfulcareerthatwill sellthebook, butthe face that stares outfromthe
front cover.
lisa successfully argued that the students were doing field work in sociological studies, an
assertion that won credit for the teachers and recognition for her program.

, achieve (success) fill 11 (otheotre) reach 5 (openon (by phone))

.:: beat l0 record) firrd
2 (something needed) sell 5 (product)
(a
beat ,5 (otimelimit) hit6 (o high point) stand ,5 (o test)'
': break 20 (o record) make 3.7 (something) strike 2, (o/)
:' buy 3 (time)" make 5.1 (theteam)* wi,n 4 (something you need)
,. claim 6 (o record) pass ,3 (o test)
, fill 8,9 (o role or voconcy) teach 2(ostogef

VPn

; get through 6 (on examinotion). get through 7 (porliament)*

(iii) The'win'group
These verbs are concerned with winning, losing, or taking part in a competition. The
Objea indicates the competition or the thing that is won or lost.

36
 Section 2:Vn
If Republicans don't do well in rural lllinois, I don't think they have much of a chance of
carrying thisstote.
Wednesday night mark the recording industry's Grammy Awards; and if the predictions hold
up, Ertc Cbpton is sure to walk offwith a bevy of awards.
He onlywon fourteen of the eighty races.

, cafiy 12 (o Nliticoldistict) drop l2(ogone) take 2.9 (o politicoldistrict) '.:

, defend 4 (a titte) enter 6(ocomrytition) tlrrow I 7 (o competition) ,,

: draw 24(omotch) lose I (o contest) wtn t ,3 (o c,,o,ntest

y medot)

VPPn

run away with 2 (o competitbn or prize) walk off with 2 (o competition or prize)
walk away with (o competition ot prize)

(iv) The'approve' group

These verbs are concemed with the practical demonstration of approval or disapproval.
Despite some mutinous mutterings, they are likely to approve the deal eventually.
The Berlin Wall was breached a year ago this Friday and in Berlin a series of events is being
held this week to mark that anniversary.
Who knows if I'll stillbe running in 1998.1amnot saying I willbut Iwon'truIe it out either.

accept 3 (o plon) confirm 6 (a position)

accept 5 (a document) discover 5 (o peiorme) (usu possive)
adopt I (o plon) follow 19(oreligion)'
allow I (onoctivity) fllnd j (on orgonizotion)
allow 2 (o gift) (usu possive) mark ,3 (onevent)
approve j,4 (a plon or product) pass l5 (something (os corred))
back 3.-l (o person or whot they do) promote I (something)
back 3.t (ohorse) pttsh I (on ideo)
ban I (ofilm) support I ,4 (on ideo or person)

clear 1 9 (o document) (usu possive) support 9 (o teom)

clear 20 (on accused person)

VnPandVPn(notpron)

back up 1,2,j,4 (o person) rule out 1 (o courseof oction) vote down (o proposol)
bearout (operson) show off 2 (o possession or ottribute)
build up 3 (o person or thing) throw out 2 (o legolcose)

VPn

drink to (o person ot thing)*

(v) The'answer'group

These verbs are concerned with responding or reacting to something.

For a while, she was unable to look at him, and she answered his attempts at conversation
softly and distractedly.
Until recently this research formed rather a baclcwater, and fqv astronomers wanted to follow
apthe discoveries.
Men are slightly more likely than women to start wooning over someone who does not return
their feelings.

37
 Chopter 1: Simple Potterns
i"-'-^--"'"''
i' answer 6 (the telephone) tetrrrn 5 (o call)
answer ,, retu.tn 5 (feelings)

VnPandVPn(notpron)

follow up (o suggestion ot discovery)

VPn

, fau for 2 (o tric*) :,

(vi) The'count against' group

These verbs are concerned with making people think of someone or something in a
particular way. The Obiect indicates the person or thing that is thought of.
Al[ of these verbs, except blow up, dress up, and show up,have inanimate Subiects.
OnIy you would think of that colour. It becomes you.
If you live in rented accommodation and have moved around a lot, thiswill count against
you.
As far as the locals are concemed, you are a foreigner. Even the way you walk will give you
awav.
La Noblesse restaurant has much to recommend it.
He'dcoIIme things, humiliate me andtry toshow me gp.

:: become 2 (o penon)* recommend 3 (o person)'

VnPandVPn(notpron)

blow up 5 (on incident) give away 4 (o person) show off i (o feotuA

dress up 3 (o situotion) set off 5 (o colour) showup 2(opercon)

VPn

'r count against (o penon)* tell against (o person)'

(vii) Verbs with other meanings

These verbs are concerned with a wide range of other abstract actions. The ObjeA
indicates the focus or target of the action, but this is not directly affected by the action.
Do you believe that Adam fixed that race, maybe even murdered the trainer?
At least 300 people were evacuated from a variety store this aftemoon when a gunman held
4p a nearby bank and took two hostages.
In certain parts of the world some people are known to live to well over 100 years old but they
mainly live offthe land, in mountainous areas where the air is cleaner.
The typicol employee spends as much as seven hours a week in these meetings and often works
Iate into the night to make up the time.
Your child is probably using his friend as a vehicle for releasing any strong feelings that are
troubling him.
The next day Roberto packed his bags. Ingrid went with him to the railway station to see him
gE. He was finally leaving for India.

38
 Section 2:Y n

She checked into a hotel in Victoria two days ogo, then promptly settled the bill and moved
without explanation in the middle of the night.
It's a good idea to spend the first night of your holiday sleeping offthe jet lag in a hotel.
TeIl me, honey, and maybe I can help. I'd like to help, just Wme.

The Subiect of replace I is one of the people or things involved in the exchange, whereas
the Subiect of replace 2,3 is a person who arranges the exchange.
WilI com starchreolace olastic foam?
I wonder if we can ever replace such a tremendous array of talent.

apply 4 (o rule) rrreet 12 (o situotion)'

, aftend 1,2 (a meeting or schal) rrame 2 (o person)
r break 5 (o rule) ofler 5 (friendship)
' carry 9 (o motion) (usu possive) offet 7 (o seruice)
, claim l|(money) pay 1 (o biil)
. clear 18(ocheque) promote 2 (o ptoduct)
. cost 4 (o proposol) (usu possive) realize 2 (feon) (usu possive)
declare 3 (gads) release 4 (eelings)
. enter 2 (on orgonizotion) release 5 (dacuments)
. examine 4 (o student) (usu possive) release 9 (o new record)
.: experience 4 (o situotion) replace r,2,3
face 2.3 (o person or group) represent 1,2 (o group of people)
l fill l-l (o prescription) represent j (o town or country)
t. ftx 1 7,1 I (o roce or prices) be represented 4
, follow l2(odvice) nestore 2(ocondition)
. follow 13 (whot someone else hos done)* save 2(money)
follow 14 (o penon's profession) serve 4 (on oreo)
'' handle 5 (on oreoofwork) settle 3 (o brlt)
. impose 1 (o rule) show l7(owotkofott)
., introduce I (something new) spread I (weolth)
ioin 2 (on orgonizotion) test 3 (o student)
' launch 4 (o newproduct) test 5 (o person)
' leave 2 (onorgonizotion) try 5 (o shop or penon)'
manage 2 (timeormoney) try 7 (o suspected criminol)
match j (two things) urse 1 .6 (a nome)

V n P andV P n (not pron)

catch out (o penon) hold up 4 (o bonk) see off

2 (o troveller)
check off (things on o list) lay out 3 (on oreo) sit ottt
(on octivity)*
cost out 4 (a proposol) make up 5 (time or houB) sleep off (ill effects)
coverup 2(thetruth) saveup >2(money)

VPnandVPPn

come on to 2 (o pe$on). live off (o person)' trade off 2 (something)

drawon I
(skills or experience) live onloff 2,3,4 (something)* trade on (something)
go aSainst 1 (wishes or expectotions) play on (o person's feon)
go on 10 (informotion)* run through 2 (o performonce)

II.7 THE'FORM'GROUP
These verbs are concerned with an abstract action or event which creates something or
brings something into being. The Obiect indicates the thing that is created.
A lapanese garden next to the drive adds a touch ofthe exotic.
Attacks of asthma can also be brought on by emotional distrest rcactions to some drugs
such as aspirin, and physical exertion.
High-impact aerobics, such as jogging, is now known to cause more problems than it
solves.

39
 Chopter 1: Simple Potterns

They were not allowed to join any of the smart Los Angeles country clubs, so they decided to
form a club of their own.
Make a firm rule about weighing yourself; be consistent.
I would have liked to make out a stronger case by providing some scientific evidence.
Ersted showed that an electric cunent could produce a magnetic effect.
Hewillraise huge amounts of money.
They are expected to ring up big profits for the third quarter.
He had started up his own business, was working all hours and had lots of other pressures.
Then, when I have worked up an appetite, I sit down with the family and tuck in to a huge
bowl of commeal poridge, which I love.

add 4(oquofiA fiiish 2 (something mode) produce 4 (on orgument)

btrild 3 (on orgonizotion) fotm 8 (on orgonizotion) produce 6 (ofilm)
build 6 (someone's confidence) fotm I 0 (o relotionship) publish l, j (a book)
call 8 (o meeting) form 1, (sommne's chorocter) plll 9 (crowds)
cavse 2 (something bod) foulIrd. 2 (on institution) taise 9 (money)
complete 4 (o group) foulnd 3 (o city) (usu passive) raise 10(onemotion)
create , get 2.5 (o porticulor result) reach 7 (on ogreement)
cut 12(orecord) make 3.5 (ru,e, restore I (osituation)
design 2 (o system) opeo. 24 (o bonk occount) set 2.1 9 (o trap)
develop 4 (obusiness) operr 2 6 (opportunities) show 7 (on ottitude or teeling)
develop I 0 (o new product) otder 2.2 (on investigotion) show 8(oquolv
develop l1 (on ideo or story) pass 16 (o low) statt 5 (o business)
establish 1(on organization) place 22 (on odvedisement) strike t3(odeol)
establish 4 (a reputotion) produce 1 (on effect) strike 15(opose)

VnPandVPn(notpron)

bring about (on event) drawup 1 (odocument) ring up 3 (on omount of money)
bring back 1 (o memory) finish off >2 (something mode) run up 1 (o debt)
bring back 2 (o foshion) fixup 7 (onevent) setdown , (/ure,
bringin I (olow) lay down z lrulesl setup , (oprocedure)
bring in 2 (money) make out 4 (o cose) start up >5 (o business)
bringin 4 (overdict) make up 4 (on omount) throw down (o chollenge)
bring on (on illness or problem) mark off 1 (o port of something) work up 2 (enthusiosm)
bring out 1 (o new product) open up j (oppoaunities) work up i (on oppetitQ
bring out 2 (o kind of behoviour) push through 1o low) work up 4 (o piece of writing)
build up >6 (confidence) ptrt on 2 (o show or service)
build up >8 (pressure or speed) ring up 2 (o sole)

II.8 THE'START'AND 'STOP' GROUP

These verbs and Objects together indicate that an activity is started, finished, or carried
out in a particular way. This includes:
. starting an activity e. g. ioin, start
o finishing or leaving an activity e. g. abandon, finish
. continuing an activity e.g. continue, repeat
. not doing or preventing an activity e.g. avoid, escape, prevent
o doing something persistently or with difficutty e.g. attempt, managq press
AtfirstMarktriedtowatchsurreptitiouslyfor anyvehicle that mightbe tailingthem. But onthe
main highway it was impossible to be certain, and he abandoned the attempt.
Tony andRichardwere facing eachother, os if they had just stoodup to continuetheir stroll
and had paused to exchange a last remark.
She beseeched him to cut his drinking, his smoking, to sleep more.
White could still manage a smile when he came into his after-mqtch press conference.
Diplomatic efforts to Wcnt a civil war have so far been unsuccessful.

40
 Section 2: Y n

The military and the civilian administration would start the arduous task of bringing
these people to b@k.
It is questionable whether the agreement wiII stop the killing.
The phrasal verbs carry on, finishup,leave offand strike uphavethe pattem V P n (not pron)
only.
From thk research it is difficult to draw general conclusions because some of the patients left
qfftreatment for reasons that were not connected with the treatment itself.
They all meet at the supermarket where, under the guise of checking the sell-by dates on the
strawberry yoghurts, they strike up light conversation.

",-,..,.--.:.
; abandon 2,j (o process) cutl5(bodbehoiou)* open 20 (o meeting) i
, (cannot) a?fotd 2 (o situotionF drop 10 (on octivity) ptess 6 (o cloim) l
:r arrest 2 (o prx.ess) escape 3 (iniuil* prevent 1,2 (on event) ;;

aftempt 1 (otosk) finish 1,3(onoaivity) rcWat 5 (onoction)

. avoid 1,2 (on eventor octivity) ioilr i (onoctivity) ruo. l2 (on exryriment)
I begirr 2 (talk, launch 3 (on octivity) statt 1 (thewo*)
,, check 3,4 (a process) lift
4 (o rute) statt 2(thedoy)'
, contain S(oprocess) maintain 1 (o process) stop 1,2 (on octivity)
: continue 2,4 (something)* marnage 3 (on improvement)*
i cut ,4 (closses)' manage 6 (o response)'

VnPandVPn(notpron)

.' breakoff 2 (onoctivity) leave off 2 (on octivity)r

bring off(something difficult) move along 2 (o process)
. carry off
I (something difficult) play out (on event) (usu possive)
.. carry on 1,2 (on octivity) pull off I (o difficult tosk)
, carryout (o threotot instruction) put off 1 (on oaivity)
: carrlr through (o difficulttosk) prlto,r 9(behoviour)*
. cutout 4 (obehoviour)' start over (on octivity)*
, do over 1 (o tosk) strike up 1 (o convenotion or friendship)
., finishup >l (onoctivity) strike up 2 (o piece of music)
r follow througlr (on action) take up 1,3,7 (on octivity, job or tosk)
. giveup (onoctivity)*
1 throw aside (o woy of lite)
keep up 5 (on octivity)' turn on 3 (behoviw)'
lead off 2 (on octivity)'

VPnandVPPn

build up to (on octivity)* 8et up to (on octivity)* go through 4 (on octivity)

come off j (medicotion)* give over (on activity) (imperotive) go through with (on oaion)*
fall back on (on octivity)* go about 2 (normol octivities)* play at 1,2 (on octivity)
get in on (an octiviv* 8o at (on octivity)* stick at (on odivity)*
get through 1 (o tosk) go in for (on octivity)' stick to 2 (on octivity)'

II.9 THE 'DO'AND 'TAKE', 'TURN A CORNER', AI\ID 'OPEN YOUR EYES' GROUPS
These verbs are concerned with both concrete and abstract actions and events. The verbs
and the Objects do not indicate separate entities; the verb and the Obiect together express
the action or event. They can be divided into three groups:
(i) The'do'and'take'group
(ii) The'turn a comer' group
(iii) The'open your eyes'group
(i) The'do' and'take' group
These verbs and Objects are not separable and it is not possible to replace the Obiects by
pronouns. For example, it does not make sense to say 'they wanted a verdict so we
41
 Chopter 1: Simple Potterns

returned it', or 'he offered me a sip and I took it'. This means that the clause does not focus
attention on what is done to the Object but on what the Subject does, or on something
that happens to the Subject. The verb and the Obiect together describe an action by the
Subiect.
Many of these verbs, especially do, get, give, have, and take, have little meaning in
themselves but take their meaning ftom the Object.
He was sick with a muscular disease that would claim his life.
In psychotherapy, as in life, it is not unusual to come up against what seems to be a brick
wall.
H ave you done your hom*vork, Gemma?
He also wamed Whitlock not to talk to any of the residents, as his accent would only draw an
angry reaction.
The regiment fought this battle in the coveted position on the right of the line.
Whendo I g@thetime to go toRio, Mike?
Cosmo g@e a sympathetic grin in the direction of Dick Dempsey.
Tanya had a hot bath, hoping it would relax her.
Last month he held a big party to mark his 60th birthday.
She continued to live the life of an invalid until the end.
Last month David Rusev lost hk grandmother. She died at the age of 81.
'I need to make a phone caII,' he said. 'lt won't take long.'
Benwas trying to impress his girlftiend by oerformingsomersaults.
He did not run a perfect race last night but itwas good enough.
The war continues to run up against the obstacles typicalof an airwar.
I took the Tube from Heathrow to save time.
The partners expect the company to show its first profit next year.
Could you take a screen test?
They're committed to making a good life for their four children, who turn cartwheels in the
grass as we talk.
Hilda was regarded as one of Hollywoood's most powerful women, but she wore out her
welcome in town and became de spised.
Shehas towork out her notice, then she'Ilbe joining me.
The phrasal verbs hold out, openup, put up, and set up have the pattern V P n (not pron)
only.
Troops of the peace-keeping force took control of the airport on Friday , but the rebel forces put
up stirTresistance.
The verb do 2.9 is used in questions beginning with what.
What does your fatherdo?

accept 8 (responsibitity)' collect 7 (yout thoughts). dtaw 20 (o rcoction)'

' adopt 3 (a position) commit 1 (ocrime) beexpecting 5(aboby)
airn 7(okick) commit 2 (suicide)* frght 3,4 (o bottte)
assume 2 (responsibility) cost 8 (/bbs)- frll I (o role)
attract 4 $uppoa). deliver 6 (o blow) frrrd 11(time).
. bear 1.8 Qesponsibility) die 3 (o deoth)' follow ll (ocoune)
' bear 1.tl (interest)* do 2.1 (yourteeth) force ,3 (o smile)'
carry 14 (achild) do 2.e (horm1 get 2.7 (the time or chonce)*
catch 6 (o troin)- do 2.9 Eet 2.14 (a troin)'
, change 5 (yourclothes)* do 2.10 (on octivity) get 2.1 7 (o W chonnel)
,. change 9 (buses)* do 2.1 2 (a service ot product) give 1.1 (osmile)'
, change 10 (geors). do 2.1 4 (o subject ot school) give 1 .2 (o service)

charge 1 (interest) do 2.1 5 (on occent)* Eive 1.10(opotty)

:, claim 3 (responsibility) draw 8 (odeepbreoth) have 2.1 (oboth).
. claim 1l (someone's life) draw 11(blad) have 3.3 (olotof room)*

42
 Section 2: Y n

:: have 3.9(somehelp)* 7 AobsY strike 14 (obolonce)

, (can) hold .t i (drink),
1 'Jrove
offer 6 (o socrifice) surrrive 4 (o reldtive)

', hold l.lt(therood)*

hold, 2.1 pnice)
pass 22 (urineY
pay I I (o visit or ottention)
take
take
1 .1,2 (o sip, an ottitude)

2.12 (domoge)
}rold 2.s (o pafty) perform 1,2 (on oction or function) take 2.lE(oprize)
' hold 3.1 (theline) pick 6(orighl' take 2.19(theblome).
iump 7 (o queue)* place 23 (o telephone coll) take 2.20 (potients)
: keep 8 (o wotch) play 4(oshot) take 2.2 I (o telephone coll)
' kill e 6imey play s (oioke) take 2.29 (o newspope)
lay .6 (o bosis or plons)
1 play l3(oconcert) take 2. j0 (o cor)
: lead 1.t o (o lifef pall l2(omuscle) take 2.3, (osubject)
r leave 21 (owife) pu'll l4 (o stunt) take 2.32 (o tesQ
live 1.2 (o life). receive 2 (blome or injuries) take 2.i4 (drugs)
lose 7 (blood) rctu^rn 10 (overdict) take 2.36 (o letter)*
lose 9 (o pott of the body)* rvrr 2 (o roce) take 2.37 (o meosurement)
lose l0(youtlife) save i(timeormoney) throw t2(ofitf
lose l1 (orelotivef score 5 (o success) throrr, ,4 (o punch)
lose 13 (time) serve 3 (o purpose) tlfiow 15 (o potty)
. lose ,4 (onoppoftunity) sele 5 (your interests) turn 8(acoftwheel)
, make 1.1 (ophonecoll) set 2.20 (the toble) turn 2, (oprofit)
make 3.c(money) shoot 10 (pool)* use 1 .4 (the toiletr
make 2.9(ofriend). shoot 9 (o gool) wotk 15 (its mogic)*
,. move 5 (house)* show r, (o profit or loss)

VnPandVPn(notpron)

deal out (o punishment) offer up >6 (o socrifice) take up 2 (o couse) t

fireoff 1(oshot) open up 4 (o leod) take up 3 (o7bb)

hand in 2 (your notice) pu,tt,,p i (resistonce) take up 4 (on offer) :

hand over 3 (o responsibility) setup 5 (home)' take up6 (o position)

hold out 5 (hope)- take in 6 (o museum)" wear out 3 (o welcome)* ,,

lay down 3 (your weopons) take on 1 (o job)' work out 6 (your notice)*
leave behind 2 (o situotion) take out 2 (o loon)

VPnandVPPn

come under 1 (ottock). 8o against 2 (someone)' signoff 2(thedole)

come up against (o problem)* run into 1 (problems)* sign on (thedole)
come up for (considerotion) run up against (problems)'

(ii) The'turn a corner' group

The verbs and Obiects in this group are not competely separable. The Objects can be
replaced by pronouns, but as with the verbs in the preceding group the clause does not
focus attention on what is done to the Object but on what the Subject does. For example,
it does not make sense to ask'What did the baby cut?' or 'What did the baby do to the
tooth?'but only'What did the baby do?' or'Did the baby cut a tooth?'
The system let her glet awqy_with cold-blooded murder.
You were smart enough to run, but then you gave awoyyour advantage.
The court will start hearing the
case next week but no date was fixed.
Select a location where you can be alone for 1O to 15 minutes ot a time. That may mean
disconnecting the telephone for awhile or telling your seuetary to hold calls.
Does your bank current account pgyinterest when in credit?
These transactions would help the company to realize the value of its assefs.
It was hard enough trying to run a car on a teacher's salary.
keep a home and
There has been been no progress in setting a date for a top-Ievel meeting on the crisis.
I didn't get anybody to fill the job. I took it over myself.

43
 Chopter 1: Simple Potterns

He watched her gray car pcns under duII streetlamps until it turned a corner and
disappeared.

act 8 (o role) heat 4 (o cose) play 11 (otune)

bear 1.3 (weight) hold 3.5(col,, rcalize 4 (potentiol)
beat 1 .7 (o cost) keep ,, (o promise) realize 5 (on omount of money)
blow l.l0(ochonce) meet ,, (thecost) resign I (yourpost)*
brcak 27 (o seNe) rraiss 2.2(o shot)' tu.,J. 16(ocot)*
clatm 4 (on inheritonce) miss 2.5 (o chance) nrn 22 (wote)
ctoss 1.4 (o line) tniss 2.8 (o troin)' save 6(ogool)
cut 13(otooth) miss 2.9 (o meeting)* score 1,2 (o gool or points)
deliver 2 (something promised) tnove 16 (o motion) set 2.6(odoteorgool)
dtaw I j (osolory) pay 6 (interest) show I S (o film or progromme)
earn 2 (intetest) play 2(tennis) sit 5 (on exom)
lght 1 2 (o coutt oction) play 8(orole) trfirr 5 (ocome)'

Vn P andV P n (not pron)

t:
r: cutout 6(thelight) live out 2 (o dreom or fontasy) take over 3 (o role)
s,eawarz,::*rY,"l. passup (onoppoftunity) throw away 2 (on opportunity)
,
VPnandVPPn

2 (on outhority)' get away with (o crimel go without $omething). ,:

I (something)* go towards (something bought)*

(iii) The'open your eyes' group

These verbs are concerned with actions done with and to your own body
Andthenwe cross our fingers. We hope for the best.
She oryned her eyes and smiled at me.
Kemp merely noddedbut the childout-out his hand to be shaken.

blow 1.7(yournose)* lift 2 (o port of your body)' roll 9 (your eyes)*

cross r. 7, (your fingerc)' lift j (your eyes or heod)' set 2.1 6 (your toce or jow)'
drop 8(yourvoice)* open 4 (your eyes)* shake 2,3,6 (o port of your body)*
extend 9 (your hond) open 5 (your orms)* spread 2 (your orms or legs)'
focrts 5 (your eyes)' pick 5 (your teeth)* turn 1 (o port of your bdy)*
hide j(yourfoce)' raise 6 (your voice)' work 27 (o po,t of your body)

VnPandVPn(notpron)
..'' '.''..,' ....::

holdout 1 (yourhond)* spreadout >2(yourormsorlegs)' :.

holdup 1 (yourhond)' stickout 1(oportolyourbody)' :'

liftrtp >2 (o paft of your body)' turnround/around >l (apaftof yourbodi* ,.

putout 5(yourhond)*

II. TO TTIE'FACE"'TAI(E THREE DAYS" AND'SEE' GROUPS

These verbs and Obiects together are concerned with place or time. They can be divided
into three Sroups:
(i) The'face'group
(ii) The'take three days'group
(iii) The'next week sees' group

44
 Section 2: Y n
(i) The'face'group

The verb and the Obiect together indicate place or extent. This includes:
o where something or someone is relative to something else e.g. meet, pass
o the direction something or someone is pointing or facinge.g. face
o how big or extensive something is e.g. llll
Gunnell's face was painfully contorted as she cleared the final hurdle.
The Canadian tour was scheduled to cwer 76,(XX) miles in nine weeks.
A flicker ofreal alarm crossed his face.
Each atom wos seen to hgve three proper motions of its own: spinning on its axis like a top,
'
describing a small circle with its axis like a top, contracting and expanding like a heart.
He tumed on the bed until he was facing her directly and spoke in a tight voice.
We didn't want players running the length of the field, stretching themselves unnecessarily.

The verbs cross, divide, follow, join, meet, poss, and run 4 have an inanimate Subfect.
There were a few small fir trees where the sand dunes met the cobble beach.
Beyond the pub, the road passes a farmyard and becomes a grass track.

cleat 17(onobiect) head 4 (o pru.ession) pass 3 (on oreo)*

covet 5 (o distdnce) head 5 (o /ist) reach I (oploce)'
ctoss I .2,3 (on oreo or line) ioi,r 7 (o rivei' rirng 2.7 (something) (usu possive)
cross 1.5 (Wurtoce)' iur,d.p i (ofence) rrtn 1,4'
describe 3 (o chcle) lead 1.t (oprocession) settle 6 (on oreo)
divide I (on oreo) frrcet
16 (on oreo)r surround I (o penon or thing)
face 2.1,2 (o thing or direction)r meet 17 (o line) top 14
frll2 (o spoce) occupy I (o building) travel , (o distonce)
flsh 4 (orive) occupy 2 (o seot) (usu pssive) bavel i (the woild).
fit Lt, occupy 7 (onareo) walk 11a distonce or ploce)'
follow 91oroute1 pass , wotk 18 1on oreo or ploce)

VnPandVPn(notpron)

:: fill up >2 (o spoce)

VPnandVPPn
;.

(odivisionf lead off 1 (o ploce)*

.i:11 :: ::_: l: i'::")' "i
(ii) The'take three days'group
The verb and the Obiect together indicate a point in time, the duration of something, or a
sequence of events.
The men, who last monthbegantheirsarcnteenthyear inprison, have alwaysmaintained
their innocence.
These verbs often have inanimate Subjects.
Today'stalksfollow the summit meeting of Community leaders attheweekmd.
Hepredidedthat the current parliamentwould not last the fuIlterm.
The joumey tookthirty-nine days.
The phrasal verb serve out has the pattern V P n (not pron) only.
Barlow refusedto be interuiewedafter making clearhis intentionto sente outthelastyearof
his contract.

45
 Chopter 1.: Simple Potterns

approach 7 (o future time)' occupy E

begin 2 pass ,0.
end 4' seflte 10(osentence)
enter 5 (o situotion or period of time)' stay 2'
frll5 succeed 4 (o penon)
follow I (onq/ent) succeed 5 (on *ent) (usu possive)
last 13' take 2.13'
(can) manage 5 (on omount of time or money)' watt 1,6'
Imark I 4 (o point ot stoge)

VnPandVPn(notpron)

fiIl in 5 lastout >r3t seweoutr

fillup >6 Putin ,

VPPn

be coming up to (o time or stote)'

(iii) The'next week sees'group

These verbs indicate that an action, state, or event occurs. The Subject indicates a time or
place, the Obiect indicates an action, state, or event. We include here go info, where the
Subiect indicates the length of time required to achieve the Obiect.
Not only is cashinlimited supply, but each daybrings nu, effortsto separatepoplefrom
their money.
The album has been a work in progress since 1.987, although it's hard to see how six years
went into its creation.
Next week sees the first (and long werdue) conference on sickle cell disease sufferers.

bring I see 9

VPn
1l

i"-*"'.:: i i
II.T T THE'TOP"'DETYELOP" AND'INCLUDE' GROUPS
These verbs and Objects together give information about the qualities, attributes, or role
of the Subiect. They can be divided into three groups:
(i) The'top'group
(ii) The'develop' group
(iii) The'include' group
(i) The'top'group
These verbs and Obiects indicate how good, big, or important something or someone is.
We include here (cannot) beat, which indicates how good the Obiect is, and buy andcover,
which indicate that an amount of money is enough to pay for something.
Nothing beats a refreshing shower to wake you up first thing in the moming, or to revitalise
you before an evening out.
Under LloydGeorge f,10,000 couldbuy alaighthood andtentimesthat secured apeerage.
Legal aid itself is money to cwer all or part of the cost of having a solicitor to represent
you in court, either in a civil or a criminal case.
46
 Section 2:Y n

Brazil had left Argentina far behind in industrialization but it had failed to expand its
intemalmarket.
Stevie Wonder topwd the UK chart with'I lust Called To Say I Love You' for six consecutive
weeks.

approach 8 (o level or stote)' flll 4 (the on) take 2.j9 (o size in clothes)'
beat ,3- fit 1.7,8' top l2 (o list)
(cannot)beat ,4 hold 2.8 (the leod) (cannot) toulch I 2 (o penon)
buy 2 (o quontity) lead 1 .l (the competition) touc}r 13 (o pointorlevel)
cover 74 match 7 (something good) trtrn 22 (on oge)+
dominate I (o situotion) pass 2 (o level
1 or figure)
dominate 3 (on orea) reach 6 (o point or level)

VnPandVPn(notpron)

,: eat up 2 (resources) leave behind 3j

VPnandVPPn
,t -'-",,"..
: fallbehind,* makeupfor* rurato 2 (onomountorsize)'
:. liveupto (o reputotion)' match up to*

(ii) The'develop' group

These verbs and Objects indicate what something or someone has, what they are like, or
what theybecome. This includes:
. gettinS an illness or characteristic e.g. adopt, catch (a disease), dorclop
o having a quality e.g. bear (no resemblance), catch (the light), have (redhair)
o changing e.g. gain (weigh), gather (speed)
After afew years of marriage I foundthat my husbandbore no resemblance to the man I
thought I loved.
You will soon realize when something k wrong because your youngster will either go off her
food or darclop a tummy or headache.
Muriel was all svteetness and light. She took after her mother.
By the age of thirty he had taken on the manner and appearance of an eccentric
academic.

,. adopt 1 (on ottitude) develop 9 (o foult)' hold j.5(itsvolue)*

: affect 4 (on interest)' enioy 3 (o benefit) lose 4,5 (o quality or obility)'
] assrrme i,4 (o quolityot monner) gain 1 (onobility) lose 6(heot)
: beat 1 .l (a mork) gain 3(weightorsryed) lose I (weighl'
: loeat 1 .9 (no ruemblonce)* gather 5 (strength orcouroge)r occupy 4 (o ploce in o system)
: bear 1 .10 (flowen) gather 4(speedY present 4.2 (o ditticulty)
, cafry 4(odiseose) get 2. 1 1 (o type of weother)* present 4.7 (on oppeoronce)
: carry l4(ochild)' get 2.13 (on illness)* recover 5 (consciousness)'
rr catch 18(odiseose)' have 2.2 (something)* run 35 (o temperoture)'
i catch 20(thetight)- have 3.1 (redhoh). sell 2 (gads)
: develop 6 (o hobit). have j.10 (an illness)' weat 1,2,3
:, develop I (on illness) hold 2,1 (o permit)

47
 Chopter l.: Simple Potterns

VnPandVPn(notpron)

orcouroge)' pickup 7 (onillness) takeon 2(onoppeoronce)'

put on 3 (weight)

VPnandVPPn

come down with (on illness)* go down with (onillness)*

come in for (criticismf take after (someone)'

The verb have is also used like an auxiliary, without an Obiect, following comparatives or
in phrases with neither, nor, and so (see Chapter 11).
Maybe the kid would have more luck than he had. He hoped so.
He has the character to fight back. So have I.
(iii) The'include' group
I'hese verbs and Obiects indicate what something contains or is about.
On one larcl, the play concerns the tactics of sunival.
The law cwers religions in general.
The Guardian has a whole page covering the issue, with each republic dealt with separately.
The first of a seies of anthologies features three novellas following the life and crimes of
Eastender loe Hawkins.
The dish further included a variety of rice which I had not pratiously tasted.
Figure 7 shows the structure ofyour back in graphic detail.

: carry 8 (o picture) cover, I (A low...people) house 1j (on office)

i concern I (o topic)' coYet 12(otopic) include 1(o component)
: contain 1,2,4 featur€ 3 involve 2 (someone)
: contain j (informotion) follow t z lsomeone's life)' s}J,ow 2 (something)
, cover 9 (lnsuronce...something) hold 1.9,11

VnPandVPn(notpron)

.; take in 8 (something smolle)' ";

VPnandVPPn

issue)* run to 4'

II.T2 THE'SHOW"'ALLOW', AND'IDENTIFT GROUPS

These verbs indicate a logical relation between the inanimate Subject and the Object.
They can be divided into three groups:
(i) The'show'group
(ii) The'allow'group
(iii) The'identify' group
(i) The'show'group
The thing indicated by the Subject provides evidence for the truth of the fact indicated by
the Object. We include here bear ouf, where the Obiect indicates a person who has said
something, rather than the thing they have said.

48
 Section2: Vn
Time and again, Crosby relates, Europeans in America showed their robust health. Sfotisfics
certainly bear him out.
The latest expeiments have also confirmed earlier results that there are fqver neutrinos
than expected according to our understanding ofthe nuclear physics ofthe sun.
The deathof afamily of threewhowereovercomeby fumes shows theimportanceofhaving
gas appliances senticed regularly.
If you ask the parents who have children enrolled in Wisconsin's Parental Choice Program,
they say it's working beautifully. But the test scores tell a different story.

confirm , mean 1.4' reveal, support 5 j

indicate ,,4 prove 2 show 7 tell s' :

mark t2 reflect 7 (o situotion) suggest 4

VnPandVPn(notpron)

r bearout :.

(ii) The'allow'group
The thing indicated by the Subject:
. causes the state of affairs indicated by the Obiect e.g. decide, make for
o makes possible or impossible the thing indicated by the Obiect e.g. afforQ allow, rule
out
. makes necessary the thing indicated by the Object e.g. need, require, take
Sun terraces and private balconies afford a relaxing corner for simply doing nothing.
Only a 60 to 90 per cent reduction in acid rainwould allow recovery of fisheries, wildlife
andfishing birds such as dippers.
Ultimately, it's likely to be sale of tickets that finally decides the Festival's future.
Simple safety precautions should make for a safer mechanical environment.
Serious collecting also takes a lot of money and time.

afford 3' decide I ensure need 2*

allow I demand z invite j (trouble)' require 2
catry 5 (o consequence)' determine , involve l' take 2.14'
cafiy 10 (o punishment) encouraSe 4 mean ,.5'

VnPandVPn(notpron)

i rule out 2 (o situotion) set uP 5 (o

-: set off i (on event) touch off

VPnandVPPn

enterinto 2* leadrl;pto 1,2 (on

(on ochievement)* gowith l' lie behind*
leadonto l, make for 2*

(iii) The'identify' group

The Subject and the Object are associated with each other in people's minds. This
includes:
o identifying someone or something e.g. identify, markout

49
 Chopter 1: Simple Potterns

o representing someone or something e.g. represent, stand for

o being a part of a situation e.g. come into, sunound
o applying to a person or situation e.g. go for
This general absence of fuss catches the mood of the occasion.
They both said yes, and that gtoes_folme, too.
Buy a separate strap in case the zip breaks - abright colour will help identifl luggage, too.
Two factorsmark her out. She listens and she knows her brtef.
Theparty should standforwhat paplewant.
Remote Easter Island has for generations been surrounded by an aura of mystery.

catch 15 (o mad)r represent 47

identify I surround 3

VnPandVPn(notpron)

mark out 2 set apart show up ,

VPn

comeinto 2* go for 4'

come under i (o heoding)' stand for ,,2'

II.I3 THE 'HEAR" 'INTBREST', AND 'GIVE AN IMPRESSION' GROUPS

These verbs, or verbs and Obiects together, are concerned with processes that take place in
the mind, such as thinking, perceiving, or feeling. They can be divided into four groups:
(i) The'hear'group
(ii) The'interest'group
(iii) The'giveanimpression' group
(iv) The'eyesfollow' group
(i) The'hear'group

The Subiect indicates a pe$on or something that shares certain characteristics with a
person, such as a radio receiver which can 'hear'. The Obiect indicates something that is
thought, perceived, or felt. This includes:
. ways of thinking about something or someone e.8. decide, expect, plan
. ways of perceiving something or someone e.g. expeience, feel, hear, see
o attitudes towards something or someone e.g. accept, believe, buy, like, love, mean
o ways of finding out or knowing about something e.g.Ieam, remember
We also include here count, which sometimes has an inanimate Subiect and which
indicates a metaphorical form of thinkin g, and force bock, which indicates that a feeling is
not expressed openly.
It is difficult to accept my son's death, but he's alive in my heart.
It's a common klief that one of the ways in which men and women differ emotionally is that
women exryience a strong drive to fucome mothers.
Nancy forced back tears. No way was she going to cry in front of all those people.
'You Iook a liftle under the weather, Ralph.' 'So would you if you'd had the night I had.' 'I'tg
alreadv aathered that.'
50
 Section 2:Y n
At that point the skies over the city lit up with a shower of firework and you could hear the
cheering for miles around.
Isat down and thought hard about what I liked doing most - trudging through woods in search
of animals- andhit ontheideaof becoming awildlife photographer.
What we've accomplished is the development of a whole system that can be learned by any
able farmer who is interested in presenting and improving his land.
Ifyou'd like a copy ofthose recipes, we can easily let you have one.
I put my eyes to the crack in the door. I could hear him muttering to himself andI could just
make out his tallfioure.
I n_pbnned a weekend away with a frimd, only everything had gone wrong and I came
back after only one night.
'You read me, Ben?' the operator asked.
Both loudspeakers receive the same signal, carrying both left and right sound channels, but
each is preset to decode only one ofthe channels.
Black holes cannot be seen directly, so determining how many of them there are in the Galaxy
is atoughtask.
was witty but the audience didn't take to her.
She
The girls may of course not actually be asleep, they may be reading, writing or drawing,
t hinking fu autituI thoug ht s.
The verb mind 2.4 is always imperative or used to report an imperative.
'Minclmy heart,' he gasped.'I've got aheart problem.'

.. accept 2(onideo)
accept 4 (an unpleasontfact)
fix 12 (the position of something)
lollow 5 (on explonotion)
1

accept 9 (odvice) forget 1,2,i,4

beat 1 .5 (on experience) gather 6
(cannot) beat 1.6 (something unpleosont)' get 2.8 (on ideo)*
beat .1i1 (on emotion) get 2.9 (o worm feeling)*
believe 2 (whot someone soys) Eet 2.10(olook)-
blame I get 2.1 2 (o joke)'
(not) blame 3 gu.ess 1,2 (informotion)
btty 5 (on ideo). hang 8 (ptoblems)'
catch 9 (o glimpse)* hate 1,2
catch I 0 (whot someone soid) (wilt not) have j.l2 (something unpleosont)*
consider Z3 heat 1,3,7,8
(cannot) contain 6 (a feelingf hide 4 (o feeling or knowledge)'
cou.rrt 2 (things) hold 2., (on opinion)*
cou,'rt I (o foctor) identify l,:
decide 2 ignore 7 (o penon)
determine 2 (o foct) ignote 2 (on orgument)
determine j (o plon) imagine ,,3
discover I,3,4 intend j (o meoning)
draw l7 (oconclusion) know 1,2,5,6,9
enioy , learn ,,5
establish j (ofact) like 2.1,2,t
estimate , (would) like 2.s,7,8'
examine 3 (an idea) love 1,3,s,6
. expect 1,2,i (would) love 9'
(not) expect 4 mean 1 .z lwhotyou soy)'
experience 5 (o teeling) (not) mean 1.9 (horm)
face 2.q @ problem) (not) mind 2.r-
face 2.5 (the truth) rrrind 2.t.
(cannot) face 2.6 (something unpleosont)' IJriss 2.3,4,6,7
. fear 2,4 need 7
feel 1 (o poin) ,rote 9 (o toct)
feel 6 (o hond) notice ,
feel 7 (something hoppen) (usu possive) (cannot) place 25 (o person)'
feel 9 (o presence) plalr 2,4
feel t I 6he effect of something) prefer
fight 74 (onemotion)" Jead 9,1 0 (someone's mind or gestures)

51
 Chopter 1: Simple Potterns

read I I (someone tolking by rodio)' (cannot) stand ,7-

realize 1 (ofact) suffer ,,3
recall I suspect 2
receive 5 (o signol) (cannot) take 2.1 I (something difficult)*
rcgard j (sommne) take 2.24 (somane's point)
remember ,,2 think I (o thought).
(cannot) remember 3 understand ,,2,r4
require I waat 1,3,4,8,9
review 2 (o situotion) wanlt 7 (o criminol) (usu possive)
see ,,3,58 watch 1 .j,6 (o situotion)
see 1 7 (the next chopter) welcome 3 (o situotion)
share 5 (on opinion) welcome 5 (octions ot people)
stand l6(osituotion)*

VnPandVPn(notpron)

cook up 1 (o plan) pick up I (o signol or sound)

cook up 2 (o story) pickup 9(opottern)
countup >2(things) plan out (thefuture)
drink in (something seen or heord)' push aside (on ideo)
fight back 2 (o feeling)* put aside 2 (o feeling or disogrcement)
fightdown (ofeelingf setaside 2(ofeeling)
find out 1 (o foct) take apart 2 (on ideo)
findout 2(openon) take in4 (informotion)
forceback (ofeeling) take in5 (sights)
hearout (openon) tell apart (people or things)
hold back 5 (teon or loughte) think out
hold in (o feeling) think over
lay aside 2 (o feeling) think through
make out 1,2 (something uncleo) think up (oplon)
make up 2 (a story) work out 2 (o sum)
pick out 1 (o person or thing) write off 3 (o peton)
pick up 5 (o skill or ideo)

VPnandVPPn

give up on plan on
buy into >5' go by 2' putupwith
come across I gofor 2 run away with j (on ideo)'
come up with I. gooff l' seethrough
decide on hiton stand by 4 (o decisbn)
(could) do without 2. hold on to 3 (beliefs) (not)standfor 3.
face up to > 2.5 (o foct or problem) (not) hold with* stickby 2(odecision)
fall for I look down on take against
fall on lookforwardto 1,2 taketo ,-
fix on lookthrough : turn againstt
get at 2 (the truth)' look to 2 (something in the future)
get off on* look up to

(ii) The'interest' group

The Subject usually indicates the person or thing that makes someone think or feel in a
particular way. The Obiect usually indicates a person. With some verbs, the Obiect
indicates something such as someone's attention.
lantis looked at Kate as he prised himself up from the chair. She shook her head, indicating a
half-full glass in front of her.'Thiswill do me,' she said.
Williamwas driven by an overriding passion for power.
Everything about her grandchildren seemed to interest Sara.
I livedwithMike for six months andthen I arrangedthe wedding. Two failedmaniages didn't
outmeoff.
52
 Section 2:Y n

These stories surprised andmoved me, and sometimes they made me laugh.
In the case of come over, come uwn, be eating, enter, fiII, get into, go out of, and run away with,
the Subject indicates the feeling itself or a sign of it.
loe jumped up impetuously. 'What'S eattingyou?' Frank asked.
She sighed, the tensionWingtout_of her.

The phrasal verb get into is always used with whaf as the Subiect.
I don'tktowwhatgdintohim. ltreally seems asif he doesn'trecognize me anryore.
The phrasal verbs get down, lead on, and take back have the pattem V n P only.
Little thinos oet me down.
'That takes me back.' he said. 'You used to drive me crazy with that stuff.'

: affect 3 do 2.16' get 1 .17, shake ,0,r,

: arrest 3 (yourottention) draw 19(ottention) hit 5 strike ,0,12
' attract 2,3 dtaw 22 hold 2.9 (your ottention) surprise 3
:I catch 14(youreye) drive ,4 hurt 5 throw ,3
claim 8(yourottention)' beeating 3' inter€st 3 touch rr0
, concem 2r entet 3 (your mind)* lift 5 (your sphits) upset 2
: convince ,,2 escaF 6 (yout ottention)' move ,4 wotry 2
.' cross 1.72 flll 5 occupy t6 (not) worry 3.
decide s. fire 7.8 please s

VnPandVPn(notpron)

bring round 2 shake up 2 throwoff >13 $rear out 2

getdown ,' takeback 4 tumoff r; win over
lead on take in 3 tumon 2
. putoff 14 talk round weardown 2

VPnandVPPn

comeover r' getinto 3' grow on*

comeupon 2', gooutofl runawaywith t

(iii) The'give an impression' group

The Object indicates an idea or feeling. The Subject indicates the reason for that idea or
feeling.
He g@ethe impression of great physical strengthwithout a mind to direct it.
Earth tones, such as dark greens, browns and greys, represent stability, while bright greens,
yellows and turquoises suggest dynamism.

'. give I .6 (on impression)' hold 2.2 (nofeor)* suSSest 5 (on impression)' ):

,, give 1 .7 (o feelingl leave 12 (on impression)

(iv) The'eyes follow' group

The Subject indicates someone's eyes. The Object indicates a person or thing that is
watched or seen.
My eyes followed the track as it weaved between the boulders, disappeared under the stream,
and emerged to join the road on the far side of the bridge.
Mrs. Keely was saying this into the rear-view mirror, where her eyes met Mrs. Dambar's.

53
 Chopter 1: Simple Potterns

follow lo' meet ,5'

II.I4 THE'SAY,'DESCRIBE" AND'CALL' GROUPS

These verbs are concerned with communication, especially speaking orwriting. They can
be divided into three groups:
(i) The'say'group
(ii) The'describe' group
(iii) The'call'group
(i) The'say'group
The Oblect indicates what is said or written. The verb and the Obiect together indicate the
process of speaking or writing. This includes:
o verbs which themselves indicate communication e.g. ask, say, speak
o verbs which indicate communication only when used with particular noun groups
e.g. draw, make, pass
Mothers come out with remark like that and there's not a thing sons can do about it.
He owe ou't a scream of pain.
Some letters are either full of praise or downright rude but don't make any constractive
suggestions.
On that day, the Hopi leaders anived at a deserted strip of coastline near Lagunq Califomia,
togather salt andoffer their prayers.
Whenbooking the flight, N-inyour request for high-protein low-fat meals.
The News of the Worldran a story about the mtnager of pop groupTakeThat.
Shirley took me into a separate r@m where, clipboard in hanQ she ran through various
personal details she' d need.
I took some of my drink. I didn't say aryrthing.
I can't believe that Paulwrote that letter.

add 5 (o remo*) lay.7 (blome or chorgu)

1 sign 3 (oword)
adopt 5 (otoneof voice) leave5 (o messoge) sing I (o song)
ask I (o question) make 1. t (o suggestion) smile 3 (thon*s)
call i (someone's nome) make j.4(onote) soand 1 .6 (o worning)
complete 10 (oform) offer 4(odvice) speak 1 (oword)
cross 1. l0 (o cheque) (usu possive) ofret6 (proye) speak 4 (o longuoge)
deliver4(ospeech) pai,rt 7 (o pictuq supply 5 (oword)
dtaw l8(ocomporison) pASS 1 7 (sentence) talk 10(olonguoge)
employ 2 (oword) pass 1E (comment) talk t 2 (rubbish)
entet 8 (somefigures) propose 5 (o toost) tell2 (o jokeorstory)
eatet 9 (informotion) plrt 9 (o question) use I .5 (o word)
fite 2.1 (questions) pvt 12 (oword) withdraw 5 (o remork)
give 1.8 (o speech) rclate4 (ostory) wite 1-(oworQ
hold 2.e @convenotion) rltlr30 (o story) write 2,4 (o fuok ot lettet)
laold j.7 (o musicol note) say I (something) write 6(ocheque)
isstJ,e 4 (a statement) send 4 (o signol)
keep l2 (o record) set 2.10 (on exom)

VnPandVPn(notpron)

callout >j(words) give out 4 (o sigh or screom) take back 2 (something soid)
cry out >2 (words) hand out 2 (odvice) throw in 1 (o remork)
drawout (osound)
1 letout 2 (o sound) writedown (oword)
fillin 1 (oform) make out 5 (o cheque) write out 1 (o report)
fillout 1(oform) put about (o rumour) writeout >6(ocheque)
fire off 2 (o letter or question) puti,r 2 (arequdt) write up (notes)
getdown j(words) sing out (words)

54
 Section 2:Y n

VPnandVPPn

.' come out with (o remork) fall into (o conversotion) run through , (o /,st)

(ii) The'describe' group

The Obiect indicates the topic or content of the communication.
Each market was openedby atown cierwhowould announce the market's rules.
Grace did not anstwer the question directly.
He courageously voiced hk political convictions and argued the case for a poetry with a
purpose.
Shedescribedthebuildingwhere the man andwoman responsiblefor thetheft.were.
The pilots, as well as the police, have indicated their viqt that the hijackers should
immediately be handed wer to the authorities.
A joumalbt from the Washington Post asked if Wilder, who is divorced,, had plans to marry.
The govemor laughed off the suggestion.
Miss Hoare stood in the middle of the crush, clutching a sheaf of papers as she called out
names and marked them dE.
No, I didn't mean a French teacher, I mean a teacher who teaches French.
A trainee joumalist, Mr William Ciles, has been fined five thousand pounds for refusing to
name the source of information about a company's finances which he had gathered
for an article in the London-based Engineer magazine.
During a lecturing trip t9 Australia, I had to play down my enthusiasm for the plants
shown in some of my slides because, out there, they have become noxiousweed,s.
Twelve-year-old Sammy Hick wrote to the World Book people to Wint_out an error in their
encyclopedia.
Why do youraise this subiect if you don't understand anything about it?
In his estimation, the soldiers have become too comfortable for a fighting force. He
recommended tougher and more demanding training.
Hereiects the suggestionthat he mighthave felt like an outsider.
They walkd back down Piccadilly and looked in at an exhibition at the Royal Academy.
Afterwards, she suggested awalk in St lames's Park.
The president and his top advisers started their Christmas holiday at Camp David talking
logistics.

, accuse 1,2(osuspea) glve 1 .j (on opinion) publish 4 (on opinion)

admit I (o crimef identify z pIIt10 (on opinion)
. announce ,,r4 indicate 2 (o foct or opinion) qualify 5 (ostotement)
, announce 5 (dinner) (usu possive) indicate 6 (o turn) quote, (whotsomeone soid)
answer 4,9 (o lettet or question) leave ,9 quote 3 (o foct)
. argue I (o point) maintain 2 (o foct) qlJ,ote 4 (a pice)
argue 2 mean ,.2' raise ,, (o subject)
,, ask 6 (Wrmission) mention , rcad 2(poetry)
attack 2 mention 3 (o person) (usu possive) recall I
I break 18 (some n*rs) na,r,re 4,6 recommend I,2
., charge 5 (o suspect) Irame 5 (opice) rccotd 2 (d piece of informotion)
. claim 1 (somethingodvontogeous) negotiate I (terms) rciect 1,2 (o proposol or belief)
confirm 2 (whot someone hos soid) ,rote 10,11 rcpeat 1,2
'. confirm 3 (on oppointment) offer 9 report ,
cover 1 3 (on event) predict (onevent) reveal ,
declare ,,2 present 4.4 (intormotion) review 4
defend 2,3 (operson) present 4.1 1(operson) say 6 (thetime).
deny 1 (onoccusotion) promise 1,2 (something) sfrike lE (thetime)
deny 2 (operson) propose 1,2(oplon) suggest ,,2
describe, propose 3(otheory) take 2.23 (o topk)
discuss l,z propose 4(ocondidote) talk ,,,13 (politics)*
explain ,,2 propose 6 (morrioge) teach .l (o subject)
express I (onideo) prove 2 (o theory) urge 3 (o course of action)

55
 Chopter 1: Simple Potterns

VnPandVPn(notpron)

argu.e out (opo,nt) markoff 3 (odoteoritem) setdown 2

bring forward 2 (on oryument) notedown set forth (informotion)
1
bring up 2 (o subiect) parss on >7 (informotion) set out 4 (informotion)
dodown (operson) pickup 10(obpA shoot down 3 (someone's ideos)
explain away (o mistoke) playdown take apart 2 (onideo)
give away 3 (informotion) playup I take down i (informotion)
give away 4 (ociminol) pointout 2 talkdown 2
get across (on ideo) put across/ov et (i nformotion) talkout (aproblem)
hand down 2 (o dxislon) putdown l,l talk over (o problem)
hold back 4 (informotion) pltforth (oplon) talkthrough 1 (o problem)
keep back 2 (informotioon) put forward talkup 7

laughoff putout I (ostory) throwaround (onome)

lay out 2 (ideos) read out (o piece of writing) turn down I (o requat)
off , *
leave reportback I write in 2 (o condidate)
markdown, rundown, write out 2 (o chorocte)

VPnandVPPn

ask after get at 3' layinto pick up on 0

come down on 1 (o side of on orgument) getonto ,' leadupto:' sign for
come on to , ' 8o into I (o topic) pass over 2 (o topic)

(iii) The'call'group
The Object indicates the hearer or reader.
Maria whispered, 'How did he get in?' Then she answered herself. 'He could have taken a
spare key. When he came last time.'
She has no phone or lllssllher.
'I thinkit'sworthlooking atwhatTim does."We'legpt to g@ontohim, haven'twe, onother
matters.'
My fathertriedtoteachme to toughenup andrctaliate kcauseboyswere alwayspicking on
me since I was the weakest.
Despite being behind schedule he took the time to ring me.
If rows break out between the children, pull over and explain to them that the joumey will take
even longer ifyou have to keep stopping the car to tell them dE.
Yang Tsiao seemed to be suffering. I urged him on but I was beginning to worry.

address3.4 call 4,6 invite ,,2 thank 5 (operson)

answer, encourage ,,3 persuade , threaten ,
approach 3 fight 6' ring ,., welcome ,

VnPandVPn(notpron)

answerback dressdown 2 ringup >l.I wamaway

call back fillim i(openon) sound out wamoff
call up, ring around/round' tell off
cut off 5 (o speoke) ringback* urSe on

VPnandVPPn

getonto 2. pickon I
getround 2* runto ,'

56
 Section 2: Y n

Structure informqtion: Verb with Obiect

a) The noun group is the Object.
b) This structure has a passive, with the pattern be V-ed. Verbs which never or rarely occur
in the passive are shown by * in the lists above. Some verbs, when used in the passive,
always have the pattern be V-ed by n (see page 58). The passive of some verbs is usually
or often formed with gef instead of be (see pages 58-59).

c) Phrasal verb patterns are the same except that there is also a particle, P. The Obiect
comes either between the verb and the particle or after the particle. Most phrasal verbs
have both these patterns, and if the Obiect comes after the particle, it is not a personal
pronoun. You say
Ilookedthemup
or I looked up some old friends

but you do not say I lookedup them.

This first type of phrasal verb is included in the lists with the heading V n P and V P n
(not pron). However, with some phrasal verbs, the Object comes after the particle only
and it may be a personal pronoun. You say
I raninto some oldfriends
or I ranintothem.
This second type of phrasal verb is shown under the heading V P n or, if the verb has
twoparticles,VPPn.

Structure III: Verb with Adiunct

Vn

I hove to oct o certoin woy

Veryfewpeople think thotwoy.

Verbs with this structure are all concemed with doing something. The Adjunct indicates
how the action is done. In most cases, the Adiunct contains the noun way. This pattern is
productive: manyverbs occur in the pattern V n if the noun group contains the word way.
The verbs listed here are the ones which ate most ftequently used in this way.
It's standard procedure not to reveal sources ifyou're working alone. The resistance forces
always operated that way during the war.
Once nine out of 10 people realise they will be better off, then I think they will be inclined to
vote Labour.

act 3 play 7 vote 6 (o politicol porty)

live 1.2 talk , walk I
operate 2 think 3,5 work 12

Structure informotion: Verb with Adiunct

a) The noun group is an Adiunct.
b) This structure has no passive.
57
 Chopter l.: Simple Potterns

Other reloted potterns

beY-ed,by n
The passive of V n is always be V-ed, and the person or thing responsible for the action can
always be indicated by by n. However, some verbs, when they are passive, are always
followed by a prepositional phrase beginning with by. The pattem is be V-ed by n. The
phrasal verb pattem is be V-ed P by n. The list below shows all verbs with this pattern, not
iust those among the most frequent 400 verbs.

afflict edit 2 greet 2,3 punctuate

back 3.s embody 1,2 grieve 2 rack 2
barrage I encourage 2 herald -l reclaim 4
beset encumber 2 infect 3 replace ,
bind z enraSe inform 3 nepnesent 1,2,3,5,5
bombard I epitomize inspire 3 screen 5
borarad 2.2,1 evidence 4 introduce 4 shackle I
buoy 2 father z leaven I staff -l
characterize , flank I maul 7 strike ,2
chasten follow z partner 5 tear 2.8
choke 3 form 16 people 4,5 top t4
colonize 3 frame 6 plague s undo 3
confront ,,3 girdle z poison.l
debilitate , Sovem 2 precede ,,2
deluge 2 Srace 5 be prefixed
weighdown z

getY-ed,
The passive voice is sometimes formed with gef instead of be. Most of the verbs with the
passive pattern get V-ed also have the passive be V-ed. The list below shows the verbs most
ftequently used with the pattern get V-ed and the phrasal verbs most frequently used $rith
the pattern get V-ed P.

Many of the verbs that often have a passive with gef indicate that something unpleasant is
happening, such as attack, oiticize, hit, injure, penalize, rape, andwound.
Eric seems to be the one paying for his incredible talent because defenders are getting away
with itwhile he oets-pcnaljgd.
And sometimes, of course, innocent bystanders g{wQuded.
Other verbs have a passive with get to emphasize that someone else, not the person
indicated by the Subiect, does the action and is responsible for it, even if the person
indicated by the Subiect wishes the action to be done.
I oppliedforcollege andg@aceqted but I can't go nowbecause itwouldcost tm muchto put
Christopher in a creche.
They're wise enough to know they have to play by the ruIes to Wt_notked.
Anyone that has any concems, we do advise that they ggt tested.

accept 6 ask , block l cane 4

activate attack , book s catch ,
add I ban , break I,2 change s
admit 3 bash z burgle cheat 3
advertise , beat 1,9 brlttt 7,13 choose I
affect 3 bend I bust 2 clamp s
approach 3 bite , call t clean 4
arrest , blame I cancel , clobber I

58
 Section 3: Vpl-n
clog I trit t,2 play tl shoot ,
complete u hurt t,J poison -l sign 7
criticize igrrore I print 2 smack ,
crush, infect t promote J,4 smash ,
cut 2 iniure prosecute , solve
damage I interview 4 publish 2 spend ,
destroy , kick , punch I sPonsor ,
distort , kidnap I punish I stab ,
divorce 2 kill , push ,,8 steal ,
do 2.1 lay 1.9 rape , sting I
draft 3 lynch rehabilitate stop 5
drench make 1.1,i.2 r€iect 4 s'trand 3
drop,, marry, release , sue
eat , mention 3 relegate 2 suspend 2
educate , move 6 report 2 tangle 2,4
elect , mug 2 rescue , tax 2
establish 4 murder 2 teview 4 tease ,
feed z nab reward 3 test 7
fine 2.2 nail I rob I thump 2
trre 3.0 neglect 2 sack 2 trap 7,8
fixt nick z scratch 2 vaccinate
freak j nominate 3 scfen/ 9 wash 2
tund; nofice , select , waylay
hammer j overheat , sentence 3 weigh 2
hassle z overlook 2 separate 5 wound 2
hear 6 pay 1,2 serve 5 write 2
hire I penalize shell a
beatup kick out pick up 4,6 tangle up ,
blockin knockaround/about I psych up tell off
blowup t,s knockdown/over I rip off throwout 3
breakdown I knock up 3 run over trip up
get/becaughtup 5 layoff t slagoff turn on 2
clogup leavebehind I sort out 2 turndown t
cut off 4 lockup 2 steamup, wipeout
findout 2 mess up , take in 3
fob off pickon I takeover I

V colour
See pages 75 and79.

3 V pl-n
Jh9 velb is followed by a plural noun group. This may consist either of one noun group
indicating two or more people or things, or of two or more co-ordinated noun groups. rni:
passive pattern is be V-ed.
This pattern has one structure:
>Verb with Object
The researchwill comryre two drugs.

59
 Chopter 1: Simple Potterns

Active voice: V pl-n

A cook con blend rospberries ond osporogus.

Iim introduced us.
I con't separote the threods of my life ond my work.

Possive voice: beV-ed

The two styles moy be contosted.

Their problems ond ours ore dovetqiled.
Toles like this will be swopped tomorrow

Phrasol verbs
Active voice: V pl-n P, V P pl-n (not pron)

Add the numbers up.

The teocher lined the children up.

They odded up the numbers.

I muddled up the pedols.

Possive voice: be V-ed P

The letters hove been mixed up.

Non-smokers ore poired up.

Verbs with this pattern belong to the following meaning groups

I THE'COMBTNE' AND'SEPARATE' GROUP

2 THE'COMPARE'GROUP
3 THE'ALTERNATE'GROUP
4 THE'INTRODUCE' AND'COME BETWEEN' GROUP

60
 Section3: Vpl-n
I THE'COMBINE'AND'SEPARATE' GROUP
These verbs are concemed
],vith ioining, combining, or separating two or more things,
either physically or metaphorically. We include liere clink, whiih is concemed wiih
making two or more things touch, andline up, which is concemed with arranging two or
more things in relation to each other.
Thev clinked olasses.
Combine allthe ingredients for the soup in apan.
Eventually,- an understanding of the brain might allw pleasure and addiction to fu
decoupled.
Bands like Orbital and The Orb are fusing dance and ruk and creating a neut set of ideas,
sound and lifestyles.
Inorder to cover a double kd, you'll need to ioin twowidths of fabric.
Reggie finished polishing the cockoil glasses and lined them rybehind the bar.
I hadlong felt that the departments of trade andindustry shouldbe merged.
He did not touch the face of the pictures but used a pair of tongs from the desk drawer to
seoanatethem.
The verb combine 3 often has an inanimate Subiect.
Photographer Bob Sidaman says he wanted to create an image that combined technology
andinnocence.

aggregate 3 decouple intertwine I (not) mix s

amalgamate dovetail I interweave overlap t
blend , entwine ,,2 ioin t6 sepatate 3,4,6,9
clink fuse 4s Iace 5 tie I (usu possive)
coIJrbirre 1,2,3,5 integrate 2 link c touch 2
conioin interlink merSe , unify
connect ,,4 interlock ,,2 mix I
addup >z link up 2 (usu possive)
line up : mixup 2

2 THE'COMPARE'GROUP
These verbs are concerned with seeing a similarity, difference, or connection between two
or more things.
They undertook a study to comwre larcls of income across countries.
There arepeoplewho equate thosetwo terriblevideo tapes.
The_Seeker can askquestions andweigh answers, free to iux,ta@sewhatanrideas comehis
or herway.
I thinkwe shouldnot mixup thehostages andthe detainees.

comp:rre I distinguish I mismatch 2 separate 7

conflate equate muddle 2
connect Z8 iuxtapose reconcile t
contrast 5 match 3,4,5 relate 2
mixup I muddleup >2

3 THE'ALTERNATE'GROUP
These verbs are concerned with making a connection between two things or activities.
This includes:
o doing two things at the same time or at different times e.g. altemate, synchronize
o breeding two things together e.g. cross-breed, hybridize
6l
 Chopter 1: Simple Potterns

o exchanging two things e.g. exchange, swap

o taking account of two things e.g. balance, co-ordinate
An independent radio station set up hastily in Leningrad is alternating local and Baltic
news in an attempt to keep people informed.
The state has got to find some way to balance these two needs.
The deal wqs we would svtap keys, and when one family went away the other would water
their plants.
There is some evidence that attempts were made to synchronize lunar and solar time.

co-ordinate 2 hybridize swap ,,3

balance 3 cross-breed I interchange 2 $d.tch 2,4
combine 4 exchange I multiply 3 synchronize

4 THE 'INTRODUCE'AND'COME BETWEEN' GROUP

These verbs are concemed with making or breaking a relationship between two or more
people.
Alice was there and so was David and I remember introducing them.
Mother and I were reconciled soon afterwards, but somehow the relationship was never quite
the same again.
The phrasal verb come between has the pattern V P n only.
Clearly, Sarah loved that young man and someone cruelly came between them.

bond z be parted 2.+ reconcile 3

'
:r introduce 3 be reconciled 2
between pairup (usupossive)

Structure informotion: Verb with Obiect

a) The plural noun group is the Object.
b) This structure has a passive, with the pattern be V-ed.
c) Phrasal verb patterns are the same except that there is also a particle, P. The Obiect
comes either between the verb and the particle or after the particle. Most phrasal verbs
have both these patterns, and if the Object comes after the particle, it is not a personal
pronoun. You say
I nearlymixedthemap
or I nearlv mixed uo the two twins
but you do not say I nearly mixedup them.
However, in the case of one phrasal verb, come between, the Object comes after the
particle only and it may be a personal pronoun.
d) Many of the verbs which have this pattem are ergative reciprocal verbs (see Chapter
8).

4 V pron-refl
The verb is followed by a reflexive Pronoun.
This pattem has one main structure:

62
 Section 4: V pron-refl

>Verb with Obiect

Lise severely iniured herself in a fall.

Vpron-refl

I osserted myself.
He couldn'tkid himself.
She mightscrotch herself.

Phrosol verbs: V pron-refl P

Pull yourself together.

Moiro stretched herself out.
Things willwork themselves out.

Verbs with this pattern belong to the following meaning groups:

I THE'I{ANG'GROUP 9 THE'OCCUPY GROUP

2 THE'FII.UNT'GROI.JP IO THE'STRETCH OUT' GROUP
3 THE'DEMEAN'GROUP rI THE'REPRODUCE' GROUP
4 TTIE'DGRT'GROUP 12 T}IE'EN'OY GROUP
5 THE'COMPOSE'GROUP 13 THE'HIDE'GROT'P
6 THE'DELUDE'GROUP 14 THE'ABSENT'GROUP
7 THE'EXCEL'GROUP 15 TI{E'PRESENT'GROUP
8 TIIE'E)(PI^AIN'GROUP 16 VERBS WITH OTHER MEANINGS

I THE'IIANG'GROUP
These verbs are concerned with doing physical harm to yourself. This includes:
o iniuring yourself accidentally e.g. bum, cut
o killing yourself in some way e.g. drown, eledrocute
As we know from whenever we cut ourselves, blood darkens as it gets older.
If she'd wanted to drown herself there was a swimming pool handy .
Children had seen a man up a tree with a noose round his neck. He was threatening to hang
himself.

burn 6 hang 5 kill , scratch ,

cut 2 hurt , nick I starve 2
iniect , prick 2
iniure ruptur€ 3

2 TTIE 'FIIIUNT'GROUP
These verbs are concerned with a person's self-image. In most cases, the person involved
has a,better self-image than he or she deserves, or is trying to make a better impression
than he or she deserves. This includes:
. trying to make a good impression on other people e.g. aggrandize, flaunt
o thinking well of yourself e.g. fancy, flatter
63
 Chopter 1: Simple Potterns

o trying to improve your appearance e.g. doll up, preen

o congratulatingyourself
Dressing for success doesn't mean dolling yourself Lpin suifs and shoulder pads.
I would be flattering myself if I believed I could snap my fingers and force a Swiss bank to
iump.
The president, the govemment, parliament - they all flaunt themselves on the television and
maie pretty speecfres about refirm and demoohcy. But what have they actually done?
Despite his eagemess to ingratiatehimselt he remained an outsiderwithout the full, honest
support of the people in his own political parA.

flatter 2 preen ,
flaunt 2
ingratiate
dollup dressup , makeup I i
".. .....----.'--'---,'ii

3 THE'DEMEAN'GROUP
These verbs are concerned with doing harm to your dignity, freedom, or image.
The American people support capital punishment; that'swrong, too. We demean ourselves
andwe betraytheideals of our country whenwe do thingslike that.
Two of the fundamental bases of British justice are that no one should be forced to
incriminate himself and that neither should he face trial twice.
It's sad fo see so many artists prostituting themselves. Once rebellious rock 'n' roll has
become nothing more than a corPorate marketing game.
They come here because the staff are more helpful, and we'Jlpul ourselves out to help them.

compromise 3 forget 5 overreach prostitute 2,3

demean , incriminate overstretch
disgrace I Iower 7 periure
putout 6

4 THE'EXERT'GROUP
These verbs are concemed with doing something with a great deal of effort, enthusiasm,
or commitment.
Try not to exert yourself while working.
I found I was having a hell of a good time with various girlfriends without committing myself .
I taught there for five years and I killed myselfover the students because they just needed so
much.

apply z commit 4,5 kill6

assert 4 exert 2 stir 5

burn out 2 wear out 2

5 THE'COMPOSE'GROUP
These verbs are concerned with controlling, or failing to control, your feelings or
behaviour. This includes:
o keeping calm under difficult circumstances e.g. collect, comryse
o preparing yourself for a difficult situation e.g. brace
o failing to keep calm and becoming agitated e.g. (cannot) contain, workup
o adapting to new conditions e.g. acclimatize, assimilate
64
 Section4: Vpron-refl

o organizing yourself e.g. organbe, pace

Indiawas much hotter than Tibet, and they had difficulty in acclimatizing themselves.
He will suppress his own fears, brace himselt and step foruard to defend the weak.
By now, she was crying. She tried to comPse herself, but could be seen visibly shaking.
At the moment I have to Wce myself until I am 10O per cent fit.
If something isyreig\ingheavily onyourmind, don't iustliethereworkingyourselfgp, get up
and do something about it.

acclimatize check I control 7 orient ,

assimilate t collect 7 discipline 5 Pace 5
behave 2 compose 5 limit 6 steady 6
brace , (cannot) contain 6 orSanize 4

cheerup psychup sort out 4

pickup 2 pull together 2 workup,

6 THE'DELUDE'GROUP
These verbs are concerned with having the wrong idea about something.
When one wants to believe something, it's easy to delude oneself.
Somebody's making anawfuIlot of money out of this.Don'tyoukidyourself.

2 delude I fool 3 kid 5

7 THE'EKCEL'GROUP
These verbs are concerned with being successful, becoming successful, or showing
yourself to be successful.
lfter g few yeays, I became a production seuetary in radio: I wanted to better myself and
found it a wonderfitl apprenticeship.
Sheppard excelled herselt breaking her own 50m time and setting a not British record.
You are going to have to fight for your honour and good name. Others will demand that you
Woveyourself, you cannot demand their respect wlthout it.
Although country ministers generally suffered from declining status and income, expansion
helped some oull themselves up.

excel
4 prove 3

,, pull up I

8 THE'EXPIIUN'GROUP
These verbs are concemed with talking, often about yourself.
They were asked to leave the room when the affair was discussed and were refused an
opportunity to explain themselves.
lohnson pretended not to be able to hear anything Shaw said, so Shaw had to reryat himself
in a louder voice.
If we'd had another week together, Neville might have told me all manner of things. He wos
struggling to unburden himself, but couldn't quite screw himself up to it.

repeat 3
unburden

65
 Chopter 1.: Simple Potterns

9 TIIE'OCCUPYGROUP
These verbs are concemed with occupying time.
You are only busying yourself at home to avoid dealing with certain larger issues.
To occuw myself, I retumed to my reading.

amuse 2 busy + occupy 5

rO THE'STRETCH OUT' GROUP

These verbs are concerned with moving your body, doing an action involving your body,
or changing your position.
She crossed herselfbecause she wanted divine protection for her husband.
The oldwoman glared at him, drqt herself Wand stormedinto the building.
Linda rushed round with pots of steaming tea or coffee as soon as they had seated
themselves.
'Nothing iswrong now,'laughedBess as she stretchedherself out lazily.

cross r.T preen 3 seat 3

expose 5 prostrate , shake 2
flatten 3 raise 3 support 8

-l plop down stretchout,

II THE'REPRODUCE' GROUP
These verbs are concerned with reproduction.
Computer organisms no longer just replicate themselves, they evolve in much the same way
that real ones do.
We are reproducing ourselves at such a rate that our sheer numbers threaten the ecology of
the planet.
In early summer there's sweet rocket, a cottage garden flower that seeds itself year by year.

replicate 2 reproduce 4 seed 2

12 THE'ENIOY GROUP
These verbs are concerned with enioying yourself or treating yourself well.
I do enioy myself, I love sports, travelling and socializing, but when I'm at work I like to be
kept busy.
This is the time to indulge yourself. Go on, treat yourself to a new dress, splash around aII the
perfume you've been hoarding since Christmas.
Go through the whole scene a second time, changing the words to suit yourself while getting
the same message across.

2 help spoil
: enjoy
a,7 3
fortify 3 indulge t suit z
tulfil 3 pig 4 sun 3

fillup t

66
 Section 4: V pron-refl

I.3 THE'HIDE'GROUP
These verbs are concemed with hiding or keeping away from other people.
His first instinct was to hide himself.
Williams locked himself away for 10 days with his producer to tum out a detailed filming
schedule.
Billy tends to keep things to himself andshut himself fr.

hide 2 isolate 2
lockaway 3 shut away shut off 2

r4 THE'ABSENT'GROUP
These verbs are concemed with leaving somewhere or not being somewhere.
\ith hi1 waiting and cooking experience, Akhtar can fill the void when staff absent
themsefues.
Yo11are,_olc9u1se, free to departwhenyouwish-but be wamed, after such orestfulbreakyou
will probably find it very difficult to tedr yourself away.

absent 3 uproot ,

take off 3 tearaway

15 TIIE'PRESENT'GROUP
These verbs are concerned with something happening. This includes:
o something occurring e.g. manifest, present
o something becoming established e.g. entrench, estdblish
o something happening again e.g. repeat
He establbhed himself in the team before this match.
An opportunity soon Wsented itself, which he eagerly seized.
History didn't have to reryat itself. This time, we'd get it right,
lust how this situation will work itself out remains to be seen.

assert 4 manifest 2 repeat 6

entrench present 4.3
establish I reassert 2
workout 5

16 VERBS WTTH OTHER MEANINGS

There are a number of other verbs which have this pattern.
She had decidedto avenge herself andallthe other women he hadabused.
One-day w!9n I lprkea myself oat=I discovered I could put my arm through the back-dmr
catflop and tum the key on the inside.
She lay still for a few seconds, trying to orient herself.
Pamelawas beginning toreproachherself for letting Rosie down.
The Subject of all the verbs typically indicates a person, except for bum ouf, where the
Subiect indicates fire.
The fire commissioner soid e ither the fire will burn itself out or the sprtnklers will get it.

67
 Chopter 1: Simple Potterns

avenSe dress 3 reproach 3 r

disarm 2 orient 2 soap 2

disgrrise z relieve 7
burnout, dust down 2 lockout 2 ,

digin z give up s

Structure informotion
a) The reflexive pronoun is the Obiect.
b) This structure has no passive.
c) The phrasal verb pattern is the same except that there is a particle, P, which comes after
the Object.

Other slructures
In the case of oneverb, be, the reflexive pronoun is a Complement. Onlythe forms beand
being are used.
'What do I have to do?' I asked. Tony laughed. 'lustbeyourself. Nothing more.'
With George she felt completely at ease, capable of being herself in his company-

i2
t: be 2.9 i
iii
*'-,,*."* . " .,"::

5 V omount
The verb is followed by a word or phrase indicating an amount, such as three dollars, alot,
much, two per cent. The passive pattern is be V-ed.

This pattem has three structutes:

> Structure I: Verb with ComPlement
andtwo don't always make four.
Two
> Structure II: Verb with Object
The canoes held two people.
> Structure III: Verb with Adiunct
I hadto walkfour miles.

Structure I: Verb with Complement

V omount

Two ond two moke four.

He weighed 18 stone.

Verbs with this structure belong to the following meaning groups:

68
 Section5: Vomount
I.T THE'EQUAL'GROUP
I.2 THE'MEASURE'GROUP

I.r THE.EQUAL'GROUP
These verbs are used when indicating how big an amount is. They are all link verbs (see
Chapter 5).
The trust bank' ioint investment in the firm equals 23 per cmt of their total capital.
The billcould easilyrun into hundreds of pounds.
The amount involved is said to total up to four thousand mitlion dollars.

be 2.1 make 4.3 total 4

equal r number 5

runinto 4

I.2 THE'MEASI'RE'GROUP
These verbs are used when indicating the size or weight of something or someone. They
are all link verbs (see Chapter 5).
Twenty years ago, supermarkets averaged 2O,(XX) square feet.
The skirt measures 32 inches from waistline to hem.
The fattest cat ever was an Australian called Himmy, who weighed 27.3kg.

weigh I
3

Structure informotion: Verb with Complement

a) The amount is the Complement.
b) This structure has no passive.
c) There is only one phrasal verb with this structure, runinto. The pattern is V P amount.

Structure II: Verb with Obiect

Active voice: V omount

The scheme could cost millions of pounds.

A mysterious bidder offered 1.5 million dollors.
The dining room could seot 394 possengers.

Possive voice: be V-ed

An extro f,,6 is chorged for express tronsfer

f,4000 wos token in one night.

69
 Chopter 1: Simple Potterns

Phrosol verbs: V P omount

He lives on eight pounds o week.

An ogent tokes in f,300 for eoch holidoy,

Verbs with this structure belong to the following meaning groups:

II T}IE'PAY GROUP
II.2 THE'HOLD'GROUP
II.3 THE'DO'GROUP
II.4 THE'GAIN'AND'LOSE' GROUP
II.5 VERBSWTH OTHER MEANINGS

II.I TTIE'PAYGROUP
These verbs are concerned with financial transactions such as buying, sellinS, or eaming a
living.
He is charging a hefty f,3.95 plus VAT, more than double the going rate.
Sophisticated locals patronise the well-established jewellers, who quote fair prices; when
pressed they knock off 7O per cent.
Dental charges are ako to rise, with patients having to paySo per cent rather than 75 per
cent of the cost of treatment.
I only @ in [75,OO0 a year before taxes as a social worker, which is like nothing to live on.
The phrasal verb knockoffalso has the pattern V amount P.
They should knock f,2,0(n off.
The verbs cost and pay 6 have an inanimate Subject.
Things are expensive: a jar ofblack caviar costs 7,7(X) roubles.
The job now Wyt f,7 35,O(X) a year.

cost 2 make 3.6 take 2.17 i.

+
average 5 eafn , offer 9 ti
!
charSe , get 2.2 pay 1,6 :j

cough up knockoff I pull in3

out liveon I.l take il >2.17

II.2 THE'HOLD'GROUP
These verbs are concerned with the capacity of something.
TheVacutankis acombinedhandpump andtankwhichcanhold E.3 litres of oilor other
fluids.
The bungalow sleeps four.

.12 seat 4 sleep I

14 serve 7 take 2.38
1!.e:rrr ..-.- -., -i.." rrr:rrrr.r. - -..,. -,

II.3 THE'DO'GROUP
These verbs are concerned with the speed of something.
Having driven that highway, I knew they were doing 7O miles an hour, at a minimum.

70
 Section5: Vomount

average 6 do 2.13

II.4 THE'GAIN'AI\D'LOSE' GROUP

These verbs are concerned with gaining or losing something.
The group has since opened its doors to qeryone and gained 250,0(X) members.
The Fidelityfundhasadifferentcharging structure.lnvestorsloseonly 2 Wcent inaninitial
charge.

gain 3 lose E,,6

II.5 VERBSWITH OTHER MEANINGS

There are a few other verbs which have this structure. We include h ete average, which can
indicate how much someone or something gets or produces. It can also indicate the speed
or price of something, and is included in meaning groups II.1 and II.3 above.
All biopsies are performed by a radiologist and helpers. The time is highly variable, but allout
twohours.
The city now averages three or four murders wery year.
lones hos made 4,690 runs in one-day intemational matches.
The cut in interest rates does not mean a lot financially.

allow s make l.+

average 6 mean ,.3

Structure informotion: Verb with Obiect

a) The amount is the Obiect.
b) This structure has a passive, with the pattem be V-ed. However, not all verbs with this
structure are used in the passive. The following verbs are the ones most frequently
passive.

.4 paY I
take 2.12

c) Phrasal verb patterns are the same except that there is also a particle, P. In most cases,
this particle comes after the verb, but in the case of knockoff, the particle can also come
after the ObieA. No phrasal verbs occur in the passive.

Structure III: Verb with Adiunct

V omount

Pretox proflt climbed 1 1 per cent.

His team lost 3-0.
Poul swom 16lengths.

7t
 Chopter 1: Simple Potterns

Phrosol verbs: V P omount

The current low dotes bock 250 yeors.

The crime rote in Rio went down 37.4 percent.

A wider range of words and phrases indicating an amount are used in this structure than
in the others. These include ten-fold and a bit.
Verbs with this structure belong to the following meaning groups:

III.I THE'INCREASE' GROUP

III.2 THE'WALK' GROI.'P
III.3 TTIE'WIN'GBOUP
III.4 VERBS WITH OTHER MEANINGS

III.T THE'INCREASE' GROUP

These verbs are concerned with changes in value, amount, or degree.
The nation's industrial production declined 2 percmt last month.
In Paris, the dollar fell a fifth of a cent.
If you have five stocks, and three gp-dowt 75 percent, one goes-uptm-fold, and one g@s
ubZO percent, you still have good performance for those five.
Antibodies increose two- to three-fold in experimental animals fed on excess vitamin E.

Income rose a bit for families without children.

The Dow lones industrial average, which slid 37.55 points on Friday, finished up 25.94
points at 3,276.26.

climb I fdl 5 rise 9 surge 2

decline I increase , shrink z swell I
decrease , iump r sink z tumble 2
dive 7 plummet slide 4
drop , plunge 5 slip 7

godown 4.1 govp 4.1

III.2 THE AVAIK'GROUP

These verbs are concerned with moving or travelling. The amount indicates the distance
travelled. This is a productive use: most verbs which involve moving or travelling can be
used with this pattern. The verbs listed here are those which are most frequently used in
this way.
Bud saidhe'ltbacl<npahundredyards, hide his truckoffthe roadin the bushes, andhead
for where the action was
You could travel a long way and have nothing to show for it.
losephwalked over four miles in 90 degree heat.

ascend 3 iulnp t,2 run, travel ,

go r., march I swim 7 walk I

backup 3.5,7

72
 Section 5: V omount

III.3 TI|E At[N'GROUP

These verbs are concerned with winning or losing. The amount indicates the score.
then lost her serye to trail 3-5 and the match wos effectively over.
She
Maple Leafs began with a handicap goal, but Ellerston won 7-6 .

lead 1.t trail E

lose I win I
godown.l

III.4 VERBS WTIH OTHER MEAIYINGS

There are a few other verbs which have this structure.
There is oidence of human settlement datingbackS,(XX)years.
Altho.uglt coins are more expensive to manufacture than bilk, they last much longer in
circulation.

last 11,12

date back go back l,z move down move up 2

Structure informotion: Verb with Adiunct

a) The amount is an Adjunct.
b) This structure has no passive.
c) The phrasal verb pattem is the same except that there is a particle, P, which comes after
the verb.

Otherreloted potterns
V omount odi/odv
The verb is followed by an amount and an adiective group or adverb group.Verbs with
this pattern are used when indicating the size of someone or something. They are link
verbs (see Chapter 5).
The fence was two and a half metres high and had triple strands of barbed wire at the top.
The river was only fifty yards acrrrss and we were over in a minute.
The cushion measures 76 inches square.

be 2.1 measure 3

These verbs also have the pattern V amount in n. The prepositional phrase beginning with
in indicates the dimension concerned.
The brooch measures 2 inches in length, and the clip-on earrings are 7 inch in diameter.

V qmount in n
See V amount adj/adv above.

73
 Chopter 1: Simple Potterns

6 Vodi
The verb is followed by an adlective group.
This pattem has one structure:
> Verb with Complement
Iwashungry.

V odi

Poe died penniless.

Mother's cheeks glowed red.
She looked hoppy.
I stood perfectly still.

Phrosolverbs:VPodi

sit up stroight.
Motching sets work out cheoper thon seporote items.

Some verbs with this pattem are generally considered to be link verbs because they need
an adjective after them to complete their meaning (see Chapter 5). Others are not
considered to be link verbs, because they have a complete meaning in themselves, for
example they indicate an action such as moving. However, for both kinds of verb, the
adiective group after the verb describes the person or thing indicated by the Subject.
Verbs with this pattern belong to the following meaning groups:

I THE'BE'GROUP 8 THE'SUDE OPEN'GROTJP

2 THE'BECOME'GROUP 9 THE'BREAKFREE,GROUP
3 THE'SEEM'GROUP IO THE'IUMP'GROUP
4 THE'ACT'GROUP rI THE'CLOSE HIGHER' GROUP
5 THE'DIE'GROUP 12 THE'GLEAM'GROUP
6 THE'SIT'GROUP 13 THE'SET' GROUP
7 THE'STARE'GROUP 14 VERBSWITH OTHER MEANINGS

I THE'BE'GROUP
These verbs indicate that someone or something has a particular quality or is in a
particular state. We include here keep, remain, and stay, which indicate that someone or
iomething remains in a particular state. The verbs in this group are all link verbs (see
Chapter 5). Keep is an ergative link verb (see Chapter 7).
She was not young, but she was beautiful.
I was feeling a bit lonely.
They had been buming charcoal to keep warm after their electricity had been cut off.
The law has proved difficult to implement, however.
The lJnited States stands ready to take whatever military action is appropriate to bring
things under control.

74
 Section 6: V odi

The verbs go 2.3 and poss are followed by negative adjectives such as unnoticed and
undetected.
Adler wasn't going to let such behaviour go unnoticed.
The verbs rank and rate ate used with high and low. The adjective is usually followed by a
prepositional phrase. This pattern is V adj prep.
The technology on which the machine is based, called parallel supercomputing, rank high
ontheresearch agendaof arcry big computer company.
The phrasal verb work out is used with the adiectives cheap and expensive.
Check washing instructions before you buy - some fabrics are 'dry-clean only' which can work
outexpensive.

be 2.1 keep 7 prove 7 remain ,

feel I lie 1.q rank 4 stand ,,
go 2.2,3 pass ,9 rate 6 stay 3

work out 3

2 THE'BECOME'GROUP
These verbs indicate that someone or something starts to have a particular quality or be in
a particular state. They are all Iink verbs (see Chapter 5).
If your boss is opposed to your idea, your taskbecomes more difficult.
He came over all dizzy, he said, when he stood up.
People who've tried that in the past have ended up dead.
She feII silent suddenly and cast an uneasy glance over her shoulder.
Does your father ever glcross?
The audience went crazy, bming, screaming, clapping hands, some qen standing on their
seats and shoking their fists.

: become , get 1 .1,2 tum ,4rS i

: come 6 go 2.1
fall s Srow 7
. come out 4 end up 2 tumout,
: come over 2 fnishup I windup 3

The verb tum 17 is only followed by colour adiectives and has the pattern V colour. It is an
ergative link verb (see Chapter 7). See also meaning group 12 below.
Swanson's face turned white as he realized what was about to happen.
Tum can also be used with a noun group indicating a colour.
Erin watched as the sun turned a deep pink-orange on the westem horizon.

turn ,7

3 THE'SEEM'GROUP
These verbs indicate that someone or something seems to have a particular quality or be
in a particular state. They are all link verbs (see Chapter 5). The verb feel -l indicates how
someone seems to themselves.
He felt ridiculous.
The Govemment seems unable to take control of the situation.
In principle, it sounds great: no pollution, free energy, and everyone lives happily ever after.

75
 Chopter 1: Simple Potterns

Bottled fruit not only tastes delicious but it also looks tenific displayed in the kitchen.

apr,€'ar 1,2 seem , taste 4

feel 1,2,3 smell 3
look 2.1.4 sound z.a,P

4 TIIE'ACT'GROUP
These verbs indicate that someone pretends to have a particular quality or be in a
particular state. They are both link verbs (see Chapter 5).
Claire decidednot to act surprised at the mention of Walker's name.

act J play 9

5 THE'DIE'GROUP
These verbs are concerned with actions or processes.
This is a productive use: many verbs referring to an action or process can be used with this
pattem. The verbs listed here are the ones which are most frequently used in this way and
are used with a wide variety of adjectives.
My father diedyoung.
What does it mean to grow_Appoor in this rich society?
None of themretumed alive.

arrive , emerSe ,,2

die I return r,9
SrowuP ,

With most verb-adiective combinations of this kind, it is the adiective that is frequently
used in this way and that makes the combination possible, rather than the verb. Negative
adiectives such as unharmed, unnoticed, intact, and barefoot are most ftequently used in
this way.
Shewalk barefoot through the kitchen, brushing her hair andlooking for Allen.
I listen entranced.
He is a fascinating talker and Freddy and
I considered showing up unannounced at his front door, then rejected the idea as
undignified.
The man's car was hit by rifle fire but he escaped unhurt.
The following adjectives are frequently used after verbs indicating actions or processes.

ashen-faced poker-faced unassisted unimpeded

barefoot red-faced unaftended unintermpted
bareheaded sober t unbidden uninvited
blindfold; spellbound unchallenged 1,2,3 unmolested
breathless t stark naked unchecked unnoticed
drunk I stony-faced unclothed unobserved
empty-handed straight-faced uncontrolled , unplugged
entranced topless , uncovered unprotected ,,2
expressionless unabated undetected unpunished
flat-footed ,,2 unaccompanied t,3 unescorted unread
free I unafraid unhampered unrecognized 1,2,3
incognito unaided unharmed unscathed
intact unaltered unheard I unseen 2
unheeded untouched 2,3
unhurt untreated ,
unimpaired

76
 Section6: Vodi
In addition, the comparative adiective closeris used afterverbs of movement such as come
anddraw.
As they dr*tt closer. the forms of three black-and-white police cars could be seen.
6 THE'SIT'GROUP
These verbs indicate the position or posfure of someone or something.
Behind him a manwas lying dead, struck in the head by the bullet intended for Sharpe.
Her Bronco still sits unused inthe garage.
He put the phone down and lessica stood motionless, waiting.

:: lie l.
hang 3 sit, I
stand ,,4 i
ir

The following adjectives are frequently used with one or more of these verbs.

helpless speechless undisturbed ,,2,3

comatose 2 motionless sprawled unfrnished
crooked 7 neglected 2 still l.l unopened
dead I prone 2 stock-still untouched ,,4
defenceless prostmte 2 straight t unused 7

flat 3 proud s transfixed upriSht ,

forlom I senseless 2 unconscious I

7 THE'STARE'GROUP
These verbs are concerned with looking. They are used with adjectives describing the
expression or emotion of the person who is looking at something.
Others cling to older children who stare wide-eyed at the scene unfolding before them.
lerry Hall_wgtched aghast as her drunken friend leapt on to an historic four-poster bed,
setting offalarms andcreating mayhem in apackedmuseum.

a gaze 1 stare , watch ,.,

The following adiectives are used with these verbs. In addition, some adiectives from the
lists in meaning groups 5 and 6 above, for example entranced andtransfixed, can be used
with these verbs.

aghast goggle-eyed wide-eyed 2

amazed open-mouthed
appalled unseeing

8 TIIE'SLIDE OPEN' GROUP

These verbs indicate that something such as a door moves, or makes a sound as it moves.
They are used with adjectives such as open and shut.
This is a productive use: other verbs with similar meanings, for example squeakand,yawn,
can be used with this pattern. The verbs listed here are the ones which are most frequently
used in this way.
As Adam and Zelikov entered, the heauy steel doorsbanged shut behindthem.
The door slid open to admit Blake.

77
 Chopter 1: Simple Potterns

: bang 3 clang slide I swing , l

: blow 1.2 creak snap 2

burst I slam I spring 5

9 THE'BREAKFREE'GROUP
These verbs indicate that a person manages to get free ftom a restraint, or that an oblect
comes away from or out of something. They are used with free or loose.

This is a productiveuse: otherverbswith similar meanings, forexamplelerk, scramble,and

twist, can be used with this pattern. The verbs listed here are the ones which are most
frequently used in this way.
The more I struggledtobreakfree, the more I became entangled.
He gave a feeble shrug and tried to squirm free.
One of the pins had worked loose from the outer plate.

break r roll 1,2 squirm , wrench 2

pull 1 shake 8 stnrggle 5 wriggle 2
rattle I spring J work 23

rO THE'II.IMP'GROUP
These verbs indicate movement upwards or downwards. They are used with highor low.
The chef bent low to ignite the bumers beneath the table.
She could run faster and iwnphigher than her brothers.

bend I fly 2,4 leap I stoop 2

crouch , iump , soar 2 swoop 2

rT THE'CLOSE HIGHER' GROUP

These verbs are used when talking about the level of share prices or currencies. They are
used with the adiectives higher and lower. Close, end, finish, and oryn are also used with
firmer,weaker, andunchanged. These verbs are all link verbs (see Chapter 5).
closed lower on Wall Street today.
Sfocks
The poundedgedhigher against the dollar, to close up .15 cents at f'1.68.
On Tuesday, London opened firmer on a technical bounce after Monday's broad decline.

close 1.9 edge I inch z :,

creep 4 end z move 11 ,:

drift 2 finish I open ,,

...

12 THE'GLEAM'GROUP
These verbs indicate that something gives out or reflects light. They are used with
adjectives indicating colour, and with adiectives such as bright andclear. We include here
run, which is used when indicating the appearance of a liquid.
This is a productive use: other verbs with similar meanings, for example glimmer, glitter,
shimmer, and spa*le, can be used with this pattern. The verbs listed here are the ones
which are most frequently used in this way.
The metal box gieamed silver in the sun.
Behind us the white cliffs of Dover shone bright in the moming sun.

78
 Section6: Vodi

flash 2 gleam l,l glisten I run 21

flicker s glint I glow 4e,z shine I,.l

Verbs which are used with colour adjectives, and not other adiectives, have the pattern V
colour.
Laidi blushed scarlet and looked at me.
F!i:' n:':i*1 ..' ! 9rrr!ll!q.i:i :!'aa!

:! blush
..
, flame Z flush I i
?;

Both these groups of verbs can also be used with a noun group indicating colour.
Taken offguard, Charlie flushed a dark red.
The woter gllowed.a faint yellow from the reflected lights of the city.

13 TTIE'SET'GROUP
These verbs indicate that something becomes solid. They are used with solidor hard.
It was bitterly cold and my underwearhadfrozen solid.
The mixture will soon set hard.

freeze I set 2.t7

14 VERBS WITH OTHER MEANINGS

There are a number of other verbs which have this pattem. With the exception of dawn
and wax, they are used with only one or two adiectives, as indicated in the iist below.
The fire had burned low and they had been sitting in semi-darlaess.
Easter Sunday dawned bright and clear.
HeII, thet'd'fall_down dead if they ran six sfeps, most of 'em.
The chair has eight adiustable positions andfolds flat for easy storing.
In court today, Mr Alleyne plea&d guilty and was jailed for thirty days.
Writers have been waxing lyrical about the country house hotel for years.
Stay indoors, wrap up warrn and don't venture out.

', brurra 1 (tow) marry I (young) stoop 3 (so rol4l) weigh 5 (heovy)
, dawn 4 plead 2 (g uilty / i n nne nt) stip 4 (noked)
, fold t 1tlot1 run I (unopposed) wax 5
,, hang 6,2 (heovy) statd 19 (unopposed) wear 7 (thin)
, fall down >2 (deod) stand up 1 $troight)
I situp I (sttoight) wrap up I (worm)

Sometimes verb and adiective combinations are regarded as phrases, for example lie low,
Ioom large, and, run wild.

Structure informotion
a) The adiective group is the Complement.
b) This structure has no passive.
c) Tle phrasal verb pattern is the same, except that there is a particle, p, which comes
after the verb.

79
 Chopter 1: Simple Potterns

Other productive uses

In informal and non-standard English, adjective groups are sometimes used after verbs as
Adiuncts, as it Why does he act so-mean? , He contiiued to talk tough, and You've got to think
positive.

Other reloted pqtterns

V odi prep
See meaning group 1 above.

V qmount odi
See page 73.

V colour
See meaning groups 2 and L2 above.

V -ed
The verb is followed by an '-ed'clause - that is, a clause introduced by the'-ed'form of
another verb. The '-ed'clause indicates the state that something is in, starts being in, or
seems to be in. These verbs are all link verbs (see Chapter 5).
The dog was on a chain, which was attached to another chain that stretched the width
oftheyard.
The tanks thenbecame trapped between barricades, andwere eventually abandoned.
Hefeltbetrayed.

,, aPPear 1,2 feel I seem, :

': be 2.1 lie l.l

i become , look 2.1 .:

7 V -ing
The verb is followed by an'-ing'form.
This pattem has three structures:
> Structure I: Verbs in phase
She startedwalking.
> Structure II: Verb with Object
He liked dancing withher.
> Structure III: Verb with Adiunct
Thev ended uo fiahtino.

80
 Section 7:Y -ing

Structure I: Verbs in phose

V -ing

The sea come rushing in.

The govemment ceosed tunding the bonk.
He kept soying he wos sorry.
Ione connot resist buying kitchen godgets.

Phrosolverbs:VP-ing

I corried on wolking.
I 9ove up tryin9 to sleep.
He left off setting the breoKosttoble.

Verbs with this structure belong to the following meaning groups:

I.T THE'START'AND'STOP'GROUP
I.2 TTIE'AVOID'GROI,JP
I.3 TTIE'TRY GROUP
I.4 TI{E'GORIDING'GROUP

I.I THE'START' AND'STOP' GROUP

These verbs are concerned with starting, stopping, continuing, or doing an action.
Then sheburst out cwino.
They came stalking in here yesterday and demanded to see me.
When I went around asking people how they felt about America, I was a little apprehensive
about the answers.
Rather than correct her, I kept trying to change the subject.
I hope you're not going to start crying.
Stop treating me like a schoolgirl.

begin t continue ,,3 go 1.4 resume ,

cease 2 discontinue I (not) go Lz start ,
come , fnish , keep z stop ,
commence Eet1.t2 quit 2

burstout 14 fallto 2 goabout r,3 keep on >7

carryon, give over go around/round 2 leaveoff 2
fall about giveup , 8oon, taketo 2

81
 Chopter 1.: Simple Potterns

I.2 THE'AVOID'GROUP
These verbs are concerned with not doing an action.
Farling studiously avoided looking at Piercey.
I thought, I won't bother washing my hair - I'll wash it tomorrow.
Some teens simply hold offspeaking to their parents.
He left word that he had rung, but carefully omitted leaving his own number.

escape 3 forbear (cannot) resist 3

evade t,2 omit 2 shun
hold off I

I.3 THE'TRTGROUP
These verbs are concerned with doing something even though it may be dangerous or
may not bring success.
People are still very concemed at their employment prospects, and they are not prepared to
riskmoving houseyet.
I tried ringing his home, but they told me he wasn't there.

chance 5 risk 6 try 1,4

I.4 THE'GO RIDING' GROUP

These verbs are concerned with taking part in an activity, often shopping or a leisure
activity.
Nexttimeyoucome shopping inSafeway,whynotbringwithyouanyunwantedcleancanier
bags from previous shopping trips?
Thenext aftemoonAmywent riding with Gerald.

come 2 go 1.3

Structure informotion: Verbs in phose

a) The verb and the '-ing' form are two verbs in phase, and together form a complex verb
group. This means that the actions or states expressed by the two verbs cannot be
separated from each other. For example, if you sfart laughing, the storfing and the
Iaughing are not two processes but one.

The complex verb group is followed by a group, phrase or clause which completes the
pattern of the second verb. In the structure tables above this is called a Completive. For
example, if the second verb is normally followed by a noun gtoup, then the
Completive of the complex verb group will be a noun group.
b) This structure has no passive, but the '-ing' form may be passive, consisting of. being
and an'-ed'form.
To avoidbeing caught, the gang sometimes cut offthe phone.

c) The phrasal verb pattern is the same, except that there is a particle, P, which comes
after the verb.

82
 Section 7:Y -ing

Structure II: Verb with Obiect

V -ing

Only one person odmitted seeing him thot night.

She moy feor being left on her own.
He likes wolking his dogs.

Phrosolverbs:VP-ing

She hod counted on riding home with Normon.

The couple ore looking into getting o three-month viso.
I didn't toke to teoching.

Verbs with this structure belong to the following meaning groups:

II.T THE'UKE'AND'DISUIG' GROUP

II.2 THE'DREAD' AND'LOOK FORWARD TO' GROUP
II.3 THE'CONSIDER'GROUP
II.4 THE'REMEMBER'GROUP
II.5 THE'RECOMMEND'GROUP
II.6 THE'II.{Tr'OLVE' GROUP
II.7 THE'POST?ONE'GROUP
II.8 THE'NEED'GROUP
II.9 THE'RISK'GROUP
II.IO VERBS WITH OTHER MEANINGS

II.I THE'LIKE' AND'DISLIKE' GROUP

These verbs are concerned with liking or disliking something.

I don't appreciate being treated like a suspect.
I hate the sight of guns and dblike touching them.
I don't really like having people round.
He gefened being an audience rather than an entertainer.
Many other people today said they could not tolerate doing nothing.

adore 2 dislike , loathe relish I

appreciate 3 (cannot) endure I love 5 resent
(cannot) bear 1.0 enjoy I (not) mind 2. I (cannot) stand 16,17
(not)begmdge 2 hate 2 mind 2.2 (cannot) stomach 5
detest like 2.1,2,3 prefer (not) tolerate ,
taketo 1

83
 Chopter 1: Simple Potterns

II.2 TIIE'DREAD'AND'LOOK FORWARD TO' GROUP

with attitudes tol rards the future. This includes:
These verbs are concerned
. not wanting something to happen e.g. dreaQ fear
o wanting something to happen e.g. fancy, favour, look foruard to
I would like to meet him but at the same time I dread meeting him.
She was hungry, but she couldn't face eating.
Angelinahas spent all her primary schoolyears in Britain andis looking foruardto going
onto senior school.

dread I fancy 1.1 fear a

(not) face 2.r favour 4
lookfonrardto I

II.3 THE'CONSIDER' GROUP

These verbs are concerned with ideas about what is going to happen in the future.
Inthe early part of December, youcan anticiBtemaking amaiorpurchose.
You should consider supplementing your diet with vitamlns and minerals.
He debatedtaking his car, but decidedto go onfoot.
I haven't been in any trouble and I don't intend getting into any.
I'n_reckoned_on having nine thousand pounds and I haven't - I've only got six thousand.

anticipate , debate 4 imagine ,

consider 3 envisage intend ,
contemplate , fantasize , visualize
counton/upon, lookinto reckon on
figure on planon see about

II.4 THE'REMEMBER' GROUP

These verbs are concerned with attitudes and ideas about the past. This includes:
. remembering or forgetting e.g. forget, recall
o having a feeling about something in the past e.g. miss, regret
I'lI never forget going to Sunday school as a kid.
When they had calmed down they were sure to regret having rarcaled themselves so
unguardedly when there was a stranger present.
She can't remembcr committing the murder, although all the evidence points to her guilt.

forget 1,4 recollect (cannot) remember 3

miss 2.2 regret ,
recall t remember 7

II.5 THE'RECOMMEND' GROUP

These verbs are concerned with speaking or writing. This includes:
o talking about something done in the past e.g. admit, deny, report
. making a suggestion about the future e.g. advise, recommend
o discussing something e.g. debate
Members had debated changing the law to fight disease.
He denied causing death by reckless driving.

84
 Section 7zY -ing

The judgesrecommended giving more modest prizes.

acknowledge t debate 4 mention , report ,

admit I deny I prohibit suSgest ,
advise , describe I propose , urSe ,
advocate I forbid I recommend 2

II.6 THE'INVOLVE' GROUP

These verbs are concemed with a logical relation between two actions, events, or states.
One is indicated by the Subiect and one is indicated by the '-ing'clause.
The job of a choreologist entails teaching dancers the technique and performance of
dancemovements.
Fusion involves forcing nuclei together rather than fragmenting them.
Taking the engine out necessitates remwing the front panel.
My brother had suggested that I take the bus because it would save having to find a place to
parkinManhattan.

allow I iustify permit , save 5

entail mean ,.5 preclude I
involve t necessitate prevent ,

II.7 THE'POSTPONE' GROUP

These verbs are concerned with postponing the time when something is done.
These goods are also expensive, so people defer buying them when they are hard-up.
Many young couples have postryned having families because of the recession.

r defer t delay t

, putoff I

II.A THE'NEED'GROUP
These verbs are concemed with needing or deserving action or treatment of some kind.
Surely our feet deserve pampering aII year round.
I asked if there were any more problems that needed sorting out.
Miles is in goodhealth and doesn't cry unless hewants feeding or changing.

: desewe , require , i
need 2 wanl5

II.9 THE 'RISK'GROUP

These verbs are concerned with doing something that may have bad results. The '-ing'
clause indicates the possible result of the action.
The advertisers chance alienating the customers they hope towoo.
Since race cars aren't insured, you risk losing arcrything if you hit something solid.

, chance 5 risk 5 ,

85
 Chopter l.: Simple Potterns

II.TO VERBS WTIH OTHER MEANINGS

There are a number of other verbs which have this structure.
He has abandonedafitness regime whichencouraged dining onmuesli andbananas.
The vast majority of patients stillhave to endure being cut open and having severalweek
offwork, even for quite simple operations.
In many companies more effort went into generating profits than into long-term
planning.
The profitswill gotou,ardsfighting pollution and the destruction of rainforests.
They saythat when youle playing chess you can go without eating.
Practbe changing your behaviour in situations which are relatively neutral for you.

discourage 2 endure I practise 7

encourage 3,4 mime 2

getawaywith go towards play at 1,2
go into 2 gowithout

Structure informotion: Verb with Obiect

a) The '-ing' clause is the Obiect. The first verb and the '-ing' clause express two
closely-related but separate actions or states. For example, if you regret leaving, the
regretting and the leaving arc two processes.
b) This structure has a passive, with the pattern be V-ed. However, it does not often occnr.
c) The phrasal verb pattem is the same except that there is a particle, P, which comes after
the verb. The phrasal verbs look forward to and get away withhave the pattem V P P -ing,
with two particles after the verb.

Structure III: Verb with Adiunct

V -ing

'd die feeling guilty

Phrosolverbs:VP-ing

We ended up hoving dinner.

I wos honging oround hoping to see him

Verbs with this structure are all concerned with beginning, ending, or spending time in a
particular way.
The soldiers reasoned that they'd prefer to die fighting rather than waiting.
Their boat finished up pinting the wrong way.
I startedoffdoing languages,which I quite enjoyed, but I svtitchedto law andqualifiedas a
solicitor.

86
 Section8: Vto-inf

die 1,9

endup 2 hangaround , windup 3

finishup I start off I

Structure informotion: Verb with Adiunct

a) The'-ing'clause is an Adlunct.
b) This structure has no passive.
c) The phrasal verb pattem is the same except that there is a particle, P, which comes after
the verb.

8 V to-inf
The verb is followed by a to-infinitive

This pattern has three structures:

> Structure I: Verbs in phase
The number of victims continues to ,.ise,
> Structure II: Verb with Obiect
He exryds to fly to Beijing soon.
> Structure III: Verb with Adjunct
He hurried to catch up with his friend.

Structure I; Verbs in phose

Vto-inf

The onongements oppeored to be sotisfoctory.

Prison officers continued to potrol the grounds.
He refused to comment.

Phrosol verbs: V P to-inf

Dr Corey went on to spell out his views.

These theories moytum out to contoin elements of truth.

Verbs with this structure belong to the following meaning groups:

I.1 THE'BEGIN'GROUP
I.2 THE'APPEAR'GROUP
I.3 THE'TRY GROUP
I.4 THE'MANAGE'GROUP

a7
 Chopter 1: Simple Potterns

I.5 THE.FAIL'GROUP
I.6 THE'REGRETTOSAYGROUP
I.7 THE'HASTEN'GROUP
I.8 THE'CHANCE'GROUP
I.9 THE'TEND'GROUP
I.TO \,'ERBS WITH OTHER MEANINGS

I.T THE'BEGIN'GROUP
These verbs are concerned with starting, stopping, or continuing an action.
Edgarbegan to laugh again.
The social activities patients enjoyed before they became sickwill continue to be enioyed
during the course oftheir illness.
He treatedus okay but I never gdto like him.
Philwent on to enioy more success at cricket than he had at football.
The verb come on is always used with verbs indicating the weather, with the Subiect it.
It was coming on to rain when finally Mac's lorry anived.

begin I commence grow 7

cease 2 continue , proceed I
come Z get 1.10 start ,
r come on 7 goon 5 settle down 3

I.2 THE'APPEAR'GROUP
These verbs are concerned with an activity being real or appearing to be real. We include
herc make, which indicates that someone appears to be about to do something, but does
not do it.
He listens to five different conversations simultaneously, while apryaring to give each one
L00 per cent ofhis attention.
She made to move past him. He placed himself in her way.
He't only getended to be sleeping. He'd really been watching her all the time.
The great storm of 1987 prwed to be a blessing in disguise for Chepsea Gardens in Sussex.
The diagnosis turned out to be her worst nightmare.

affect 4 make 1.3 seem ,,2

appear 1,2 pretend ,,2
feign prove ,

,'
*', out 3

I.3 THE'TRY GROUP

These verbs are concerned with tryin8 to achieve something.
Though I\e atlemptud to buy a soundtrack album, no shop seems to have heard of it'
For a further nine years Gladstone laboured to reverse that decision.
Alotof people struggledto understandwhy theywere doing this.
That'swhat he's doing, thoughhe tries to ignore it.

i attempt t frE}nt 2,14 scrabble z strive l.

batfle 4,5 grapple , scramble 3 struggle ,,17 .,

., endeavour t labour 3 strain 6 try, rl

88
 Section 8: Vto-inf
I.4 THE'MANAGE'GROUP
These verbs emphasize that something is successfully done, especially something that is
difficult or easily forgotten.
The whole of the Great Lakes was exerting a strange hold on me, which I couldn't begin to
understand.
I still cannot understand how you contrived to get into the room with a gun.
With some difficulty he managed to stretch out an arm and get hold of the chocolate.
A gust of wind caught the parachute, dragging him along the ground until he remembered to
hit the release catch at his waist.
The verbs serye and sumce have an inanimate Subiea.
What he leamed sented to imprwe the managerial skills needed in his present employment.

(cannot) begin 8 manage 3 suffice I

contrive 14 remember 4
get 1. , , seffe 3

I.5 THE'FAIL'GROUP
These verbs are concerned with not doing an action. We include here remain, which
indicates that something has not yet been dealt with, and (not) need, which has this
structure when it is used to tell somebody not to do something.
The peace talk collapsed when the rebels failed to turn up.
I ane went back to bed and fell promptly asleep, forgefting to turn off the light.
Youdon't needto respond right now.
He completely lost his head, told anumber of lies andomittedto mention one or two things
that might have helryd him.
In the case of remain, the verb is always followed by a passive to-infinitive.
A lot of questionsremaintobe answered.

(not) bother fail t,3 (not) need 4,5,6,8 refuse ,

decline 2 forbear neglect 3 remain I
disdain 3 forget 2 omit 2 (not)

I.6 THE'REGRET TO SAY GROUP

These verbs are concerned with the manner or attitude of the person doing the action. We
include here choose, elect, and opf, which have this structure when they are used to
indicate that someone does something by choice. We also include here hate, want, and
wish which have this structure when they are used in phrases such as I hate to be rude but...
I gave you some netv information, some different ways of looking at and thinking about your
life situation, and you chose to beliarc what I told you.
They finally condescended to give her a form to be filled in by a doctor.
Each time the phone rings I hesitate to ansrver.
I regret to tell you that very many American lives have been lost.

care 5,7 deign (not) need r venture 3

choose 2 elect 2 opt (not) want 16
come I hate 3,4,6,7 Presume 2 (not) wish 3
condescend I hesitate e3 regret 3
dare I mean ,.6 tend 3

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 Chopter 1: Simple Potterns

I.7 THE'IIASTEN'GROUP
These verbs are concemed with doing something without delay
The agent hastened to reassure him.

hasten 2,3 hustle 2 scurry 2

hurry 2 rush 2

I.8 TI{E'CIIANCE' GROUP

These verbs are concerned with something happening by chance.
She and Nancy did not speak, hardly glanced at each other if they chanced to pass in the
hospital conidor.
Itwas alight-heartedwartime affairwhich hadcome aboutbecause they bothhapwnedto
be inthe same place at the same time.

happen 4

I.9 THE'TEND'GROUP
These verbs are concerned with how probable something is or how frequently something
happens.
This year's competitionWmises tobe the best ever.
The front line states stand to gain from a demooacy in South Africa.
Low-heeled comfortable shoes are best, too, as feet tend to swell if you sit still for too long.

i
: incline I stand ,8
, promise 4 tend ,
, shapeup t

I.1O VERBS WITTI OTHBR MEANINGS

There are a few other verbs which have this structure.
In the industrial Midlands, pllution and weather conspired to create a perfect canopy of
impenetrable cloud.
The religiousbackgroundbindspeople together andhelpstopromote the moralandethical
standards in the school.
'You may live to regret those words, Arch.deacon,' said the chaplain.

conspire 2 lTve 1.4

}relp t,z stop 7

Structure informotion: Verbs in phose

a) The first verb and the to-infinitive are two verbs in phase, and together form a complex
verb group. This means that the actions or states expressed by the two verbs cannot be
separated from each other. For example, if you begin to see something, the beginning
and the seeing are not two processes, but one.
The complex verb group is followed by a group, phrase, or clause which completes the
pattern of the second verb. In the structure tables above this is called a Completive. For
example, if the second verb is normally followed by a noun group, then the
Completive of the complex verb group will be a noun group.

90
 Section 8: Vto-inf
b) This structure has no passive, but the to-infinitive may be passive, consisting of. to be
and an'-ed'form.
He refused tobe admitted to the hospital.
c) The phrasal verb pattern is the same except that there is a particle, P, which comes after
the verb.

Structure II: Verb with Obiect

Vto-inf

The President ogreed to be interviewed.

Turkish oirlines has offered to loy on o dozen flights storting next week.
He pleoded to speok with me privotely.

Phrosol verbs: V P to-inf

He didn't go out to iniure opponents.

Govemments queue up to buy US spy sotellites.

Verbs with this structure belong to the following meaning groups:

II.T THE'PROMISE' GROUP
II.2 THE'DEMAND'GROUP
II.3 TTIE'HOPE'GROUP
II.4 THE'LIKE'GROUP
II.5 THE'CIAIM'GROUP
II.6 THE'NEED'GROUP
II.7 VERBSWTTH OTI{ERMEANINGS
II.I THE'PROMISE' GROUP
These verbs are concerned with being committed to a future action. This includes
o talking or writing about a future action e.g. agree, promise
o thinking about a future action e.g. chmse, decide
o doing something about a future action e.g. arrange, preryre
We should not be looking to increase salaries across the board.
I had planned to stay longer, but something came up.
Chloe had prombed to take her shopping as soon as she arrived.
loneshad set out to intimidate and dominate Paul.

aSree 2,3 lx 24 pledge 2 threaten t,3 :

arrange 2 Suarantee 3 plot 2 undertake 2 ,,

choose 2 intend I prepare 2 volunteer 3 .,

consent 2 be looking promise ,,4 vote 5 :

contract 2 mean ,.r0 propose 2 vow, ,
decide I offer 2 resolve 2 :
deterrrine I opt scheme l
elect 2 plan 2 swear 2
goout 3 set out 2

9t
 Chopter 1: Simple Potterns

II.2 THE'DEMAND'GROUP
These verbs are concerned with persuading someone to do something or with obtaining
permission from someone to do something.
The oolice askedto use Keith'svideo as evidence.
He demanded to be flown to Sweden, but the pilot landed instead at Helsinki.
They were so concemed about the Pacific yew tree that they @itioned to have it included
onthe endangered species list.

apply bid ,.3 demand I pray I

ask 3 campaign z petition :
beg 7 clamour t plead I

II.3 THE'HOPE'GROUP
These verbs are concerned with attitudes towards a future action or event. This includes:
o wanting to do something e.g. hope, long, want
o not wanting to do something e.g. dread, fear
o expecting to do something e.g. expect, reckon
We exryct to see her back on the screen in the autumn.
She horyd to find an English audience receptive toherwatercolors andher images of
contemporary life.
Graduates with first-class degrees still queue up to teach in Ulster's grammar schals.
He' dhad his eyes on the te@hone all during breakfast and he couldn't wait to get out of his
chair and get at it.
Heyearned to sleep.

ache 3 bedying a hope 7 seek 4

aim, dread 7 (cannot) hope 2 (cannot) wait 6
aspire expect ,,3 hunger I warrt 1,2,3,4,6
burn ,o (not) expect 4 itch z wish 2,3
crave fear 8 long 4.0 yeam
desire z hanker reckon 3
queueup

II.4 THE'I.IKE'GROUP
These verbs are concemed with liking or disliking something.
Shelikes to entertain, shop and go to the theatre.
Oouglas orefened to do his own driving.

(cannot) bear ,.6 like 2.1,j,4,s,5,7,8 prefer

hate 2 love t9 (cannot) stand ,5

II.5 THE'CIIUM'GROUP
These verbs are concerned with saying that something is true when it may not be.
He claims tohavehad no insideknowledge.
Dianne may well @ssto admire Grace , but I suspect that deep down her altitude borders
on jealousy, resentment and dislike.

claim , profess ,,2

; (not)pretend 3 purport

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 Section 8: Vto-inf
II.6 THE'NEED'GROUP
These verbs are concerned with needing or deserving to do something or to have
something done.
Womendesente to be treated as professionals.
The players need to rest more than train at the moment.

deserue I nd 1,2

II.7 VERBSWTIH OTHERMEANINGS

There are two other verbs which have this structure.
I want my books to be as cheap as possible so that more people can afford to buy them.
She neverlearnedto read orwrite.

(can) afford l,z leam ,.3

Structure informotion: Verb with Obiect

a) The to-infinitive clause is the Obiect. The first verb and the to-infinitive clause express
two closely-related but separate actions or states. For example, if you promke to pay
something, the act of promising is separate from the ad of paying. Indeed, you may
promise to paybut then not pay.
b) This structure has no passive, but the to-infinitive clause may itself be passive,
beginning with fo be and an '-ed' form.
Everyone leaving the library can now exryct to be searched.
c) The phrasal verb pattem is the same except that there is a particle, P, which comes after
the verb.

Structure III: Verb with Adiunct

Vto-inf

He poid to go to clossicol concerts.

She quolified to ioin o speciol teom.
The poromedics rush to help.

Phrosol verbs: V P to-inf

He sot bock to woit.

Anotherplone wos stonding by to toke her to Rome.

Verbs with this structure belong to the following meaning groups:

93
 Chopter l: Simple Potterns

u.r THE'COLI.{BORATE' GROUP

\1.2 TIIE'FLOCK'GROUP
III.3 THE'VIE'GROUP
III.4 THE'WAIT'GROUP
m.5 THE'QUALIFY'GROUP
III.6 TTIE'PAY AND 'CHARGE' GROUP
IU.7 THE'WAIG'GROUP
III.8 VERBS WITH OTHER MEANINGS

III.I THE'COLI^ABORATE' GROUP

These verbs are concemed with reaching an agreement or doing something jointly with
someone else. The verbs in this group are reciprocal verbs (see Chapter 6) and in this
pattem have a plural Subiect.
Three researchers collaborated to investigate how a qve's brain changes to accommo-
date her need to recognise her own lamb.
The otherparties gp4gqd-W.to keep him out of power.

collaborate 7 connive , negotiate ,

collude conspire I
gan8up

III.2 TIIE'FLOCIC GROUP

These verbs are concemed with going somewhere in order to do something.
Audiences flocked to see The Beatles in their screen apryarances.
Franklin hunied to catch the lost train back to Washington.

come 2 go 1.4 rush I

flock 3 hurry,
goaround/round I

III.3 THE'VIE'GROUP
These verbs are concemed with doing something in competition with other people. The
verbs in this group are reciprocal verbs (see Chapter 6) and in this pattern have a plural
Subject.
She was cheered and clapped by tourists who pstled to see her.
To keep customers loyal, the two firms are Wing to provide the best sales and service
backtp.

1,2 iostle ,
vie

III.4 THE ANIAIT'GROUP

These verbs are concemed with waiting to do something.
waited to greet them.
The entire household
I waited around to spak to the drctor.

queue3 wait 1,3

standby, waitaround

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 Section 8: Vto-inf
rrr.5 THE.QUALIFTGROUP
These verbs are concerned with preparing for a job or activity.
The two experiences helped convince Robb that he should qualify to become a dxtor
Women can also train to become fast jet pilots.

qualify 1,2 register 2

III.6 THE'PAYAND'CHARGE' GROUP

These verbs are concerned with payrng to do something or charging someone to do
something.
Now they chargeto take the stuffaway.
Retailerswill Wy to occupy the premises the property company hasbullt.

charge I wyl
fork out payout I shellout

III.7 THEAVAXE'GROUP
These verbs are concerned with waking. The to-infinitive indicates what happens at the
time of waking.
One night he awoke to find her oying softly.

awake 3 awaken 3 wake ,

wakeup >,

III.8 VERBSWTilI OTHERMEANINGS

There are a number of other verbs which have this structure.
Parliament respndedby legislating to prohibit corporal punbhment in state schools.
She livesto oerform.
Money is tight and the older children's godparents are pitching in to pay their school fees.
We sat backtowait for the phone to ring.
She survived to record her experiences as o cave dweller in the fuleaguered city.

,i legislate live 1.3 survive I,2 ::

ln sit back sit down z i

Structure informotion: Verb with Adiunct

a) The to-infinitive clause is an Adjunct.
b) This structure has no passive.
c) The phrasal verb pattem is the same except that there is a particle, P, which comes after
the verb.

Productive uses
The to-infinitive clause is used with two additional meanings. These uses are productive,
that is, they occur with a wide range of verbs.

95
 Chopter 1: Simple Potterns

I The to-infinitive clause has the meaning'in order to do something'. An example is He

smiled to hide his fear, which means that hiding his fear was the purpose of his smiling.

2 The to-infinitive clause has the meaning'because something happens'. An example is

She srniles fo see her grandson, which means that seeing her grandson is the cause of her
smiling.

9 Vinf
The verb is followed by a bare infinitive.
This pattem has one structure:
> Verbs in phase
I didn't dare disagree with them.

Vinf

Nopoliticion would dore toke on the mighty tobocco industry.

I 'll go see whot's hoppening.
I helped sove those onimols.

Verbs with this pattern belong to the following meaning groups:

r THE'COME'AND'GO' GROUP
2 THE'DARE'AND'NEED' GROUP
3 VERBSWTIHOTHERMEANINGS

r TIIE'COME'AND'GO' GROUP
These verbs indicate that the action indicated by the second verb is done. Only the base
forms of the verbs, come and go, are used in this pattem, and only in American English.
Why don't you come sae me any more?
What I did was reach for my bathrobe and go open my front door.

come 2 go 1.1

2 THE'DARE'AND'NEED' GROUP
These verbs are concerned with daring or needing to do something.
Thomas did not dare approach the great man.
People should know, with absolutely no doubt, no-one needs starve in the world.

, 1"::11* 1.]".:e*1,1:1 ,

3 VERBS WTTH OTHER MEAI\IINGS

There is one other verb which has this pattern.
A fever isn't always cause for concem and you can do a number of things to help reduce it.

96
 Section 10: Vthot

help t,z

Struchrre informotion
a) The first verb and the infinitive are two verbs in phase, and together form a complex
verb group. This means that the actions or states expressed by the two verbs cannot be
separated from each other. For example, if.you come see someone, the coming and the
seeing are not two processes, but one.

The complex verb group is followed by a group, phrase, or clause which completes the
pattem of the second verb. In the structure table above this is called a Completive. For
example, if the second verb is normally followed by a noun 8roup, then the
Completive of the complex verb group will be a noun group.
b) This structure has no passive.

10 V thot
The verb is followed by a that-clause.

This pattem has one structure:

> Verb with Clause
I said that I would do it.
Vthot

I ogree thot the proiect hos possibilities.

The president ordered that the conference be suspended.
He soid the counfry wos unstoble.

Phrosolverbs:VPthot

I found out they were plonning to erose the topes.

Most of them reported bock thot they were continuing to enioy good heolth.

Verbs with this pattem belong to the following meaning groups:

I TTIE'SAY GROUP
2 THE'ADD'GROUP
3 THE'SCREAM'GROUP
4 THE'THINK'GROUP
5 THE'DISCOVER'GROUP
6 THE'CHECK'GROUP
7 TTIE'SHOW GROI'P
8 THE'ARRANGE'GROUP

97
 Chopter 1: Simple Potterns

9 THE'GO'GROUP
rO VERBS WTIH OTTIER MEANINGS

r THE'SAYGROUP
These verbs are concerned with speaking, writing, and other forms of communication.
They indicate what kind of function the speech or writing is performing. This includes:
. guessing or predicting something e. g. estimate, predict, prophesy
. putting forward a suggestion or theory e.g. postulate, suggest
o saying something in a way that shows your attitude e.g. crow, sneer
The that-clause indicates the event or situation that is mentioned.
The president boasted that it would be by far the biggest sentice program in American
history.
Sheclaims she paid no money for it.
Many passengers complained that once they emerged from the train, there were no
emergency personnel to greetthem.
Iexplainedthatyouwere upset andwantedto be alone.
However, the article Wints out that trade with Britain's European partners has risen
considerably since 79 7 3.
He oredicted that the tenrrs would be reiected and the war would continue.
Taylor said hewas delightedto fu at the festival.
The kidshave lovedhimforyearswhile their cynical elders sneeredthat hewas just apretty
face.
We all felt hungry, so I suggested that we stop for an early lunch.
Mr Lightmanwrote that there had been a number of misapplications of funds and
breaches ofduty.
Agree andconcurare reciprocal verbs (see Chapter 6) which have a plural Subiect with this
pattern and meaning.
We agreed that she was not to b told.

: accept Z confide indicate 2 profess ,

II acknowledge I coniecture 2 insinuate 7 pmmise I
admit I contend 2 insist ,,2 pronounce 3
, advise , crow 3 instruct , prophesy
: advocate, declare 1,2 intimate 7 propose ,,r4
: affirm, decree 2 ioke 2 protest 3
agree ,,3 demand 7 lament , quip 2
allege deny I maintain 2 radio 6
allow 5 dictate 2 mandate 5 reason 4
:rnnounce ,,2,3 direct ,2 manrel , recall I
arSue , disclose mention , recollect
ask 2,j divulge moan 2 recommend 2
assert , emphasize move ,6 recount ,
attest enthuse , muse , reflect 5
aver estimate , rrote 10,11 regret ,
beg t explain 7,2 observe 3 remark I
boast I forecast 2 opine remonstrate
brag foretell ordain 2 report ,
caution 2 gr.rnt 3 ordet 2.2 request ,
certify I Sroan 3 plead t,t reveal ,
claim I grouse 2 pledge 2 rule 7
command , grumble I posit saY 1,2
comment, guarantee 3 postulate , siglal 2
complain I Suess , pray , signify 2
concede , laazatd,3 preach z sneer
conclude , hint 2 predict specify 2
concur hypothesize pretend 3 speculate ,
confess , imply I proclaim l,z state 8

98
 Section 10: Vthot

stipulate swear 2,3 underscore , waget 2

stress , testify , urge 3 warn ,
submit 2 theorize venturc 3 warant 4
suggest ,,r4 threaten I volunteer 4 write J
surmise t underline t vow,
(not) leton pointout 2 r€portback,
makeout 3 Putdown ,

2 THE'AI)D'GROUP
These verbs indicate the relationship of something that is said or written to something
else that has been said or written. This includes:
. saying something after you have said something else e.g. add, repeat
. saying something after someone else has said something e.g. interject, reply
He said the air campaign will continue and might, in fact, intensify, but he added that other
forces will probably be brought in to supplement the air cainryign.
The oppnents_of this view countered that the unwillingness to carry out strategic
attack would weaken deterrence by shou,ing a lack of rdsolve.
I said;'What a lovely moming,' and he replied that it would be very hot later.

add 5 counter 4 reaffrm respond I

agree r,S disaglee I reiterate retort
answer , dispute 2 reioin I veify 2
concur interiect repeat ,
confirm 2 obiect 5 r€ply ,

3 THE'SCREAM'GROT'P
These verbs indicate how something is said, for example how loudly or at what pitch.
Accordingtothelegend, shecriedoutthatno stormwasgoingto stopherfromfinbhing
her ride.
Francis murmured that he would do anything he could and left the room.
She screamed that they'dkilledher sons.

bellow I cry2 mutter wail 2

bleat 3 declaim scneam 2 whine 2
burble 2 exclaim shout , whisper I
chant 3 murmur , squawk 2 yell I
cryout >2

4 THE'THIIYKGROUP
These verbs are concemed with thinking. This includes:
o having a belief
o knowing or understanding something
o hoping and fearing
He was fantastically short of money, so everyone just assumed he sold the pictures.
Once I realized how much time I was spending at work, and how little t was enjoying life, I
decidedthat things had to change.
The students fear that the government does not intend to fulfil this demand.
'I didn't know you owned a camera,' said Michael.
It was a calculated risk. They probably reasoned that without proof the fuss would die
daryn.

99
 Chopter 1: Simple Potterns

Nobody suspected that the comet might contain much smalkr particles.
I thoughtyouwere dead.
Agree and concur are reciprocal verbs (see Chapter 6) which often have a plural Subiect
with this pattern and meaning.
Scientkts agree that these lumps of matter must originate in the asteroid belt.

accept 2,4 disbelieve, Srasp 4 reflect 5

acknowledge 7 doubt z Suess I regret ,,3
aSree , dread I hallucinate reioice,
anticipate , dream 2,4 hold 2., remember ,,5
appreciate 2 (never) dreamed l0 hope I resolve 2
assume 7 envisage hlpothesize see 5
believe 7 envision imagine ,,a3 speculate ,
(cannot)believe 5 estimate , intend I supF)se ,,2
bet 3 expect , know ,,8 surmise I
calculate I,2 fancy 1.7 marvel , suspect ,.2
(cannot) conceive , fantasize , (not) mind 2., theorize
concur fear 4,9 muse , thilrk 1,2,14,15,16,17
coniecture 2 feel 9,to,tl ptay 1,2 trust 7
consider , fl8ure il prefer understand s
(cannot)credit I0 foresee presume , vow ,
decide I forget z,l realize I wish I
determine ,4 fret , reason 4 wonder 2
disagree , gather 6 reckon , worry,

5 THE'DISCOVER'GROUP
These verbs are concerned with coming to know or think something. We include here
verbs which indicate that someone remembers something they had forgotten or not
thought about for some time.
We soon discwered that almost arcrything we had hidden had been found, and either
c arrie d off or w antonly de stToyed.
My boyfriend Ieft me as soon as he found out I was pregnant.
I noticed that a pane of glass was missing.
Suddenly she realized that the only people she could askwere in Granville.
Rigid with fear, lessica remembered that the window was open.
Oh, I seeyou've already started.

ascertain establish 3 remember 2

calculate I find z see 1,4,16
conclude I gather r sense 2
decide I Suess 2 suss
deduce heat 7 (can) tell 5
determine 2 infer 7 tvtig, 2
discem I intuit 2
,j learn 2
note 9
findout I

6 THE'CHECK'GROUP
Theseverbs are concernedwith checking somethingyoubelieve is true.
Montagu stoodup andchecked that the doorwas closed.

check 1 double-check verifY I

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 Section 10: Vthot

7 THE'SHOW'GROUP
These verbs are concerned with indicating a fact or situation. These verbs usually have an
inanimate Subiect.
The large size implies that the gapswere c'reatedry a star rather than a planet.
An argument with afriend orrelative dxsn't meanthatyou don't get onwith anyone.
Research shows that the more children arehit, the more likely they are to be aggressive
themselves.

confirm , imply 2 reveal , underline I

demonstrate , indicate ,,5 show ,,7 underscore ,
denote , mean 1.1,2,4 signal I
illustrate I pFove 2,3 signify I

8 THE'ARRANGE'GROUP
These verbs are concerned with causing something to happen. This includes:
o people making arrangements for the future e.g. arrange, fix, see
o situations determining the future e.g. guarantee, meen
He had ananged that all calls from there would be charged to the police.
They are anxious to ensure that emergency assistance is efficientty distributed.
In 1981. he was appointed Provincial Superior. This meant he had to leave Huddersfietd
and take responsibility for over 7O0 piiests in England, Wales and Nerv Zealand.
The verb mind is used only in the imperative.
Mindyoudon't slip.

: .ur:rnge 2 fix 3 mind 2..' see 12 :r

,r dictate 3,1 guarantee , ordain 2

,: ensure mean l.J provide 2

9 THE'GO'GROUP
These verbs are used when you are quoting something. we include here soy 6, which you
use-when indicating the information given by something such as a clock or a map. These
verbs have an inanimate Subfect.
The story gaes that the dish was invented by Kaker Eranz-loseph,s cook, who had
promised to make hb master something delicious to tempt hk jaded appetite.
The map says there's sixof them.

go 3.s say i,6

rO VERBS WTTH OTHER MEANINGS

There are a number of other verbs which have this pattem.
Like Clinton, he is gambling that a recovering economy will s$,ell the government's
coffers.
The notion of self-sacrifice is a nonsense. It presupwses that we can give to others
'
something which we do not have ourselves.
Anastasia pletenddshe hadn't heard his question.
Federal law requires that consumers be informed whenarcr an investigative report is
ordered.
In the case of get out and, remain, the that-clause is really part of the pattern of the noun
that comes before the verb.

101
 Chopter l: Simple Potterns
When word oot out that we had spent neaqty tr7.6 million on a single sixty-second
commercial-, irate shareholders began fiing off letters.
The fact remains that you can produce steel much more cheaply here than you can in
Germany or the rest of the European Community.

gamble 2 presuppose remain 8

presume 3 pretend ,,2 require 2

get out 4

Structure informotion
a) The that-clause is a new clause, with its own structure.
b) This structure has a passive with the pattern be V-ed, where the that-clause is the
Subiect, but it very rarely occurs. However, there is a related passive Structure
beginning with introducto ry it , as in It was claimed that she often tumed up mole than an
hour late. This pattern is discussed in more detail in Chapter 9, Section 1. (see pages
526-528). The pattern it V that is also discussed in Chapter 9, Section 1 (see pages
s19-s20).
c) The phrasal verb pattem is the same except that there is a particle, P, which comes after
the verb.

Omitting that
I After the more frequent, more basic verbs such as say, think, and notice, the word fhaf is
often left out, especially in speech.
I said there was to be no talk of divorce.
I thinkhe made atacticalblunderby announcing it so far ahead of tlme.
However, fhof tends to be used when the that-clause is separated ftom the Subiect by a
prepositional phrase, adverb group, or subordinate clause.
A Foreign Ministry spokesman said at a press briefing that relations with the Community
were strained.
That is less oftenleft out after more formal or less frequent words such as demand,
estimate, andbrag, and is retained when therhythm of the sentence requires it.
They demanded that he step down immediately.
The l4-year-oldbrags that he has escapd from anstody 37 times.
2 In the case of meaning groups L-5, the Subiect and verb can, as with a quote clause,
come within or after the that-clause, except with verbs expressing a statement or
request that something should be done. The word fhat is not used.
Things didn't, he admitted, look good in Russia.
Italian striker Gianluca Vialli will play for luventus next season, Sampdoria president
Paolo Mantovani confirmed today.
3 Some of the more frequent verbs concerned with speech, writing, and thought are also
used in clauses beginning with cs, which usually cbme before or within a main clause
without fhaf. Thiistructure implies that, in theopinion of the user, what was said or
thought is true, or turned out to be true.
As EamonnMcCabe says, now it'supto theindustry to provehimwrong.
He had, as he predicted, immediately assumed an non-executive chairmanship.
4 Some of these verbs can be used in a clause beginning with as or than when making a
comparison between what people say or think about a situation and what it is really
like.
I'm not as disheartened as pople think.
L02
 Section 10: Vthot

When the doorbell rang, Marianne thought it might be lake aniving earlier than he had
oromised.
5 SomeverbsthathavethepatternVthatalsohavethepatternVsoorYso/not,whereso
or not acts as a substitute for a that-clause. See pages 1 19-121.

Words in inverted commos

Sometimes some of the words in the that-clause are put in inverted commas. The inverted
commas indicate that the words inside them are the actual words used, or have had only
-
an appropriate change of tense and reference. Compare V with quote (pages 113-119).
Onour most recenttrip, ourluncheonhostess commentedonhis attractiveness.I repliedthat
we were 'only friends'.
He now murmured that 'he needed a drink or he would die' .

Should or subiunctive in thot-clouse

Some verbs can have should or a subjunctive in the that-clause. They are concemed with
statements or requests that something should be done.
The govemmenthas orderedthat people shouldnot gather ingroups of morethantwo
on the streets.
I Wopsethatwe examine lwobasic trmds, moving inopposite directions.
I suggested thatwe taper offthe counseling sessions.

advise I demand, ordet 2.2 rule z

advocate , direct ,2 plead I specify 2
aSree 3 insist I prefer stipulate
ask 2,j instnrct , pfopose I suggest ,
beg, intend , recommend 2 urge 3
command, move ,5 request ,
decree 2 ordain 2 require 2

Indicoting the speoker's intention

Verbs are usually used with the pattem V that in order to describe what someone else has
said or thought. However, some verbs with this pattern are often used in the simple
present tense, with I or we as the Subiect, as a preface to a statement, in order to indicate
what kind of statement the speaker intends to make.
I confess I'm sorw for her.
I insist that the funds be returned.
Except in the case of verbs concemed with statements or requests that something should
be done, and the verb disagree, the Subject and verb can come after or within thE clause.
The word fhaf is not used.
This, I admit, is still an open question.
I' lI come back for that, I promrse.
,.i
acknowledge I confirm 7,2 maintain 2 recommend 2
admit I contend 2 move ,6 submit 2
advise I declare ,,2 pledge z suggest ,,3,4
aSrige , demand I ptay t swear 2,3
bet 3 disagree 7 predict
concede , guarantee 3 promise ,
confess I insist ,,2 propose I

103
 Chopter 1.: Simple Potterns

Some verbs are used in this way with a modal: usually would, must, ot couldin a statement,
and may, cqn, ot couldin a request.
f must stress that this is an exceedingly rare complication.
May I iust say that we appreciated the understanding and help of all those who felt
for us in our misfortune.

add s comment, insist ,,2 stress ,

admit I confess 7 mention , testify ,
aSree , contend 2 observe 3
i argue 1,7 deny I say 2
I claim emphasize state 8

Note that the verbs deny and disagree add a negative meaning to what you are saying.
I disegee that it is o relatively easy matter to negotiate over hostages.
I phone twice a day but I can't deny I mbs them.

Other relqted pqtterns

Y thefactthot
Verbs concerned with feeling or thinking which do not have the pattern V that can be
followed by the fact and a that-clause, to form a structure which has a similar function to
that of v that.
But then the moment comes when they have to face the fact that they will netter, ever see
their child again.
I decided to give up because I can no longer ignore the fact that it is bad for my health.

Some verbs with the pattern V that can also be followed by the fact that, for extra
emphasis.
You must accept the fact that you are older than you used to be.

Y into n thot
The verb is followed by a prepositional phrase beginning with info, and a that-clause. The
prepositional phrase indicates the person who is addressed.
He';always drumming into us that we must be consistent.

Y on/upon n thot
The verb is followed by a prepositional phrase beginning with on or upon, and a
that-clause. The prepositional phrase indicates the person who is addressed.
But the C.O. continues to impress on me that I am too old for this iob. I think he wants to
force me to relinquish my commission.

104
 Section 1.1.: Vwh
impress z

V to n thot
The verb is followed by a prepositional phrase beginning with fo, and a that-clause. The
prepositional phrase indicates the person who is addressed, or the person to whom a fact
is demonstrated. The phrasal verb pattem is V P to n that.

Davidaclmi@ltotheclerkthathehadbeenatthe scene andhadlenttheotheryouth

a lcnife to gct into cars.
Youwill have to demonstrate to the court that the repairs are reasonably necessory to
presen)eyour prowrty.

admit, demonstrate , ptove 2,j stress ,

announce ,,2,3 disclose recommend 2 submit 2
boast , explain I remark , suggest ,
brag grumble I repeat , swear 3
comment, hint 2 report , whisper I
complain I indicate ,,2,5 reveal , write J
confess t intimate 7 say 1,2
conide mention , show ,,7
declare l,z ptay 1 signal z
(not) let on pointout 2

Y with n thot
See page 471.

1.1. V wh
The verb is followed by a finite wh-clause.

This pattern has one structure:

> Verb with Clause

Can you suggest what I should say to her?

Vwh

We connot estimote whot the locol interest will be.

Stotisticol focts illustroted how dreodful conditions hove become.
People don't notice whether it's winter or summer.
She understood why her mother just gove up ond died.

105
 Chopter 1: Simple Potterns

Phrosolverbs:VPwh

She couldn't figure out whot wos wrong with her.

No-one hos set out how the scheme will work.
Think whotyou need.

Verbs with this pattern belong to the following meaning groups

I THE'ASK'GROUP
2 THE'THINK'GROUP
3 THE'DISCOVER'GROUP
4 THE'SHOW'GROUP
5 THE'DETERMINE'GROUP
6 VERBSWTHOTHERMEANINGS

If a verb is usually used with only one or two wh-words, this is indicated in the lists below.
I THE'ASK'GROUP
These verbs are concerned with speaking or writing. This includes:
o asking for information e.g. ask, query
. agreeing or discussing e.g. argue, discuss
. giving information e.g. disclose, explain
Don't askwho my informant was, because I'm not going to tell you.
The govemment is also debating what sort of treaty it wants.
She began to explain where each muscle was, and urged him to concentrate on that
particular spot as she worked it.
Apasser-by inquiredwhy the telaision cameraswere there.
Note down when you first became noticeably fatigued.
Toy companies suggestwhat age of child atoy wouldbe suitable for.
During his visit, he underlined how critical the grain credits are to the Soltiet Union.
He also warned how such a law could be used in an oppressive manner against the
interests and rights of minorities.
The verbs agree, argue 4, debate, and discuss are reciproca! verbs (see Chapter 6) and often
have a plural Subiect with this pattern.
We can arguewhetherwe should have a press conference or not.

acknowledge t describe 7 illustrate 7 reveal 7

advise I detail 6 (how) indicate 2 say 7

affirm t dictate 2 inquire I see 16

agree ,,3 disclose intimate 7 specify ,
announce ,,2,3 discuss , mention , state 8
argae 1,4 (how/whethe) dispute 2 note ,, stipulate
articulate 2 divulge proclaim 1,2 stress ,
ask 7 emphasize thowl propose , (how) suggest ,,2
chronicle , explain I query 3 underline ,
confessI explain 2 (why) recall t underscore I
confirm 2 forecast 2 recommend 2 warn ,
debate 3 guarantee 3 recount ,
declarc 1,2 hint 2 remark I thow)
demand, hypothesize report 7

106
 Section 11: Vwh

: let on point out 2 setout 4

; note down putdown ,
i-:,.:,.::-:., '..:::.,;:---.;,,:

2 THE'THINK'GROUP
These verbs are concerned with thinking about something. This includes:
o knowing or understanding something
o forgetting or remembering something
o understanding something wrongly e.g. mistake, underestimate
o having an attitude towards a situation e.g. care, mind
o wondering or speculating about a situation e.g. consider, surmise
o thinking about the future e.g. foresee, predict
I've never known her not to care what she looked like before.
Obseruersdoubt tfthis S.unday's electionswill produce a government able orwilling to
tackle the economic crisis.
They can accurately foretell whether a maniage will work or not.
I rarely went to the movies and I fargat what it was like to eat in a fancy restaurant.
The last time I saw him, he said he was going to try and get to America. But I don t know
whdherhe made it or not
No one should mistake how serious it b.
It's too early to sFculatewhere the problem occurred.
They don't stop to think who's going to do the actual basic work.
Brand wondered what thoughts were going through her mind.

The verb agree is a reciprocal verb and often has a plural Subiect with this pattern.
They are furiou:, They want action. But they don't agree what the problem is or what the
actionshouldbe.

accept 2,4 determine 14 know t,z see 5

acknowledge I dovbt 2 lilwhethe) marvel (how)
1 speculate ,
agree 7 envisage mind| 2.2 (iD surmise ,
anticipate I envision (not) mind 2.: suspect 2
appreciate 2 fantasize , mistake 4 think d8
(cannot) believe c figure ll misunderstand underestimate ,
carle , foresee ponder understand ,,3,4
(cannot) conceive , foretell predict visualize
coniecture 2 forget , rcflect 5 (how) wonder t
consider 2 guess, rehearse 2 wofiv I
debate 4 hlpothesize remember t
decide I
" :'ilT l_ '::"'":'
3 THE'DISCOVER'GROUP
These verbs are concernedwith coming to know something or bringing something to
mind. This includes:
o working something out e.g. analyse, calculate
o finding something out e.g. discover, investigate
o realizing something e.g. realize, twig
o remembering something you had forgotten
o finding something out through the senses e.g. catch, feel
Keep arecordof how muchyouwatch eachweekandcalculatewhat it amounts to ayear.
'Is thk really necessary?' he shouted, after failing twice to catch what he was fuing told.
to7
 Chopter l: Simple Potterns

An inquiry was underway last night to discover why Evans was not handcuffed to his
plice escort.
-I
wanted to have alook at the bookon my own to find outwhatwas going on.
You can iudge how warm your cat is by the posture he adopts.
The study isiollowing the healthof over amillionpeople tolearnwho gets cancer andwhy.
How easy is it to pinpint what makes a face appealing to us?
After meandering down endless country lanes like the bottoms of ditches I realiz.ed why we
were led astray! someone hadtumed a signpost around-
Severaltimes sheheardhernamebeing calledbutwhen shefitmedaroundtoseewho itwas,
no one was in the room.
It's been nagging away at me for ages, but now llefinally twigged who Noel Flmonds
remindsmeof.
you have to weigh up whether a human life is more imryrtant than an animal's life.
The verb look is used only as an imperative.
Hey, Mom,lookwhat I cando.

:: analyse ,,2 divine 4 note 9 register 7

: ascertain establish .l notice I rememb€r 2
i assess ,,2 estimate , observe ,,2 (cannot) remember 3
.: calculate ,,2 (cannot) fathom 2 perceive , see 1,4,10
; catch Io feel s pinpoint ,,2 sense 2
check I find z prove 2 suss
decide I guess 2 read , (can) tell s
deduce hear z realize I tell 6
detect , investigate recall I think I
determine 2 iu,dge 4,s recognize twig 2
discern, learn 1,2,3 recollect verify I
discover I,3 look Llo reconstruct 3 weigh -l

: fathomout >2 make out I,2 puzzle out weighup >.1

l. figure out piecetogether, sussout > workout ,
findout t pindown I think through
1

4 THE'SHOW'GROUP
These verbs are concerned with showing that a situation exists or showing what it is like.
people can provide practical help or demonstrate how you can overcome a particular
problem.
The director prefers to shovrt what a hideous and futile business fighting a war can be.
The verbs indicate, show 2, underline, arrd underscore always have inanimate Subiects. The
other verbs in this Sroup sometimes have inanimate Subiects.
Ahormone profiIewill indicate whether there is a possible problem.
The incident underlines how easily things can go wrong on holiday-

confirm I (whethe) illustrate 7 reveal , underline I

demonstrate , indicate ,,5 show ,,2 underscore L
demonsttate 4 (how) prove 2 (whethe) signal +

5 THE'DETERMINE'GROUP
These verbs are concerned with influencing a situation.
Vacant land taxes enable the govemment to influence wh*e darclopment (rccurs.
The verbs decide, define, determine 7, and dictate always have an inanimate Subiect. The
verb influence sometimes has an inanimate Subiect.
The final exam determines whether you can sit for university entrance or ngt.

108
 Section 11: Vwh

Apart from-habits we picked up as children, there are many other factors which influence
whatwe choose to edt.

i
: decide .l determine t influence ; i
]' define I dictate 3 plan 2
i

6 VERBS WTTH OTIIER MEA"IYINGS

There are two other verbs which have this pattern.

The verb see is followed by a clause beginning wi th if or what.

I'lI give you a cool wosh, and then we'Ilsee ifwe can make your bed more comfortabte.
In the case of remain, the wh-clause is really part of the pattern of the noun that comes
before the verb.
But the quesli-on @whether science is capable of ensuring that bad research is
caught and bad researchers punkhed.

t::

Structure informotion
a) The wh-clause is a new clause, with its own structure.

Not all verbs that are sometimes followed by a clause beginning with a wh-word have
the pattern v wh. For example, the following sentence-is not"an example of a v wh
pattern:
Revson knew what it takes many people a lifetime to leam.
In this example, what it takes- yany people a lifetime to leam occurs in the place of an
gldinary noun group. It could be paraphrased as fhe thing that it takes miny people a
lifetime to leam.

Compare this with a sentence that does have aV wh pattern:

Iknewwhathis jobwas.
In this example,whathis job wasdoes not occur in the place of an ordinarynoun group.
It indicates that something was unknown, and could 6e paraphras ea as iunat iiwZili[t
his job was.

b) This structure has a passive, with the pattern be V-ed. The wh-clause is the Subject.
However, the passive does not often octur, and not all verbs with this structure oicur
in the passive at all. The following verbs are the ones that are most frequently used in
the passive.

decide 3 detect , discuss , reveal t

, demonstrate , determine , explain 1,2 underline I
, describe I 3 indicate 1

.dictate
c) The phrasal-verb pattern is the same except that there is also a particle, P, which comes
after the verb.

109
 Chopter 1.: Simple Potterns

Other reloted potterns

V ofn wh
The verb is followed by a prepositional phrase beginning $rith o4 and a wh-clause. The
prepositional phrase indicates the hearer or reader.
Kay inquired of Seaton hwv things were these days wer in Cremorne '

inquire ,

Y ott/upon n wh
The verb is followed by a prepositional phrase beginning with on or upn, and a
wh-clause. The prepositi6nal phrase indicates the hearer or reader.
I impressedonhimwhatahugehonourhewasbeing offered andurgedhimto acceptit-

impress 2

Vtonwh
The verb is followed by a prepositional phrase beginning with to, and a wh-clause. The
prepositional phrase indiciteithe hearer or reader. The phrasal verb pattem is V P to n wh.
I don,t like people dictating to me what I should do and what I shouldn't do .

Let me explain toyou how this works'

admit t dictate 2 indicate ,,2,5 reveal ,

confess , disclose mention , show,
demonstrate , explain I prove 2 suggest ,,2
(not) let on

12 V wh-to-inf
The verb is followed by a to-infinitive clause introduced by a wh-word.
This pattern has one structure:
> Verbwith Obf ect
Ilmewwhattodo.
Vwh-to-inf

I 've forgotten whot to soy.

We hove to discuss how to divide the lond.

110
 Section 12: Vwh-to-inf

Phrosol verbs: V P wh-to-inf

couldn't figure out whotto do.

couldn't work out how to do it.

Verbs with this pattern belong to the follovving meaning groups:

I TTIE'DESCRIBE'GROTJP
2 THE'DISCOVER'GROUP
3 THE'DECIDE'GROUP
4 THE'REMEMBER'GROUP

r THE'DESCRIBE'GROUP
These verbs are concerned with showing_or telling someone how to do something. The
Subiect is usually a person or somethinglhat has bien written, but in the case
it may also be an experiment. "ii"?iciii,
With most of the verbs in this. group the to-infinitive ismost frequently introduced by
how,but in the case of indicate iiis mbst frequently introduced by rihere.
The bookdescribes how to set up a self-help group.
Medical studies can never prove causation but can only indkate where to look for the real
cau$e.
Areyour cosmetics past their sell-by date? werevealhow to make them last longer.
Some American reviewers have criticisedhimforfailing to suggest howto govem amodem
society without a belief in progress.

advise / explain , instruct I show 2,s

demonstrate 4 illustrate , reveal , specify I
suggest ,,2

2 THE'DISCOVER'GROUP
These verbs are concerned with finding out how to do something or whether to do
something.
With most of the verbs in this group the to-infinitive is most ftequently introduced by
how.

!\ 9o1toyter calculates hour to move each individual joint of each finger, and the
joints in the arm.
People discoveredhow to cultivate cereals thousands ofyears ago.
Inevery library-andbookshopthere's a massof information ifyouwant tofindoutwhat to do
tor your cntKtren.
The Environmental Protection Agency is investigating whether to make these fesfs
compulsory.
The team boss was weighing up what to do about the drastic rule changes.

, askl check I establish -l learn 1,2,j :.

assess ,,2 determine 2 Suess 1,2 see r,, 0t
calculate 7 discover 7,3 investigate think 4a
111
 Chopter 1: Simple Potterns

figure out out work out ,

findout I up >3

3 THE'DECIDE'GROUP
These verbs are concemed with thinking or talking about how to do something or
whether to do something.

With most of these verbs, the to-infinitive is most ftequently introduced by whether or
how, but in the case of argue it is most ftequently introduced by whether alone, whereas in
the case of imagine, ptan, and rehearse, whether is never or rarely used.
The prime Minister is now decidingwhether to continue tofightto retain her psition as
party leader.
How to implement such tacticswas discussed on Birmingham's local radio station.
Shebeganto olanhow to get out of townwithoutbeing caught-

The verbs arg ue, debate 3,and discuss are reciprocal verbs (see Chapter 6) and have a plural
Subfect.
It'slikepeople arguingwhether toput out afireinthehousewhile the house bums down.

arSue 4 decide ,,4 figure il plan z

consider 2 determine 3 imagine , ponder
debate 3,4 discuss I iudge I rehearse 2

4 THE'REMEMBER'GROUP
These verbs are concerned with knowing, remembering, forgetting, and understanding
what to do or how to do something. With most of the verbs in this group the to-infiniti-ve
is most frequently introduced by h-ow or what, but in the case of know, it is sometimes also
introduced by whether.
I'Je-foryotten what to saY.
Kemp didn'tknowwhether to beliqeher or not.
I just couldn't remember how to spell the most simple ofwords.
I couldn't seehwtt to makemoney.

forget , recall I see 5

know r,T remember I think 48
rcalize 1 (cannot) remember 3 undenstand ,,r4

Structure informotion
a) The wh-word and the to-infinitive clause together form the Obiect.

b) This structure has a passive, with the structure be V-ed. However, the passive does not
often occur.

c) The phrasal verb pattern is the same except that there is also a particle, P, which comes
after the verb.

712
 Section 13: Vwith quote

13 V with quote
The verb is used with a quote clause.

This pattem has one structure:

> Verb with Clause

'Hello,'he sgic!.

V\Mith quote

The Subiect, Verb, and Clause can be arranged in five different ways

'But the blood on the bock seot?' obiected Porslow.

'Don't be silly, Down!' soid Quover.

'No, no, no,' she cried.

'Someone in your fomily?' Browne suggested.

'Yes,' replied the mon, 'I om.'

'This, soid Anthony, 'is going to toke some time.'

'Yes,' she odmitted, 'itwill.'

'So why,' he osked, 'don't they iust leove?'

He replied: 'lfs nothing.'

A police spokesmon soid: 'lt is o mystery.'

113
 Chopter 1: Simple Potterns

Phrosol verbs: V P $rith quote

The Subiect, Verb, and Clause can be arranged in the same five ways as for verbs with the
pattern V with quote. One way is shown below.

I shouted out 'l'mOK!'

Note that the only verb that is frequentty used with the pattern V with quote in
conversation is soy, as shown in the example in meaning Sroup 1 below.
Verbs with this pattern belong to the following meaning groups:
r THE'SAY GROI'P
2 THE'ADD'GROUP
3 THE'SCREAM'GROUP
4 THE'GASP'GROUP
5 THE'SNEER' GROUP
6 THE'THINK'GROUP
7 THE'GO'GROUP
I THE'SAY GROUP
These verbs are concerned with speaking, writing, and other forms of communication.
They indicate what kind of functi6n the qpeech or writing is performing. We include here
reod I which indicates that someone understands something written.
,Mr McClintock,' she announce4 'has decided to go and visit the bank in London.'
'What's the matter?' she asked. backing away a step.
'I'm sorry,' Meg blurted out. 'I won't do it again, I promise.'
'We have been told nothing,' claims Mr Matveyev.
The note had slipped down behind the teapot. She read. 'Ta for these things, but I don't
need them yet. Thank for arcrything.'
'How he lost, I shall n*er laow,' remarked Lord Howard somewhat wistfully.
'Perhaps I should get the others,' he mid. and made for the door.
'Where the hell did these guys come from?' Kraviswondered aloud.
'How depressed I am,' hewrote in his diary.
When say is used in conversation, the Subject and verb nearly always come before the
quote clause.
Yeah 'cos someMy over there saiil erm,'oh somebdy a! lulyber a hundred and
sqenty-somethin! has found a cat,' and I 'Oh, is it white?' , a-nd he sald,-'Ygah, !
and I was saying. 'Oh, it must be her, it
-s/aitl
think'so, I'm notiure,' and it was all like this,
mustbeher.'

admit , avow claim 7 deduce

advise I banter 2 command, demand,
affirm , beg I comment, entreat
allege beseech complain I estimate ,
announce 2 blurt concede I exhort
apologize bluster conclude I explain 7,2
arsue , boast , confess , go 3.7
ask t brag confide gfouse 2
assent 2 cable s console, grumble I
assert , caution 2 contend 2 8uess,
attest challenge I counsel 2 hazard 3
aver chorus 6 declare , hedge I

t14
 Section 13: Vwith quote

implore ordet 2.1 recall, tease ,

inquire I philosophize remark , telegraph 2
,

insist 2 plead , reminisce temporize

instruct , ptay 1 report , urge ,
iest 2
, predict reprove venture 3
joke: 2,4 proclaim z request 2 volunteer 4
maintain 2 promise I say 7 vow ,
marvel , pronounce 3 scold warn 1,2
moan 2 protest 3 scrawl t wheedle
muse , put t2 speculate I whinge
note ,, query 3 state E wonder I
observe 3 quip 2 strcss I write 5
offer 2 rcad 1,2 su8gest t
opine reason 4 summarize
blurtout burstout 75

2 THE'ADD'GROUP
These verbs indicate the relationship of something that is said or written to something
else that has been said or written. This includes:
. saying something first or last e.g. begin, finish
o saying something after you have said something else e.g. add, repeat
. saying something after someone else has said something e.g. interject, reply
Mr Brown added: 'we are avery broadly spread business. we are not dependent on the
UKmarket.'
'The fire seems to be behind that door,, ludy began.
'AlI thb publicity helps build the brand's renown,' chipwd in Frederik Zimmer.
'You're ! 'Please,' she interiected. ,Let me tellyou in my ownway.,
'You knew her?' he asked.'Of course,' she re@.

add s continue 5 inte4)ose 2 rejoin I

aSree , conect 6 internrpt I repeat ,
amend, counter 4 intewene 2 reply I
answer , echo I obiect 5 respond ,
begin I end 6 persist 2 resume 3
conclude 2 finish r prompt 2 retort
concur interiect reitemte riposte 2
break in z chimein cut in pipeup
butt in chip in z goon 7 putin 3

3 THE'SCREAM'GROUP
These verbs indicate how som.ething is said, for example how loudly or quickly, or at what
pitch. Some verbs, such as wail and rasp, also indicate the feeling ttiat thie speiti.er has (see
also meaning group 5 below).

Most of these verbs are usually used in fiction rather than in journalism or conversation.
She called out. 'Nina, come in here and look at this.'
'I guess you gnys don't mind if I smoke?, he drawled.
she hesitated before oabbling 'I bought them this afternoon. I was trying them on.,
When he came back I asked him whether it was still raining.'Don't know,, he muttered. ,I
didn't notice.'
'Traitor!' she screamed.
' He's coming,' Eg an whispered.

115
 Chopter l: Simple Potterns

babble I croak 2 mouth 5 slur z

bark z croon 2 mumble splutter I
bawl I cty 2 murmur, sputter 3
bellow I declaim mutter squawk 2
bleat z drawl pipe I squeal
boom 6 eiaculate z purr 3 stammer ,
bray z exclaim fasp , thunder 6
breathe z gabble roar 4 ffill 2
burble z growl 2 screarm 2 twitter 2
call 3 hiss 2 screech 2 wail z
chant 3 holler shout , wheeze t
chirp 2 howl I shriek 2 whine 2
chirnrp intone shrill a whisper I
coo 2 lisp z sing , yell I

boom out >6 holler out > sing out

call out >3 rap out
cryout >2 shout out

4 THE'GASP'GROUP
These verbs are used to express speech accompanied by an exptession, Sesture, ot
non-verbal sound. They ari usually used in fiction rather than in iournalism or
conversation.
'Do you know what this means?' I gasryd. Iaying a hand on Sauter's shoulder'
'Go ahead,' she smiled.
'Oh, Dennis,' she sobbed. 'I'm sorry. I really am-'

beam , SgCle I nod I sniffle ,

pout z snigger
sigh 2 srrort 2
smile .l sob 2
sniff 3 wince

5 THE'SNEER'GROUP
These verbs indicate the feeling expressed or felt by the person speakin€, for example
anger, enthusiasm, surprise, sco;n, 6r unhappiness. Many of these verbs also indicate the
way that something is said, to some extent.

Most of these verbs are usually used in fiction rather than in iournalism or conversation.
'This is great!'enthused Francis.
'It's monstrous!' lackie fumed. 'I've got a good mind to -'
'Takes some of the heat offyou, doesn't it?' he sneered-
'Take him to the checkpint!' Bykov spat out-

crow 4 groan 2 mock, snarl 2

enthuse , gush I rage 3 sneer
explode 2 huff, rant , spit 5
expostulate ieer I tave 1,2 storm 5
exult iibe 2 rhapsodize whimper 2
froth .l lament , scoff ,
fume 2 moan, snap 4

spitout >5

Lt6
 Section 13: Vwithquote

6 THE'IHINK'GROUP
These verbs are concerned with thinking. Sometimes quotation marks are not used
around the quote clause.
What atenible scenario, I thought.
Boisiwaspuzzled.to see senior executives suchasCohenand.Robinsondarting about.,Who,s
in charge here?' hewondered.

muse , think 8 wonder ,

7 IIIE'GO'GROTIP
These verbs are used when quo-ting a piece of writing or something such as a song or
poem. They have an inanimate Subiect.
'You can't kill the spirit, she is like a mountain,' went the Greenham women,s chant.
The signread: SPEED ZONEAIIEAD gS MpH.

go 3.5 run J'

read 5 My3

Sfucture informotion
a) The quote clause is a new clause, with its own structure. It may be one word, such asyes,
or it maybe much longer. The Subject and verb most frequehtly come after the qriote
clause or in the middle of it, but they sometimes come beiore it.
b) The order of Subiect and verb is also variable; the Subiect may come before or after the
verb. Before a quote, the subiect usually comes first, ilthough in
iournalism, the verb
sometimes comes before the Subiect:
said Mr. Fellmeth: 'we don't necessarily need more lawyers. we need more comwtent
ones.'
4fte^. q quote, the Subiect moy come first or second, unless it is o personol pronoun. If
the subiect is o personol pronbun, in modem English it olwoys c<imes first.'
c) This structure has no passive.
d) The phrasal verb pattern is the same except that there is a particle, P, which comes after
the verb.

Other reloted potterns

Y after n with quote
The verb is used with a quote clause and is followed by a prepositional phrase beginning
with ofter. The Subject always comes before the verb.
- -
Most verbswith this pattem indicate that someone is speaking loudly. The prepositional
phrase indicates who is being addressed. The person-being idaresiea is moitng away
ftom the speaker.
'And don't forget to send Kenny for those items!' the Duchess called after her.

call 3 shout t yell I

The verb repeat indicates that someone repeats what someone else has iust said. The
prepositional phrase indicates the first speaker.

7t7
 Chopter 1: Simple Potterns
Then Bishop Paulk asked everyone to reryat after him, 'The Lord is God' and 3,000 voices
affirmedthat Hewas.

i repeat 2 I

Y at nwith quote
The verb is used with a quote clause and is followed by a prepositional phrase beginning
with af. The Subject usually comes before the verb.
These verbs indicate that someone is speaking loudly, angrily, or forcefully. The
prepositional phrase indicates who is being addressed.
' Don't panic,' I yelld at him.

bark z hiss 3 shout I snarl 2

bawl I holler shriek z yell I
bellow I scneam 2 snap 4

V ofn with quote

The verb is used with a quote clause and is followed by a prepositional-phrase beginning
with of The Subject usrially comes before the verb. The prepositional phrase indicates
who is asked a question. This pattem does not often occut'
'Who am I?' I inquired of mYself.

ask I inquire t

V to n lvith quote
The verb is used with a quote clause and is followed by a prepositional phrase beginn-ing
with to. The phrasal ver6 pattem is V P to n with quote. Thesubiect-usually comes before
the verb. The prepositional phrase indicates who is being addressed.
'Your cat isn't very friendly,' a woman complained to Reggie.
'This is all very well,' he muttered to himself, 'but what about my dinner?'
I said to Al, 'Wait a minute. What time did Starc call you?'
ln the case of 4, think, and wonder, the noun group followinS the
muse, reason, say
preposition reflexive pronoun. This pattern isV to pron-refl with quotc. These
is always a
iertrs indicate that someone is thinking. Sometimes quotation marks are not used around
the quote clause.
'No,' he said to himself, 'It's not going to b like that.'
lustwhat I was afraid of, Tatianathought to herself.

admit I crow 4 groan 2 mumble

announce 2 cty 2 grouse 2 muflnur ,
boast , declare , grumble I muse ,
brag exclaim gush -l mutter
cable s explain l,z hiss z observe 3
call 3 explode z holler proclaim 2
comment , expostulate insist 2 protest 3
complain 7 exult ioke z,t quip z
confess I fume 2 lament , rage 3
confide go 3.7 moan 2 reason 4

118
 Section 14: Y so/not

remark , shout , watl 2 write 5

report , suggest , whimper Z yell I
say 1,4 telegraph z whisper I
scream 2 think 8 wonder I
call out >3

Most of the verbs in meaning group 3 can have this pattem, but it is most frequent with
the ones included in the above list.

V with sound
The verb is used with a word or group- of letters representing a sound, which is not usually
written in inverted commas. The Subiect and verb may come before or after the sount
word. If the sound word comes first, the Subject usually comes after the verb, unless it is a
personal pronoun.
The verb indicates that a thing or an animal makes a sound.
The televisionwent bang and then I heard an explosion in the kitchen and it was the new
microwave.
Grrrrwent the doo.

go 3.6

Vas quote
The verb is.followed
Pyj prepositional phrase consisting of as and a quote clause, which
p?I be a single w9rd. Th9 quote clause indicates the meaning of a word or phrase. The
Subject indicates the word or phrase concerned.
Two enteryrising-Neopolitan ioun.tali-s_ts are launching the game of Tangentopoli tomorrow.
The name roughlytranslates as,Bribe City,.
The exhibition will be called'Suite Substitute', which loosely translates as ,Art to Replace
F avourite P ieces of Furniture,.

translate

14 Y so/not
The verb is followed by so ot not
This pattern has one structure:
> Verb with Object
I don't think so.

tt9
 Chopter l: Simple Potterns

Y so/not

I believe so.
He hopes not.
shouldimogine so.
wouldn't hove thought so.

Most of the verbs with this pattern are used to indicate what someone thinks or believes
about something that haf aheady been mentioned. The pattern is used widely in
conversation, where the Subiect is often I or you.
We include here the verb say, which is used to report what someone said. It is also used to
express an opinion, as in I would say so. The p_hrase if I may say so is used to introduce or
ac-ompany an opinion, asinUtternonsense, if I may say so.
These verbs have the affirmative V so and the negative V not. In the case of the verbs think,
believe, and imagine, the negative is also often formed with do not ot another auxiliary or
modal, and so, as in I don't think so.
In the case of the verbs assume, fear, hope, presume, and suspecf, the negative is always
formed with nof, as in I hope not. You do not say I don't hope so.

Can anyone who eats bacon sandwiches campaign with integrity against people who eat
whale iteat? The Norwegians do not believe so.
'You don't really suspect I'd be involved in something like that, do you?' 'I certainly hoW not,
Tony.'
'What is he doing here on a weekday? Is something wrong?' 'From his expression I would say
so.'
She admired him because he was clever and adroit, and because everyone whom she kneut
thought so too.

assume I hope 1 Say 1,3

believel imagine2 susPect, :,

fear 9 presume , think 1,2,16 :.

.'.. '. '.' . . '. .,.,...'.'.".'..'. '. ...' . .. ':

VERBS WTIH OTHERMEANINGS

There is one verb, do, which does not fit into the above meaning group. This has the
affirmative do so only - the negative is formed with an auxiliary or modal-
to stand for any verb group. It usually refers back to another verb group,
Do so can be used
which may be one in a previous sentence. Do so has an important function in repeating
given information whilt introducing something new. In the first example below, were
Zoing so repeats the information majored in education while the new information in the
clause is in 1983 onIY 15 Percent.
In 1963 about half of all women undergraduates majored in education. In 1983 only 15
oercentwere doino so.
Astewardess saidthe planewasvibrating so muchthat she presumedthe captainwas going to
declare an an emergency, but he didnot do so.
Do so occasionally refers forwards to a verb group in the same sentence.
If patientswbhtodo so, they canbuy their ownneedles andbring themtothe acuPuncturistto
use for their own treatment.

120
 Section 15: V os if, V os though

do 2.2

Structure informotion
a) Soor nof is the Obiect.
b) This structure has no passive.

15 V os if, V os though
The verb is followed by a finite clause beginning ; with as if or as though. In informal
English, the clause sometimes begins with lite- although some people think this is
incorrect.
This pattern has one structure:
> Verb with Clause
I felt as if I'd been hit.

V os iflos though

He octed os if he wos expecting me.

You look os if you've seen o ghost.
He sounds os though he's enioying it.

Verbs with this pattem belong to the following meaning groups:

I THE'I]OOK'GROUP
2 TI{E'ACT'GROUP

I THE'LOOIC GROUP
These verbs are used to indicate how someone or something seems. They are all link verbs
(see Chapter 5). The verb feel indicates how someone seems to themjelves. The clause
after the verb indicates a situation that would make someone or something have the
qualities they appear to have.
He felt as though he had run fwe miles.
Youlooklikeyou need a rest.
Isabel'svoice sounded as if shehadbeencrying.

appear 2 look 2.1 sound 7,E,9

feel I smell 3 taste 4

2 THE'ACT'GROUP
These verbs are concemed with behaving or speaking. The clause indicates a situation in
which the behaviour or what is said would be expected or appropriate.
This is a productive use: any verb which indicates behaviour or action can be used with
this pattem. The verbs listed here are the ones which are most frequently used in this way.

t2t
 Chopter 1: Simple Potterns
Act as if nothing hadhaPPened.
Some activists now sryakasthough any attempt to clarify the law is a dmialof iustice
which demands compens at ion.

act , speak I
behave t talk ,

Structure informotion
a) The clause after the verb is a new clause, with its own structure.
b) This struchrre has no passive.

Other reloted Pqtterns

Vas ifto-inf
The verb is followed by the conjunction as if and a to-infinitive clause. The clause
indicates what someone seems to be about to do.
She made as if to leave.

1.] :
''-'*"
*ffiddd4*4.wtd#!u#w@

16 Y ondv
The verb is followed by the coniunction ond and another verb of the same tense or form.
This pattem has two structutes:
> Structure I: Verbs in phase
Trv andlift it.
> Structure II: Co-ordinated verbs
Goandfindhim.

Structure I: Verbs in phose

Y andv

I 'll try ond help you.

Phrosolverbs:YPandv

I went oheod ond bought it.

122
 Section l6:Y andv
Verbs with this structure have a variety of meanings.
Then he gWsand..spoils it all by saying that iust because something shows up on the graph
doesn't mean it will happen.
They could go on andwin the trophy.
I feel that if I _say h-ow tired I get and how much I long to stay at home sometimes, Davidwilt
tum around and sav.' I told vou so.'
One day he just upped and left.

In the case of fry, both verbs are always in the base form.
He has started a privatisation progromme to @ and win support from the business
community.

1..",.."..--..-.",.,",.-,"..""*...",..''.:
go 3.1s try 2 up 3.2

Structure informotion: Verbs in phose

a) The verb is followed by and and another verb group of the same tense or form, without
a Subject or any auxiliary verbs. The verbs are in phase, and together form a complex
verb group. This means that the actions or states expressed by the two verbs cannot be
separated from each other. For example, if you try and remember something, ttre trying
and the remembering are not two processes, but one.
The complex verb group is followed by a group, phrase, or clause which completes the
pattem of the second verb. In the structure tables above, this is called a Completive. For
example, if the second verb is normally followed by a noun groupr then the
Completive of the complex verb group will be a noun group.
b) This structure has no passive.
c) The phrasal verb pattern is the same except that there is a particle, P, which comes after
the verb.

Structure II: Co-ordinoted verbs

Y andv

I 'll go ond see him.

Phrosolverbs:YPandv

We 've got to sit down ond sort things out.

This pattem is productive: any tlvo verbs can be co-ordinated with and.The verbs listed
here are the ones for which this pattern is most significant, that is, the two verbs are very
closely linked, with the focus of information on the second verb.
Comeandsitdovm.

t23
 Chopter 1 Simple Potterns

He wos 'greatly troubled' by the use of imitation weapons 'because if you are on the rcceiving
end, there isn't time to look and see if the gun is real or not' .
We are not going to stand by and watch when they gun our people down.
When you stop and think about it, the achievements of the last 20 yeors in the Classic Car
worldare stunning.
In the case of wait, the coniunction ond is nearly always followed by the base form see.
A spokesman said the surgeons could now only wait and see how things went.

come 2 sit , wait ,,

Eo 1.4 stay ,
look l.t stop 7
goalong I sitby situp 4 standby 2
goout 3 sitdown 2 stand back stepback

Structure informotion: Co-ordinoted verbs

a) The verb is followed by and and a clause whose verb group has the same tense or form
as the first verb, but has no auxiliary verbs or Subiect. The verb group and the clause are
co-ordinated.
b) This structure has no passive.
c) The phrasal verb pattem is the same except that there is a particle, P, which comes after
the verb.

124
Chopter 2: Simple Pqtterns
witfi Prepositi6ns ond Adverbs
In this chapter we describe simple verb patterns in which the verb is followed by a
prepositional phrase or an adverb group. In Sections 1 to 4 we describe pattems in which
the verb is followed either by a prepositional phrase introduced by h wide variety of
prepositions, or by an adverb group. In Sections 5 to 34 we describe patterns in which the
verb is followed by a prepositional phrase introduced by a specifiC preposition, such as
about, to or with. These sections are ordered alphabetically, by preposltioh.

L V prep /adv,Y adv/prep

The verb is followed by a prepositional phrase beginning with a variety of prepositions, or
an adverb group. Some verbs listed here are also included in sections relating to verbs
followed by specific prepositions.
Here we treat all verbs with this pattern as having one structure:

>Verb with Adjunct

He ran across the road.

Some verbs with some prepositions have other structures, however. For example, some
prepositional phrases beginning with info are prepositional Objects and some prep-
ositional phrases beginning with as are prepositional Complements.
Most verbs in English can be followed by Adiuncts of manner, time, or place. When
information about manner, time, or place is not essential, the Adjunct is not part of the
pattern. The verbs dealt with below are those which are always or typically followed by an
Adjunct.

V prep/odv, V odvlprep

nffinet{e@od)
behoved verystupidly.
Iived there for ten yeors.
He ron down the poth.

Phrosol verbs: V P prep/odv, V P odv/prep

Everything is coming olong nicely.

He hod moved on to Polond.

125
 Chopter 2: Simple Potterns with Preposi dons ondAdverbs

Verbs with this pattern belong to the following meaning groups:

I THE.GO'GROUP 12 THE'I.OOK'AND ,GESTUNE, GROUP

2 THE'WANDER'GROUP 13 THE'SEARCH'GROUP

3 THE'WALK'GROUP 14 THE'LURCH'GROUP
4 THE'DRIVE'GROUP 15 THE'BETIAVE' GROUP
5 THE'FLOW'GROUP 16 TIIE'S}IAPE UP' GROUP
6 THE'FLOCK'GROUP 17 THE'COME OVER'GROUP
7 THE'ROAR'GROUP r8 THE'BEGIN' AND'END, GROUP
8 THE'TURN'GROUP r9 THE'IAST'GROUP
9 THE'LIVE'GROUP 20 THE'BREAKFAST' GROI'P
rO THE'FACE' GROUP 2T VERBS WITH OTHER MEANINGS
rI THE'ECHO'GROUP

1 THE'GO'GROUP
These are general verbs concemed with moving, going, or arriving somewhere. This
includes starting a journey e.g. set ofl
Lee and I anived in Panama City suffering terribly from iet lag.
Ron became so iII with worry that he ended uP in hospital.
Shedidn't want to go home.
Mr Bakerwill go ontoTunisia tomorrow.
They plan to set offfor Baghdad onThursday.

: afiive 1,2 get 1.6,7 IJJlove 1,2 return I .:

: come , go l.t pass 2 travel ,

r continue 7 iourney 3 proceed 4

, endup I goon 5 set off ,

, finish up I moveon 7 set out I

2 TIJE'WANDERGROUP
These verbs are concerned with movement or arrival of a more specific kind. This
includes:
o going in a particular direction e.g. advance, spiral, tum
o going somewhere quickly or slowly e.g. drift, whizz
o going somewhere in an enioyable or unenjoyable way e.g. slog, wtan
o going somewhere for a reason or for no reason e.g. bamstorm, wander
o becoming attached to something or detached from something e.g. screw, tear
We also include here drain, filter, percolate, and seep, which indicate that something
abstract such as news goes somewhere.
The hairs are tipped by tiny sacs fiIled with a substance that sticks to any insect that alights on
the leaf.
The Democrats bamstormed through the heartland in what apryars to be a very
succe ssful campaign road trip.
They clambered over the low fence, shouting encouragement to each other.
Results from lvory Coast's first free elections are beginning to filter through.
The camera screws onto a detachable plate.
I began to worry about rainstorm chilk myself as I slogged up the sticlE chalk track.
126
 Section 1: Vprep/odv, Vodv/prep
I grabbed a can ofbeer, pulled the tab and of course, the tab snapped off.
Turnright at the lights.
I was allowed towander around quite freely.
He was passing the woods when a bullet of some sort whizzed past his ear.

: adhere 3 i',i) plunge , squirm t

: advance I flash I poke I stand J
adventure 3 flee pop 7 start 7
alight t4 flick I promenade 2 stray ,
arc 3 flicker I push z streak 4
:l arch e flit r,3 ramble 2 struSgle 6
ascend I float l,s rampaSe , swan 2
barnstorm flop 2 range 7 sweep 4,7
blow l.z flounder 3 retreat , swenr'e
bob 1,2 flutter 2 ricochet swim ,,4
bounce ,,J flyz roam swing z
brush r fork z toll 1,2 swoop 2
buck z gallivant rove , teat 2.1
bump r glide 2 rush I toil 2
burtow 2,1 go Lt6,17 sail I tootle ,
call ro grovel z sally 2 fiail 7
caneen head lr schlep z traipse ,,2
cartwheel 2 hike z scorch 3 travel J
circle s hurry, scramble ,,2 trck 1,2
clamber inch z screw z4 trespass ,,2
climb l,z ierk I scud trundle 3
come 5 iink seep 2 tumble ,
crawl 3 iolt , shift I tunnel 2
creep 2.1 iuJ',lp 1,2,4 shoot 3,4 tum 5
cross ,.I lafrd 6,1 I shrink 3 twirl I
curl 5 lash -l shuttle 3 veer ,,3
dash I leap,,3 skitter venture 2
dip 3 lock I slew 2 wade 7

dive rj lodge z slide I wandet 1,2

dodge I loop: slip 2,3 wash 3
drain 7,9 meander 3 slither ,,2 whip 4e
draw 3 migrate ,,2 slog 3 whirl I
r drift ,,rJ mosey snaP 1,2 whizz I
: drop z,l navigate 4,5 snuggle whoosh 2
duck s nestle , soar 2 wing 9
': ease 5 nip I speed s wobble I
encroach 2 nuzzle spiral z wriggle z
, fall I perch I spread J zigzag 2
,r feint I percolate , spring I zip 3
.' filter 5 pitch 3 squeeze 4 zoom I
beamdown btl.zzoff t landup strike out 3
beamup fallin z popoff z turnback t
branch off fetch up roll up z

3 THE'WALK'GROUP
These verbs are concerned with walking or running somewhere. This includes:
o verbs indicating the speed of the movement e.g. amble, race
o verbs indicating how gracefully or clumsily someone moves e.g. glide, stagger
. verbs indicating the emotion or attitude of the person moving e.g. flounce, storm
. verbs indicating that someone is trying not to be noticed e.g. slink, sneak
On the second floor, he raced down onother corridor, rounded a sharp tum, and found
himself facing a closed door.
We had to sneak out because it was after nine at night.

127
 Chopter2: Simple Potterns with Prepositions ond Adverbs

As the other officers pounced on the attacker, the injured policeman staggered into the
street.
He stormed out of the apartment, slamming the door fuiously behindhim.
Mrs. Madrigalwalked to the windovt, where she stood motionless.

: amble gallop 1,2 race 6 steal 3

, belt s gambol reel 3 step 2
blunder I glide I run, stomp
;r bolt j hare z sashay storm 4
, bounce 7 hasten 4 saunter stride I
' bound 2.4 hobble 7 scamper sholl
bteeze 2 hop 1,2,i scoot strut I
burst 5 iig 2 scurry , stumble I
' busfle , leap 2 scuttle 7 stump 4
bttzz 2 limp I shamble z swaSSer
canter lollop shimmy sweep 9
caper 2 lope shuffle I teat 2.7
charge l0 lumber 2 sidle teeter 2
i. chase 6 lurch , skip I tiptoe ,
,. clump 3 march 1,2,3 slide 2 toddle
crawl 7 mince 3 slink totter ,
creep , pace 4 slip 3 tramp 2
, dance 7,8 pad 3 slope o trip 6
i dart I parade 8 slouch z trot 1,2
edge -l pelt + sneak t trudge
float 7 plod 7 sprint 4 twirl 2
flounce 7 pound r stagger , waddle
. flufter 4 prance ,.2 stalk 3 walk 7

,.,, fly a prowl I stamp 5 waltz I

4 THE'DRIVE'GROUP
These verbs indicate that a form of transport, or someone using a form of transport, goes
or arrives somewhere.
She slowed the cab to avoid an old Cheuy sedanwhichwas backing into a parking space.
A veterinary officer escaped injury when her jeep exploded and burst into flames as she was
driving towork.
After the plane landed in Miami, the man sunendered peacefuIly.
Pete got on his bike and pedalled off.
Pull in here and let's have a look at the map.
She sailed from Sydnq on her second New Guinea voyage on May L2.

accelerate 2 cruise Z3 iet 2 roll 3

back 3.2 cycle I land 7 row 2.0
barrel I dive + motor 5,6 sail 2,3
bicycle z draw 2 navigate r,3 skate 3
bike 2 drive I nose 5 ski z
bowl lo flyr paddle z swing 3
bucket I freewheel parachute 2 tack 4
bus 2 glide z park 2 taxi 2(Anoircroft)
call ll grind I pedal z terminate 3
career 4 hack z punt 2 trundle 7

coast 2 hitchhike ride 1,2,3 voyage 2

pull in , put in 4 (Aship)

128
 Section L: V odv, Vodv/prep

5 TTIE'FLOW GROUP
These verbs indicate that a liquid, gas, or other substance goes somewhere. We include
here verbs indicating that light, sound, or a signal goes somewhere, and the verb lic(
which indicates that flames go somewhere.
Mahoney flung open the saloon door andblack smoke billowed out.
The warming sound of Brian's laughter drifted through the window .
Bload is the vital substance_that flows through the body, carrytng oxygen and
nutrtents and
removing waste materials from the fissues.
Flameswere licking around the door to the toy shop.
The rain swttered on the uppermost leaves and dripwd miserably from the lower.
Light was streaming into Dr Denny's office from the door connecting it to the waiting room.

beam 3,s drive ,, radiate, spout ,

billow 2 eddy 2 run 2, sptay i,4
bubble 4 float 6 rush ,0 spurt 4
cafry 11 flood 6 seep, squirt ,
cascade 3 flow I settle 8 stream 5,8
collect 4 funnel I slop I surge 5
counse ,0 gush I slosh I swirl
diffuse I leak I sluice 2 travel 4
. drain , lick 3 soak 3 trickle I
: dribble I ooze I spafter waft
r, drift 5 percolate 3 spill ,,5
drin I pour 3 splash z
,
6 TIIE'FLOCK'GROUP
These verbs indicate that a number of people, or sometimes things, go somewhere.
The juryfiled out,
silent, reverent.
The wild and beautiful west coast of lreland has captured the imagination of Hollywood fitm
directors as well the ordinary fourisfs who flock there
Police *varmed into the area within moments and searchedfor other dettices.

cluster 2 flow 2,3 snake 2 swarm 2,3

dribble r gather t spill 1t trickle 2
file z huddle 2 straggle hoop 5
flock ; parade z stream 7
flood s pour 5,6 surSe 3

7 THE'ROAR'GROUP
These verbs are concerned with going somewhere in a way that makes a particular noise.
The Subiect can be a vehicle, person, animal, or thing, depending on the verb.
There was stiil a solitary fly buzzing around the classroom.
The rainpattered on the glass roof.
The ieeoroaredoff.
He squelched through the mud and disappeared round the comer of a wall.

burble I gurgle I rumble 2 thud 2

brtzz 1 patter , scream 3 thump 3
chug plop z screech , thunder I
clatter , purf 2 slosh z
crash 3 rattle 5 squelch I
crunch 3 roar , swish I

729
 Chopter 2: Simple Potterns with Prepositions ondAdverbs

A THE'TURN'GROUP
These verbs indicate that someone or something changes posture, arrangement, or
orientation, but does not move from one place to another. This includes:
o turning
o reaching out
o sitting down
o falling over
His motorcycle fell on top of him.
Pat reached up and grasped one ofthe water pipes above his head.
Sylvia and I sat down on the bench by the fountain.
He tumed away before the tears came again.

fold I swing I
., bend
I reach 3
cr:rne 3 hunch 2 recline I swivel 2
. crouch ,,2 iut 2 rock 4 thrash 3
, curl 5 kneel settle 7 tilt ,
drop s lash a shuffle 2 topple ,
duck 3 lean , sink r turn ,
fall 2 loll z sit 2 twist 3
flip : lunge slump 3 yaur
flop t,z perch I squat ,
flye pivot 2 sway ,
crouch down >, sprawl out >, stretchout,
sit down >2 squatdown >r

9 THE'LIVE'GROUP
These verbs are concerned with being or staying somewhere, or originating somewhere.
This includes doing something somewhere, e.g. operate, work.
The restaurant was in Cork Street, Mayfoir.
This place is just too decadent. I could never live here.
The study of handwriting, or graphology, originatedin ltaly in the seventeenth century.
ln 1.969, he settled down in
Tuscaloosa, Alabama, where he spent the rest of his life
playing on the local blues circuit.
Shewas sitting at the kitchen table when I came in.
Heworked in a travel agent's.

balance I huddle I navigate 2 sit ,,8

bathe I idle z nestle 2 skulk
be 2.1 keep 2,3 occur 2 slouch ,
belong lo kip z operate 5 snoop I
bivouac 2 kneel originate sprawl I
browse , languish 7 perch 2 sprout 256
centre ,0 laze recline 7 stand ,,4
crouch , lean 2 remain 2 stay 1,2
dangle I lie 1 .1,2,j,6,7,8,e repose 2 stop ,0
doss linger t,z reside I vacation 4
dwell z live 7.1 rest 2.6 winter 23
fly l0 (Rumours) locate 2 roost 2 work ,
hang t,c lodge 5 serve 2
holiday s loll I settle o
hover 7,2 lounge + shelter +
beddown hang out 2 loll about setup 4
doss down > knock around z putup 6 settle down , l

130
 Section 1: V V odvlprep
IO THE'FACE'GROUP
These verbs indicate the shape of something, or where it is in relation to something else.
The Adiunct usually indicates direction.
she was a beautifulwoman, withlong blonde hair thatcascaded downher back.
Presently, the land started to drop away to precipitous cliffi.
The garden faces south and does not suffer from late frosts.
The Wl andterrace lookoutover the sea.
They saw a series of stones proiecting from the outside wall near the window.
Onthe first leg of the trekthe roadwound through aforest.

r arc3 face 2.1 point ,5 stick 2.3

: arch 5 fall ls proiect 7 straggle z
, ascend 2 flow 7 radiate , stream 9
i begin 6 fork 6 teat 7 stretch ,
, bulge I go l.e rise 57 sweeP ,2
,. cascade 4 hang 2 run4 taper ,
coil 5 iut , shelve 2 thrust 3
: continue A lead 7.t slant , tower 2
, Curve 2 loll z slope -t,t trail 6
, dipt look r.,, snake 2 twist 6
,, droop loom, soar 3 wind 2.1
: endil meander , splay
, extend 1,2,4 pass 3 sprawl 2
,branchoff leadoff I rise up >5
: drop away lookout >r.r,

II THE'ECHO'GROUP
These verbs indicate that a sound is heard somewhere. The Adiunct usually indicates
direction. The Subiect is inanimate.
There was confusion and panic as the sound of gunfire echoed round the city.
The insktent hum of iet engines rqerberates through these ultra-modern hangors.

:. boom 5 resound , i

, echo 2,8 reverberate ,.2 :

boimout >6

12 THE'LOOIC AND'GESTURE' GROUP

These verbs are concerned with looking, gesturing, and communicating. We include here
pan, which indicates that a camera is viewing something; scroll, which indicates that
someone looks at text on a computer screen; and wonder3, which indicates that someone
thinks about something. The Adiunct usually indicates direction.
He gesturcd towards the two Englishmen. 'How much do they know?'
I looked at her and shrugged.
Higgins shifted uncomfoftably in his seat as the camera pgvBd over the scene.
Houston's eyes roved restlessly abut the room.
He let his mindwander lazily over the events of the night before.

dart 2 (Your eyes) leer radio 5 stare 7

guze I look 1.1 tove 2 (Your eyes) sweeP ,l (Youreyes)

gesture 3 palr 4 scroll 3 swivel j (Your eyes)
glance I peep 2 signal 2 wander j (Your mind)
glower peer , squint , wander 4 (Your eyes)

131
 Chopter 2: Simple Potterns with Prepositions ondAdverbs

13 THE'SEARCH'GROUP
These verbs are concerned with searching. The Adjunct indicates the place, container, or
group of things in which someone is searching.
She rummaged through her fuach bag, trying to find something thin and made out of
metal.
He dropped the shell and grovelled on the floor, inhaling carpet dust as he searched under
thebed.

burrow 3 fetet 2 look ,.5

delve 2 fumble, ptobe 2,4
dig z grope 7 root 9
feel 5 grub : rummage,

These verbs also have the patterns V prep/adv for n and Y for n prep/adv. The
prepositional phrase beginning with for indicates what someone is trying to find.
Police are looking in nearby buildings for otherfirebombs.
She looked away and rummaged for a hankie in her handbag.

14 THE'LURCH'GROUP
These verbs are concerned with progressing or coming to be in a different state. We
include here hold and hover, which indicate that someone or something remains in a
particular state for a while , arlLd loom, which indicates that something is about to happen.
The World Health Organizationwent et)en further during its 1988 session held in Geneva,
urging the testing of all children.
For three weeks I hovered between life and death.
Whatthey doispromptedby apassionate desire towamhumanity aboutthe dangerlooming
over it.
In 1861 , this country lurched into a civil war from which it has n*er fitlly recovered.
Marseille romrydto a 4-7 winover Lille yesterday.
This is the main reason why the divorce rate is spiralling upwards.

, ascend 5 go l.a,s Ioom 2 squeak 2.

, bubble 6 gyrate 3 lurch 2 stagger 2
crawl 3 hold 3.6 romp , stufter 3
creep 3 hover 3,4 spiral 3,4 tilt 4
r 8et ,.,3 limp 2 sputter ,,2 veer 2

15 THE'BETIAVE'GROUP
These verbs are used to describe people's behaviour. The Adiunct indicates the way
someone behaves. In the case of eof, it indicates the kind or amount of food someone eats;
in the case of dress and wrap upt it indicates the type of thing someone wears. The
prepositional phrase often begins with like or is something like in an unusual way.
Thev were behavino like animak.
Rownall drove jerkily, cornering too fast andfumbling the gears.
Forget gimmiclE diets; eat sensibly and fiIl up with fresh fruit and vegetables.
Alwayswrap upwarmly after a spabath.

act 1,3 dress 5 react ,

behave I eat 2 think 3,5
corner il live 1.2 tread 2,4

. wrapup ,

132
 Section L: Vprep/odv, Vodv/prep

Some of these verbs also have the pattern V as if (see pages l2l-lZZ).
The verbs behave arrd, react also have the pattern v prep/adv towards/toward n. The
prepositional phrase beginning with fowards ot towardindicates who or what a person,s
behaviour involves or relates to.
They take drugs, get drunk, andfuhave sadistically towardsyounger schoolmates.
The verb reacf also has the pattems V prep/adv to n and V to n prep/adv.
But afterwards shareholders reacted angrily to the deal.
16 THE'SIIAPE UP'GROUP
These verbs are used when talking about how somethingbehaves when it is used, or how
successful something or someone is. Most of them are used with adverbs such as r.vell and
nicely.The phrasal verb come offis used with worst and besf.
Her Englkhis coming alongwell.
In negotiations with European partners, they invartabl come offworst.
For once, the show went off without technical hitches.
Thb is a.magnificent machine which rides well at low speed and which handles faultlessly
whendrtvenfast.
If the-book selb well, and we think it wiII because it's an excellent read, they stand to make a
lot of money.
H_eather Edwards,_recently appointed as the Chancellor's parliamentary private secretary, is
shaoina uo nicelv.
I'm convinced that everything'sgoinglO_wo*out well in the end.

act 4 fit 1.1 proSress 3 sell I

behave 3 handle z read 6 work ,,
comer ,l operate 2 runil
,: comealong 4 geton 3 makeout 6 work out 4 ,
,, COme off 2 go along 2 pass off
r COmeOn J gooff s shapeup z

17 THE'COMEOVER'GROUP
These verbs are used when talking about how someone or something is perceived or
received.
The supposedly_ normal peopl_e came over like loonies while the religious weirdos seemed
reasonable and well-balance d.
His joke went dov,nwell. Even Blake smiled.

come across 2 come over 3 go down s

r8 THE 'BEGIN'AI\ID 'END'GROUP

These verbs are concerned with beginning or ending. The Adiunct indicates the
circumstances that existed at the beginning or end of something, or the state of the
Subiect at that time.
Clinton's campaign began well.
The year ended on
9 high note with the biggest attendance (39 members and 12 visitors)
enjoying some excellent films presented by A[an Wilmott.
The diver of the car escapedwith cuts andbruises.

133
 Chopter 2: Simple Potterns with PrePosi tions ondAdverbs

r begin 23 continue 6 finish 4

, close ,.9 elrd 4,7,18 operr 22
conclude 3 escape 3 start 2
,
r9 TIIE'II\ST'GROUP
These verbs are used when indicating how long something lasts or when it started and
ended.
The mixture wiII keep for 2-3 days in the fridge and can be served hot, warm or cold.
The strike did not last long.
Robert HeathMP, wholivedfrom 7EO6to 7893, createdthe magnificent gordensthere.

keep l8 live ,.4 ,

last 1 1,1 2 run33 .

20 THE'BREAKFAST' GROUP
These verbs are concerned with having a meal. The Adjunct indicates the circumstances
in which the meal is eaten.
Shebreakfasted alone inher cell.

, breakfast 3 dine lunch 2 ,

2I VERBSWITH OTHER MEANINGS

There are a few other verbs which have this pattem.

The statement came at the end of the council's annual summit in Qatar onTuesday.
Much of the working mother's hard-eamed salary go,1s.on expnsive toys and treats.
Sir Philip now lives in luxury in Kent. But he has never forgotten his roots.
British RaiI says its services are more or less running to time this lunchtime.
He was determined to stay up until twelve o'clock and watch the people celebrating in Times
Square, NewYork.

come 9 go 1 .10 live .z 1 ru,n 34

stay up

Structure informotion
a) The prepositional phrase or adverb group is usually an Adiunct, although some
prepositional phrases are prepositional Obiects or prepositional Complements.
b) This structure has a passive with the pattern be V-ed prep (prep here means a
preposition, not a prepositional phrase). However, it does not often occur. Usually
theie can be a pasiive structure only with one or two particular prepositions. The
Subiect refers to something directly affected by or involved in the action.
Even old and venerable rugs are walked on by all and sundry.
The cottage has not been lived in for severalyears.

t34
 Section L: Vprep/'odv, Vodv/prep

The.following- verbs from the lists above are the ones most frequently used in the
passive, urith the preposition(s) indicated.

iump 1 (on) look 1.t (ot) stand , (on)

leap I (on/upon) rJf.er I (ot) stare I (of)
live t (in) sit 1,2 (on) step 2(on)

c) Phrasal verb pattems are the same except that there is a particle, P, which comes after
the verb. The passive pattern, be V-ed P prep, does not often occur.

Ot{rer reloted potterns

V odv prep
Most verbs with the pattern v prep/adv also have the pattern v adv prep. The verb is
followed by an adverb and a prepositional phrase.
got into the lonies which were waiting for them and drwe off into the forest .
They
Hewalked over to hb desk.

Vprep prep
Many of the verbs described in this section also have the pattern V prep prep. The verb is
followed by two prepositional phrases.
The state govemment has lurched from one budget crisis to another.
He ran downthe stairs to the living room.
Sometimes verbs are followed by more than two prepositional phrases.
The dams will regulate the flow of water on the flood-prone Souris River, which flows from
southeastern Saskatchqyan across the Canada-ll.S. border into North Dakota.

Y prep / odv for n, Y for n prep/odv

See meaning group 13 above.

V prep/odv to n, Y to n prep/odv
See meaning group L5 above.

Y prep/adv towards/toward n
See meaning group 15 above.

V prep/odv n
The verb is followed by a prepositional phrase or an adverb group, which is followed by a
noun group describing the Subiect. This is a productive pattern: many verbs of movement
can be used in this way.
You're going out ayoungster, but you've got to come back a star.

135
 Chopter2: Simple Potterns with Prepositions ond Adverbs

2 Vodv
The verb is followed by an adverb group.

This pattern has one structure:

> Verb with Adiunct
Thev didwell.

V odv

She is doing well ot school.

Myskin wos peeling off.

Most verbs can be followed by adverbs of manner or place. When information about
manner or place is not essential, the adverb group is not part of the pattem. The verbs
dealt with below are the ones which are always or typically followed by a particular adverb
or small group of adverbs.
Manyverbs which can be followedby an adverb group can also be followedbyavarietyof
prepositions. These verbs are dealt with in Section L above (see pages 125-135). Verbs
which can also be followed by one or two specific prepositions are dealt with in the
sections on verbs followed by individual prepositions (see Sections 5 to 34).

Verbs with the pattern V adv belong to the following meaning groups:

I THE'DOWELL'GROUP
2 THE'CLEAN'GROUP
3 THE'BRUISE'GROUP
4 THE'SCARE'GROUP
5 THE'SWNG'GROUP
6 THE'GET SOMEWHERE' GROUP
7 THE'PHONE'GROUP
8 VERBSw]THOTHERMEANINGS

r THE'DOWELL'GROUP
These verbs are used with adverbs such as well and badly.Most of them are concerned with
success or failure. We include here rank and rcfe, which are used with highly.
I've seen quite a few of the recent gangster films and this compares very favourably.
The Republicans did badly in the election.
Many defence chiefs feel they might fare better under Labour, which is keen to protect
Brttain's conventional armed forces.
Friendshipsrate highly in Amanda's scheme of things.

auSur do r.,, pay 2,6 rate 6

bode fare 3 perform + work ,2
compare 3 go 3.1 rank 4

The verbs bode and augur also have the pattern V adv for n. The prepositional phrase
beginning with for indicates who or what is likely to be fortunate or unfortunate.

136
 Section 2zY odv
With delivery scheduled for L994, a Boeing spokesman says this latest order bodes well for
the airline industry.
flg vep corypare also has the pattern Y adv with n. The prepositional phrase beginning
with indicates what something is better than or worse than.
r.vith
While Bfiain's overall road safety record compares favourably with that of other
European countries, Britain's child accident rates are no better thait average.
2 THE'CLEAN'GROUP
These verbs are used to indicate that something has a desirable quality, such as being
easily cleaned, prepared, or moved. They are all ergative verbs (see Chapter 7).
This use is productive: many verbs which have the pattern V n and indicate something
you want to do to something can be used with the pattern V adv. The verbs listed here are
the ones which are most frequently used in this way.
Our.wood flog-riryg noJ only look smart, feels comfortable and cleans easily, but it,s
environmentally friendly into the bargain!
Buy a canvas beach bag that folds easily and leave your cumbersome straw shopping bag at
home.
Apart from peppers and aubergines, many other vegetables gIillwell.

,, apply 6 display t,a glue 2 rcad 1,5

clean 4 drain 2 grill I wash ,
: cut , fold I lift , wear 8

3 THE'BRUISE'GROUP
These verbs are used to indicate that something is easily damaged. These are all ergative
verbs (see Chapter 7).
This use is productive: any verb which has the pattern V n and is concerned with damage
can be used with the pattern V adv. The verbs listed here are the ones which are most
frequently used in this way.
Hands are gentler than sryons for tossing salad leaves that bruise easily.
Sarah has typically British fair skin thatbums easily.

break ,,3,4 crack 7.1 rip , shatter ,

bruise z,.t damage I scorch 2 snap ,
bllrn 5,1 1,12 fracture 2 scratch 2 teat 2.1
chip 5 mark 2 scuff ,

4 THE'SCARE'GROUP
This verb indicates that someone feels an emotion easily.
This use is productive: any verb which has the pattern V n and indicates that someone is
made to feel an emotion, especially fear, can be used with the pattern V adv. The verbs
given here are the ones which are most frequently used in this way.
I don't scare easily but I have to say I was terrified.

scare , spook .t

5 THE'SWING'GROUP
These verbs are concerned with movement or progress. They are used with one particular
adverb of direction, or with a restricted set, as indicated in the list below. (The pattern p!-n
Y together is described separately in Section 3 below, see pages 139-141.)

737
 Chopter2: Simple Potterns with Prepositions ond Adverbs
After L mile, bear right at Rooksnest Farm.
They crowded round, inspecting, touching, laughing.
In spite of the recession, profitshave galloryd ahead.
We hurried across the wet concrete, flung our cases into the big Parks vehicle and piled in
He svtung round to see who was there.

bear 1 .15 (left/right) creep 4 (up) iiggle 2 (oround/about) pnll 6 (oheod/owoy)

belch >z(out) crorrrd 3 (round /oround) lag t (behind) race 7,9(oheod)
billow I (out) delve 1 (deeper) pass 8 (bock) ran l9(oveildown) i
. bounce 4(uponddown) dive 1(in) peel l loff/owoy) splash I (oround/obout) ,

bound 2.6 (oheod) drag 7 (post) Wlt 3 (down) stay 4(owoy) :

bruLsh 6 (by/post) filtet 5 (thtough/in /out) pile 6(in/out) surill 2 (oround/obout) r:

bum 6(oround) flash z (up1 pou.t 4(down) swing I (round/oround) i

, climb 1 (up/down) gad (obout/out) ptess 3 (down) wheel 7 Qound/oround) i
coast 3 (home) gallop t loheod) plll I (owoy) writhe (oround/obout) |

6 THE'GET SOMEWHERE' GROUP

These verbs are used with adverbs of distance, such as far, or general adverbs of place, such
as somewhere ot there.

Fairbaim had then questioned Amold. closely, but had not got very far.
Both Otto's and the Lochrood Inn use the same style of open, wood fire pit, but the similarity
stoos there.

end 6 stop 8
get 4 stretch ,0

7 THE'PHONE'GROUP
These verbs are concerned with phoning or writing a letter. They are used with the adverb
home.
On four or five occasions, she had phoned home and said she was staying with friends.
Give my compliments to your lovely wife when youwrite home.

call s ring ,., write 4

phone I telephone 3

8 VERBSWITH OTHBRMEANINGS
There are a few other verbs which have this pattern. They are used with a particular adverb
or pair of adverbs.
If Leaphomhad guessed right about the lake, the chance of catching George there looked a
little better.
First-boms generally score higher than later-born children on fesfs of intellectual
performance.
The phrasal verb come in is used only in questions or clauses beginning with where.
After a short pause, Rose asked again, 'Butwhere do we come in, Henry?'

guess , (wrong/right) scorc 2 (ow/high) weigh 6 (heovily)

come in 5

138
 Section 3: pl-n V together

Structure informotion
a) The adverb group is an Adjunct.
b) This structure has no passive.
c) There is.only one phrasal verb associated with this pattern, come in (see meaning group
8 above).

Other relqted potterns

V odv for n
See meaning group 1 above.

V odv with n
See meaning group 1 above.

V qmount odv
See page 73.

V ord
The verb is followed by an ordinal, such as first, second, or last. These verbs are concerned
with the position of someone or something in a competition or list.
He came third in the 1967 Eurovision Song Contest with,Eldorado,.
France ranked fourth in 1990 in terms of total spending on science as a percentoge of gross
domestic product.

come 18 lie r.5

finish s rank 3

The verb rank also has the pattern V ord prep. The prepositional phrase after the ordinal
indicates the group of things or people in which tha Subiect holdi a particular position.
Newly-released_official stafisfics indicate that Hong Kong still rank first among the
Chinese mainland's top ten trading partners.

3 pl-n Y together
The verb is followed by the adverb together. The Subiect is a plura! noun group.

This pattern has one structure:

> Verb with Adjunct

The cells elump tooether.

139
 Chopter 2: Simple Potternswith ondAdverbs

pl-n V together

,,1V,,e4**u &#hq
: ddlrsld
They clung together.
The whole teom mustpull together.

Phrosol verbs: pl-n V P together

.:j ;,i 1..,:'.sriffi .,,,ril,:i:,,.,

Weqll mucked in together.

They ron oway together to Americo.

The Subject refers to two or more people, things, or groups. Note that verbs with this
pattern are similar in meaning to reciprocal verbs_ (see Chapter 6), but they are not
iegarded as true reciprocal verbs because they must have the adverb togetherwhen used
with a plural Subject.

Verbs with this pattern belong to the following meaning groups:

1 THE'CLUSTER'GROUP
2 THE'LTVE'GROUP
3 THE'BAND'GROUP
4 VERBSWTTH OTHER MEANINGS

1 THE'CLUSTER'GROUP
These verbs indicate that two or more people or things move closer to each other or touch
each other.
Someone suggested coffee, as they clustered together outside the Underground in
Tottenham Court Road.
The edges are ready-gummed andwhen moistenedwill stick together.
Tree limbs which rub together can cause weakness through deformation, and disease
infection is likely.

cling I gather I stick 2.5

clump + knit 3
cluster 2 rub5
cuddle up

2 THE'LTVE'GROUP
These verbs indicate that two or more people live together, start living together, or spend
time with each other. We include here gef, which indicates that two or more people meet
by arrangement.
They usually hung around together most of the time.
The relationship blossomed. They decided to live together the following year.
We'd been seeing each other for a year when he suggestedwe should mwe in together.

r40
 Section4: Vprep

get vPl room 4

Iive vp sleep vt
hang around/round 2 movein, runoff,
knock around laborut I runaway 2

3 THE'BAND'GROUP
These verbs indicate that people form a group, do something together, or support each
other.
sarcral meat producers in my area have banded together to form a lobbying group.
We men have got to sticktogether.

band yP hang vrl stick yp

club vp hold vP
Sroup 6 pull YP,

muck in

4 VERBSWTTH OTHER MEANINGS

There are two other verbs which have this pattern.
We @bngcd together. Even when we hated each other, which was most of the time, we
needed each other too.
In the case of hang, the Subject is occasionally a singular noun group.
There are a few bngft spots, but the show as a whole doesn,t hang together.

belong t harag vP2

Structure informotion
a) The adverb together isan Adiunct.
b) This structure has no passive.
c) The phrasal verb pattern is the same except that there is a particle, P, which comes after
the verb.

4 V prep
The verb is followed by a prepositional phrase which consists of a preposition and a noun
group..The passive pattern is be v-ed prep (prep here meani a preposition, not a
prepositional phrase). The verbs described in this section are used- wiih a variety of
prepositions. Some verbs listed here are also included in sections relating to verbs
followed by specific prepositions (see Sections 5 to 34).
This pattern has two structures:
> Structure I: Verb with prepositional Object
They will vote on it.
> Structure II: Verb with Adiunct
He disopryaredinto the kitchen.

t4t
 Chopter 2: Simple Potterns with Prepositions and Adverbs

Both these structures are dealt with together because both structures can occur with the
same verb, depending on the prepositi,on (see'structure information'below for further
details).

Structure I: Verb with prepositionol Obiect

Active voice: V preP

She chewed on her pencil rubber.

I grieved for oll that hod been lost.
He would not speculote on what octions might follow

Possive voice: be V-ed preP

Thot meosure will be voted loter todoy,

Phrosalverbs:VPpreP

Smollermqmmoths could get by on Iess food.

He wos thinking bock to the scenes of his childhood.

Structure II: Verb with Adiunct

Vprep
...Ve*rgrPrry: Ffepoiitlonalphrase
. t:.r,..,ir.,.&tti{qt.. 'i.. ;
r'' r v@ AdJunrt
The smoll convoy descended into the volley.
She disoppeored through the door.

Phrosolverbs:VPpreP
Partke
',lr&iect Verb
The von pulled out from the Iine of Porked cars.

Verbs with this pattern belong to the following meaning groups:

r THE.RECEDE'GROUP
2 THE'RISE'AND'DROP' GROUP

142
 Section 4: Y prep

3 T}IE'SHOOT'GROUP
4 THE'SCRAPE'GROUP
5 THE'DEUBERATE'GROUP
6 THE'WORK'GROUP
7 VERBS WIT}I OTIIER MEANINGS

r THE'RECEDE'GROUP
These verbs are concerned with moving, arriving, or being somewhere.
I don't remember what happened after I collapsed onto the seltee.
Two steamers used to oly between Sakhalin and Yuzhno Kuribk, the main town on the
the southemmonEtr;a.
He gotinto the car and pulledput into the traffic.
Because the Universe is expanding, a distant galaxy recedes from us faster than a nearby one.
Her brother was killed when his car went out of control on a bend and somersaulted into a
field.

backtrack 2 diffuse I ply 4 sledge z

catapult 3 disappear I rake 4 somersault 3
circulate 3 fall c recede 7 spread 6
climb -l flow 4 (An emotion) r,.p4 tumble 3
collapse I Sust 2 ripple I weave 4
crumple 2 hiss I run 17
descend , pirouette 2 rustle I
detour 2 play tt sigh j (The wind)

pull out I

2 THE'RISE' AND'DROP' GROUP

These verbs indicate that someone or something starts being in a different situation or
doing something different. We include herc chaige, as in chinge from fourth to fifth gear.
Hayant, the former champions, dropped to fourth place when they suffered their second
defeat ofthe season by Slough.
Earlier, Mr .Ryzhkov said the two sides were moving towards a solution to their
confrontation.
Not a single womanhas risen to the rankof Agent.

change lo leap s rise ,9

drift 2 leapfrog z slide <
drop l,l.r move ,0 swing I
branch out riseup >79

3 THE'SHOOT'GROUP
These verbs are concerned with sending something or gesturing in a particular direction.
The prepositional phrase indicates direction. We include herd whiiper, which indicates
that someone sends their voice in a particular direction.
He blew on his chilled, purple fingers and put his mittens back on.
'Do you recognize this man?' He nodded towar* Hubbard.
Its drivers were climbing out of the cab and shooting in the general direction of the
chopper.
The players claimed they had been spat on and had objects thrown at them.
As Mr Evans put her down, Meg tugged at his hand andwhispered in his ear.

143
 Chopter 2: Simple Potterns with Prepositions ond Adverbs

blow ,.3 gotr .l pitch J spit 2

gesticulate nod z shoot 2 whisper 7

4 THE'SCRAPE'GROUP
These verbs are concerned with physical contact, connection, or damage' The prep-
ositional phrase indicates the thing that is touched or damaged'
I osef is hacking at the trunk of a tree he chopped down in
his back yard.
There is an optional grass box whichhook onto the back of the mower'
After a while the only audible sound is that of knives and forks scraping against china.

bite 7 froth 2 rasp 2 slobber

chew 4 hack I saw 3 tap 2
chomp hook 2 scrape 2 tighten I
fasten I lap 5 scribble l,z twine 2

5 THE'DELIBERATE' GROUP
These verbs are concelned with speech, writing, thought, or emotion. The prepositional
phrase indicates the topic or issue involved.
At the same time his colleagues in parliament have been deliberating about constitu-
tionalchange.
But I understand Wright is adamant he did not act irresponsibly and is seething at the
accusation.
If I a prisoner being beaten by a prison officer, then I would speak up about it.
saw
The extenttowhichunder-urbanizationhasresultedfrom suchlabourpracticesis speculated
on below.
In the case of the following verbs, the preposition is sometimes followed by a wh-clause:
adiudicate, deliberate, differ, disagree, discourse, speculate, vote, waver.
The ethics committee is preparing to vote on whether to begin a fulI investigation.

adjudicate discourse 3 generalize I smart 6

deliberate 3 drool , grieve I speculate,
differ z eulogize gush -l vote 5
disagree I fuss 2 seethe I waver ,
come out 5 speakup I
speak out think back

6 THE'WORK'GROUP
These verbs are concerned with action or endeavour. The prepositional phrase indicates
the field of the action or endeavour.
Twelve boatsfromten countrieswill comryte in the Americas Cup-
You see, Tim,wehavebeenworking onthis proiect, Henry andI, for along time-

In the case of persevere andwork, the preposition is sometimes followedby an'-ing' clause.
They say they wiltworktowards removing the underlying causes of famine.

compete 3 serve 2 work 5

enrol slog I
petsevere struggle ,

t44
 Section 5:Y aboutn
7 VERBSWITH OTTIERMEANINGS
There are a number of other phrasal verbs which have this pattern.
Thousands of broadcasters came out on strike.
In the computer manufacturing industry, they're leaming to getWwith fewer employees.
Let your child gL_around with bare feet for as long as possible.

i. COme out 6 goabout 3 line up s

i Setalong 2 go around 2
'; getbY go round 2

Structure informotion
a) If the prepositional phrase indicates something that is directly affected by or involved
in an action, it is considered to be a prepositional Obiect. If it indicates the
circumstances of an action, it is considered to be an Adjunct. Verbs with the pattern V
preP are followed by three or more different prepositions, and in some tases the
prepositional phrase may be an Adiunct or a prepositional object, depending on the
preposition.
b) This structure has a passive, with the pattern be V-ed prep (prep here means a
preposition, not a prepositional phrase). However, it does not often occur. Usually
there can be a passive structute for a verb only with one or two particular prepositions.
The Subiect refers to something directly affected by or involved in the action.
The proposak are still being worked on.

The following-verbs from the lists obove are the ones most frequently used in the
possive, with the preposition(s) indicoted.

r adjudicate (on) gob tlog hack , (or) spit 2 (on/ot)

: compete 3 (for) gneve I (fo) rummage 1(through) vote 5 (on/fo)
,, drool I (over) gash i (ove) speculate I (on/upon/obout) work 5 (on/ot/fo)

c) The phrasal verb pattern is the same except that there is a particle, P, which comes after
the verb. The passive pattern does not often occur.

5 Y aboutn
The verb is followed by a prepositional phrase which consists of the preposition about and
anoun 8roup. With most verbs, the preposition is sometimes followed by an'-ing'clause
or a wh-clause. In Structure I, the preposition is followed by an '-ing' form. The passive
pattern is be V-ed about.
This pattern has three structures:
> Structure I: Verbs in phase
Don't bother about clearing up.
> Structure II: Verb with prepositional Obiect
He was orumblino about the weather.
> Structure III: Verb with Adjunct
David rang about the meeting tomonow.

145
 Chopter2: Simple Potterns with Prepositions ond Adverbs

Structure I: Verbs in phose

Y about-ing

Forget obout being friendly

There are only two verbs with this structure. They are concerned with not doing
something.
As the Indians did not bother about digging very deep graves, many skeletons had been
found.

r, (not) bother , fotget 2,4

When the preposition abouf is followed by a noun group, these verbs have Structure II (see
meaning groups II.2 and II.4 below).

Structure informotion: Verbs in phose

a) The verb is followed by the preposition about and the '-ing' form of another verb. The
verbs are in phase, and together form a complex verb group. This means that the
actions or states expressed by the two verbs cannot be separated from each other. For
example, if someone is told to forget about geffing something, the forgetting and the nof
getting are not tvvo processes, but one.

The complex verb group is followed by a group, phrase, or clause whic! completes the
pattern olthe second verb. In the structure table above, this is called a Completive. For
ixample, if the second verb is normally followed by a noun group, then the
Completive of the complex verb group will be a noun group.
b) This structure has no passive.

Structure II: Verb urith prepositionol Obiect

Active voice: Y aboutn/-ing/wh

You didn't ogonize obout whether or not to do it?

I dreom obout winning the 1@ meters.
Other ployers oregrumbling obout unpoidwoges.
I heord obout the accident.

Possive voice: be V-ed about

,'.::r':::,ii,SliiHilitt:r, r ',.li
r. ,r',:.,ri,,r',,:..rt,iriv€ib .:: :. .:... .: ,&pai!&m,r,

These children ore not being forgotten obout.

Nothing else hod been tolked obout for weeks.

146
 Section 5:Yaboutn
Phrosol verbs: Y P about n

Successive ministers hove droned on obout the need for cuts.

She 's found out obout the money.

Verbs with this pattern belong to the following meaning groups

II.T THE'TALK'GROUP
II.2 THE'THINK'GROUP
N.3 THE'LEARN'GROUP
N.4 VERBS WITH OTHER MEANINGS

II.I THE'TALI( GROUP

These verbs are concerned with speaking or writing. This includes:
o verbs that indicate the function of what is said e.g. argue, ask, complain
o verbs that indicate how something is said e.g. mutter, wail
o verbs that indicate the feeling of the speaker e.g. enthuse, fulminate

All the phrasal verbs (as well as some of the ordinary verbs) indicate that someone speaks
for longer than you consider acceptable, and sometimes that there is something else that
you dislike about what they are saying, for example that it is boring or stupid. The
prepositional phrase indicates the topic involved.
He seemed to have forgotten that I had asked about his car.
She's not so@ained about the conditions or anything.
I have not heard her enthuse about a resort so enthusiastically
ever before.
some of them could be heardmuttering about the highprices of the clothes.
He talked about all kinds of things.
He witters on about how rising paper and print costs have made this regrettable
increase unavoidable.

The verbscrgue 4, bicker, dicker, haggle, quarrel, row, squabble, and, talk 2 always
or often IruY"- I plural 9hqt, !gh!,
Subiect with this patterirbecause they are reciprocal ver6s
concerned with having an argument or discussion (see Chapter 6j.
My parents were quarrelling about me though I could not quite tell why.
With most of the verbs in this group, the preposition about is sometimes followed by an
'-ing'clause.
He hadboasted about stabbing awoman.

with some of these verbs, particulafly complain, joke, and, go on, the preposition about is
sometimes followed by a noun group and an '-ing'clause. Ttris pattem if v about n -ing.
Terrified residents complained about aircraft flying low over their homes.
In the case of the following.verbl, the preposition about is sometimes followed by a
wh-clause: argue, gsf, bicker, chat, chatter,-eqiivocate, fight, haggle, inquire, joke, lie, quairel,
quibble, row, squabble, talk, waffie.
He and Patra argued about what to wear.

L47
 Chopter 2: Simple Potterns with Prepositions ondAdverbs

arSue 4,5 dicker moan 2 swank ,

ask 7 discourse 3 mutter talk 2,3,4,8
, bellyache z enthuse , pontificate , testify ,
, bicker equivocate preach 2 trumpet 2
bitch 3 fight 6 protest , tut-tut 2
blab fulminate quarrel -l twitter 2
,, blather generalize I quibble t waffle t
bleat 3 Snpe , rant , wail z
boast , Sroan 3 tap 2 whine 2
brag grouse 2 tave 2 whinge
burble 2 grumble I rhapsodize whisper 2
carp 2 gush.; row 3.3 witter
chat haggle sing , write 3
chatter I inquire I snigger yap 2
complain I ioke 2 speak I
crow 3 lie 2.2 s(uabble
babble on carryon 3 praftle on sound off
: bangon YPP drone on >2 rabbit on spoutforth >3
, blatheron goon 8 ramble on spout off >3
,r bleat on VPP harpon rant on waffleon >,
burble on keepon we rattle on, witter on >

II.2 THE'THINK'GROUP
These verbs are concerned with thought or feeling, or the explession of thought or
feeling. The prepositional phrase indicates the topic of the thought or feeling.
It's aproblem thathasbeenknown about for years-
For the most part, people think about themselves rather than others.
With most verbs, the preposition about is sometimes followed by an '-ing' clause.
He told me he had always dreamed about being a star when he was a kid'
With some of these verbs, particularly know, think, and worryt the preposition about is
sometimes followed by noirn group and an '-ing' clause. This pattern is V about n -ing.
a

I thinkhe stiilworries about mebeing theyoungest.

In the case of the following verbs, the preposition about is sometimes followed_by a
wh-clause: agonize, bother, biood, care, cogitaie, deliberate, differ, disagree, dither, fret, know,
muse, philosophize, puzzle, ruminate, theorize, think, wonder, worry.
It averages out so that you don't need to dither about when to buy-

agonize differ z gloat speculate ,

aSree , disagree I know t,4,8 theorize
bother a dither muse , think 4,, ,
brood .l dream 2,4 obsess watfle 2
cate 1,2 fantasize 1,2 philosophize waver I
cogitate forget 2,3,4 ptzzle 2 wonder I
daydream I fret , rage 3 worry,
deliberate 3 fume 2 ruminate ,

See also Structure I above

II.3 THE'LEARN'GROUP
These verbs are concerned with acquiring knowledge. The prepositional phrase indicates
what the knowledge concerns.
We found out about these changes by pure accident.
I heard about the trouble on the television early this moming, so I hunied on over-

148
 Section 5:Y aboutn
The preposition abouf is sometimes followed by an ,-ing, clause.
The players learned about competing against quatity opqsition and improved each
gome.
In the of leam, the prepositi on about is sometimes followed by
case a wh-clause.
Even in school, Hewittwas learning about how to use time.
In the case of hear and read, the preposition about is sometimes followed by a noun group
and an '-ing'clause. This pattern is V abouf n -ing.
And that's how youheard about Ron Hythe fightingwith Doyte?

hear 7 leam, read t '

:"1:"''
II.4 VERBS WITH OTHER MEANINGS
There is one other verb which has this structure
I'llbe late, don't bther about suDDer.

(::t) bothel
ii ' ,

See also Structure I above.

Structure informotion: Verb with prepositionol Obiect

a) The prepositional phrase is the prepositional Obiect.
b) This structure has a passive, with the pattern be V-ed about. However, not all verbs
with this structute are used in the passive. The following verbs are the ones which are
most frequently passive.

arSue 4,J know I talk 4,8

forget 2,3 lie 2.2 think +
ioke z speak t write 3

c) The phrasal verb pattern is the same except that there is a particle, P, which comes after
the verb. There is no passive pattem.

Structure III: Verb with Adiunct

Y aboutn

I 'mphoning obout the fortomorrow

Phrosol verbs: Y P about n

Thousonds ofpeople write tn obout their experiences.

1.49
 Chopter 2: Simple Potterns with Prepositions ondAdverbs

These verbs are concerned with communication by telephone or letter. The prepositional
phrase indicates the topic which is the reason for the communication.
Hello? I'msellingabout the ad for the car.
I don't know if you can remember, a few months_ago I !+nq-W. about some housing
problems I anii my husband were having with the landlord.

, call 3 phone I ring ,.,

phoncup ringup , writein 7

,
Structure informotion: Verb with Adiunct
a) The prepositional phrase is an Adjunct.
b) This structure has no Passive.
c) The phrasal verb pattern is the same except that there is a particle, P, which comes after
the verb.

Other reloted pqtterns

Y about n to n, V to n about n
See page 245.

Y about n with n, Y with n about n

See page 471.

V odi/odv about n
The verb is followed by an adiective group or an adverb group, and a prepositional phrase
beginning with about.
He felt good about the show.
He felt differently about this scaled-down plan.
This pattern may occur as part of a question or wh-clause.
Look, I know how youfeel about lames.
The preposition cbout is sometimes followed by an '-ing' clause, or by a noun group and
an'-ing'clause.
Obviously one should feel depressed about being 60.
How do you feel about me being a pliceman?

leel tz

6 V across n
The verb is followed by a prepositional phrase which consists of across and a noun group.
This pattem has one structure:

150
 Section 7: V after n
> Verb with Adiunct
I cut across the field.

Vocross n

She cut ocross the gross.

Birds skimmed ocross the woter

Verbs with this pattem are all concemed with crossing or passing from one side of a place
to the other, either physically or metaphorically.
Nancy, out of the comer of her eye, saw the shadow that suddenly fell across the doonvay.
A col!, dead smile flickered ocross Vincent's grey features, and for a bief second his eyes
sparkedto life.
Hurricane.Dean swe: t ocross Bermuda with torrential rains and winds as strong as 113
miles per hour, flooding some coastal roads.

brush s fall t4 flit 4 skim 2

cut 6 flicker .t plane z sweep 6

Stucture informotion
a) The prepositional phrase is an Adiunct.

b) This structure has no passive.

7 V aftern
The verb is followed by a prepositional phrase which consists of the preposition after and
a noun 8roup.

This pattern has one structure:

> Verb with prepositional Obiect

They lust afterrywen

Y aftern

The ottendonts chosed ofter him

Americons honker ofter the big gos-guzzling cors of yesteryeor,

151
 Chopter 2: Simple Potterns with Prepositions and Adverbs

Phrosolverbs:YPaftern

ssFis$
I hod to cleon up ofter her

Verbs with this pattern belong to the following meaning groups:

1 THE'HANKER'GROUP
2 THE'GO'GROUP
3 THE'FOLLOW'GROUP
4 THE'CLEARUP'GROUP

1 THE'TIANKER'GROUP
These verbs are concerned with wanting something oI someone very much.
He stillhankers after high office.
But even as aprofessional, she felt treatedlike alittle girl, apiece of flufftobe lusted aft.er.

hanker lust YP yearn

hunger 4 thirst 4

2 T}IE 'GO'GROUP
These verbs are concerned with trying to get something or someone.
I was always chasing after menwho iust couldn't handle intimacy-
It gives you the credibility you'll need if you want to g after a managerial position
elsevrthere.

chase 2.3 8o VP run YP

3 THE'FOLLOWGROUP
These verbs are concerned with following someone.
She grabbed atowel andfollowed after him.

chase 7 follow 7

4 THE'CLEAR UP' GROUP

These verbs are concerned with doing something, usually cleaning or tidying, wttich has
U""" *ua" necessary by someone 6lse. The piepositional phrase indicates the other
person.
He had a reputation for leaving bathrooms in an appalling state, safe in the knowledge that
his minions-gouklglegy rtp aft,er him.

cleanup I run around YPP

clearup I tidy up I

Structure informotion
a) The prepositional phrase is the prepositional Object.

152
 Section 8: V n
b) This structure hasa passive, with the p-attern be V-ed ofter. However, the passive does
not often occur. The verb that is mosf frequently used in the passive is lust^.
He wanted tobe lusted aft.er.

c) The phrasal verb pattern is the same except that there is a particle, P, which comes after
the verb. There is no passive pattern.

Other reloted potterns

V after n with quote

See pages ll7-118.

8 Y against n
Theverb is followed by a prepositional phrase which consists of againsf and a noun group.
With some verbs, the preposition is sometimes followed by an 'Iing' clause. The p"asslie
pattern is be V-ed against.
This pattern has one strucfure:
> Verb with prepositional Object
Thousands of people demonstrated against the tax.

Active voice: Y againstn/-ing

He compoigned ogoinst orronged morrioges.

You 're competing ogainst youngerworkers.
They hove decided ogoinst boycotting the referendum.
Theirbullets slommed ogoinst the fuseloge.

Possive voice: be V-ed against

:t6r[grurp,
B@rst
S141ect 1@ Prepd doql *4un*loptbnag
They ore discriminoted ogoinst by their employers.

Phrosol verbs: Y P against nl-irlrg

Y*rS,ilfo1rp 'PAfi* W$t* noun gnoup/-ing claue

suqEGt Verb
Severol countries hove come out ogoinst holding offi ciol celebrotions.
He hos fought bock ogoinst the hordliners.
He loshed out ogainst the proposol.

153
 Chopter 2: Simple Potterns with Prepositions ond Adverbs

Verbs with this pattern belong to the following meaning Sroups

I THE'COMPETE'GROUP
2 THE'CAMPAIGN'GROUP
3 THE'PREACH'GROUP
4 THE'BUMP'GROUP
5 THE'INSURE'GROUP
6 THE'OFFEND'GROUP
? VERBSWITH OTHER MEANINGS

1 THE'COMPETE'GROUP
These verbs are concerned with opposing someone, competing with someone, or doing
something to harm someone. W6 include hete draw, lose, prevail, win, win out, and w.in
iii"gi,;ni,ich indicate the result of a contest. Some of these verbs are reciprocal verbs
and liave a plural Subiect in this pattern (see Chapter 6).
The competition gave iunior players the chance to comryte against members of other
clubs.
When I started at college, atl the girts in my class seemed to gq)-agagainst me and talk and
laughaboutme.
I can,t wait to plAy against them because we are capable of giving United a real run for their
money.
She also began to have aggressive and murderous thoughts about her family, thinking that
thev were ilottino aoainst her.
Sir Geoffrey Howe made clear through friends on the evening of his resignation that he would
not stand against Mrs Thatcher.
Notts beat Essex, Wor-cestershire beat Glamorgan, Lancashire disposed
ln the quarter-finals,
of Surriy and Somersetwon against Middlesex.
The verb sfack up usually has this pattern in a clause beginning with how.
A favorite theme of Perot's is how the US stacks uP against its foreign competitors.

battle + lose , rebel ,J side lr i

compete ,,3 mutiny 2 retaliate sin 2

conspire ,,2 play 3 rcvolt 2,4
discriminate 2 plot 2 rise rS stand,9
. dtaw 24 prevail : run 8 testify ,
fight I race 2 scheme 3 win,
, fightback I riseup >18 win out
, Sangup stackup, win through

2 THE'CAMPAIGN'GROUP
These verbs are concerned with trying to stop something that is happening or is planned.
He has campaigned against apartheid aII his life -
Most EC countries have already legislated against excessive wertime.
The students are protesting against a cut in the education budget-

campaign z fight I protest ,

crusade 2 legislate strike z
demonstrate 3 lobby 7 vote 5

154
 Section 8:Y againstn
3 THE'PREACH'GNOUP
These verbs are concerned with saying that something is bad in some way. We include
}rerc appeal, which indicates that someone makes a formal complaint aboui a decision.
Both Waren Beatty and Billy Crystal have lashed out against studios for not pushing their
films hard enough'.
Here was a man who preached against the gun, yet had friends who were notorious
gunmen.
The preposition against is sometimes followed by an '-ing' clause.
Doctors.advisg against putting a thermometer intoyour child's mouth because it may
cause him to choke.

advise t caution 2 protest , rule 7

appeal I fulminate rage 3 wafit 2
: argue 2 inveigh rail 5
, blaspheme preach l,z rant ,
come out 5 lash out 2
hit out 2 speak out

4 THE'BTIMP'GROUP
These verbs indicate that something hits or touches something else.
After what seemed etemity, there was a jerk as the boat bumped against something.
A cat came into the room and rubbed against its misfress's legs.

beat 2 clafter 2 knock 2 smash 3

brush 5 clink rest 2.7 strike 5
bump t clunk z rttb 2,5
chafe , Srate 3 slam 4

5 THE'INSURE'GROUP
These verbs are concerned with taking precautions against possible harm. The person or
thing that is being protected is not explicitly mentioned. We include here the verb guard,
which is used to indicate that someone avoids doing something or letting something
happen.
While many insyfe against death, far fewer take precautions against long-term or
permanent loss of income because of sickness.
It k exactly the right time to spray against the potato blight fungus.
In the case of. guard, the preposition against is sometimes followed by an '-ing' clause.
He-wamed the jury to Ward against returning a tough verdict out of sympathy with
relatives.

r Suard YP insure ,,2 sptay 7

' hedge 2 protect ,,2

6 THE'OFFEND'GROUP
These verbs are concerned with breaking something such as a rule or convention.
The policy seems to offer several aspects that offend against the constitution.
It is about a teacher who rebek against hidebound practices in an Ameican school.
155
 Chopter2: Simple Potterns with Prepositions ond Adverbs

go VPI rebel t5 transgress

offend z revolt 4

7 VERBSWITH OTHERMEANINGS
There are a number of other verbs which have this pattern.
He wamed today that the plan could backfire against the allies.
I hadtoyedwith the ideaof dyeing my hair black, but decided against it.
I have always saved. And I always like to pay bills as soon as they anive. My father never saved
andperhaps I reacted against that.
In the case of decide, militate, and react, the preposition cAainst is sometimes followed by
an'-ing'clause.
We decided against having a midday meal so as to save time.

backfire I chafe 2 harden I struggle ,

, battle 5 decide , militate weigh o
boomerang 2 depreciate react 2

Structure informotion
a) The prepositional phrase is the prepositional Obiect.
b) This structure has a passive, with the pattern be V-ed against. However, not all verbs
with this structure are used in the passive. The verbs that are most frequently passive
arc discriminate and sin (usually in the phrase more sinned against than sinning).
c) The phrasal verb pattern is the same, except that there is a particle, P, which comes
after the verb.

9 Y around/roundn
The verb is followed by a prepositional phrase which consists of. around or round and a
noun group.
This pattern has two structures:
> Structure I: Verb with prepositional Obiect
Her life centres around her family.
> Structure II: Verb with Adjunct
They clustered around me.

Structure I: Verb with prepositionol Obiect

Y around/roundn
,,Vcrbgf0qp arwrd/rautlrd turn{ifry,
tubiliaEt ,
rv-
& ,;--..---.-:-;...;:
The plot centres oround o boffling murder,
I wos skirting oround the reol issues.

Verbs with this structure belong to the following meaning groups:

156
 Section 9: Y around/round n
I.I THE'CENTRE'GROUP
I.2 THE'SKATE'GROUP
I.3 THE'FUSS'GROUP

I.T THE'CENTRE'GROUP
These verbs are used when indicating what the focus of something is.

lhei1 disggreements have centred around the make-up of a proposed guerilta

Ieadership council.
Community life here raolves around. churches and schools.
Set on a ranch in Mexico early in the 20th century, the film revolves around Tita, the
youngest of three sisters.

] centre 9 revolve 1,2

I.2 THE'SKATE'GROUP
These verbs are concerned with avoiding a sublect.
Both of them like to skate around the subject of what they can do for African-
Americans.
The Prime Minister tried to skirt round the trickier issues.

skate 5 skirt 4

I.3 THE'FUSS'GROUP
These verbs indicate that a person or group of people pays someone or something too
much attention.
He was getting uoss with the doctors for fussing around him and wanted to come back
home.

cluck 2 fawn 3 fuss .j

Structure informotion: Verb with prepositionol Obiect

a) The prepositional phrase is the prepositional Obiect.
b) This structure has no passive.

Structure II: Verb with Adiunct

Y around/roundn
'ril..'... ,l:'_ ,ar*tad/round
t'.:: . 'Ytrti$oq' nfimgrosp
:SW Ve& l Adfunct
The bird wos circling oround the house
The children clustered oround me.

Verbs with this structure belong to the following meaning groups

II.T THE'CIRCLE'GROUP
II.2 THE'CROWD'GROUP

L57
 Chopter 2: Simple Potterns with Prepositions ond Adverbs

II.3 THE'FIANG'GROUP
II.4 THE'MOVE'GROUP

II.I THE'CIRCLE'GROUP
These verbs indicate that someone or something moves in a circle or curve round
someone or something else.
Because the firing was still going on, I circled around the building and came in ftom the
other direction.
I skirted round the north of Brighton and Hove, avoiding them as leremy had instructed.

circle 6 revolve 3 skirt 3

II.2 THE'CROWD'GROUP
These verbs indicate that a number of people move so aS to Sulround someone or
something.
lnside, the paparazzi cluster around any hapless celebrity they can find-
The boyscrowded roundthe detailed map of the area.

cluster 2 flock 3 throng 2

, crowd 3 gather,

II.3 THE'HANG'GROUP
These verbs indicate that someone or something is in a particular place, not doing much
or not being used.
AII the boys who are out of work hang around the five or six cafes there and drink endless
cups oftea.
He says the gun had been lying around the house, and he iust wanted to get rid of it.

,oa,ng vPl,2 lie VP|,2 stick YP

II.4 THE'MOVE'GROUP
These verbs indicate that someone goes to a lot of different places.
In our ailing jobs market, people must move around the country in order to find work.

move YP run YP

Structure informotion: Verb with Adiunct

a) The prepositional phrase is an Adjunct.
b) This structure has no passive.

tO Vasodi
The verb is followed by a prepositional phrase which consists of the preposition as and an
adjective group.

158
 Section 1L: Vas n

This pattern has one structure:

> Verb with prepositional Complement
That counts as old.

Vas adi

!@grq{pi a$ adtseth€group
5r6tsct f*efroctronal (ompkrrrcnt
A lorge number of plonts quolify os medicinol

Phrosol verbs: V P as odi

comes over ond orrogont.

Verbs with this pattern indicate that someone or something is perceived as having a
particular quality or status, or hopes to be perceived in that way. All these verbs except
count and emerge ate link verbs (see Chapter 5).
I'm told that I come across as hard and intimidating but I don't feel hard and
intimidating.
In ltaly, many women count as unemployed even if they have a perfectly respectable 'black
morket' job.
Parents can try to set good examples without trying to masquerade as perfect.
Butwith suchanarrow definition, entire branchesofknowledgewouldnot qualify asusefuI.

: '__ - '

: COUnt 7 masquerade I qualify 3

: emerge I pass 20
i come across 2 come over 3

Structure informqtion
a) The prepositional phrase is the prepositional Complement.
b) This structure has no passive.
c) The phrasal verb pattern is the same, except that there is a particle, P, which comes
after the verb.

11 Vas n
The verb is followed by a prepositional phrase which consists of the preposition os and a
noun sroup.
This pattern has one structure:
> Verb with prepositional Complement
His wife works as a designer.

159
 Chopter 2: Simple Potterns with Prepositions ond Adverbs

Vas n
it5

The bocterium octs os o noturol corrier for the gene

The scondol begon os o fomily feud.
She troined os o teocher.

Phrosol verbs: V P as n

signed up OS midshipmon on cruiser

o
She storted out OS on ossembly line worker.

Verbs with this pattem belong to the following meaning groups:

r THE'WORK'GROUP
2 TI{E'FUNCTION'GROUP
3 THE'BEGIN'AND'END' GROUP
4 THE'RANK'GROUP
5 THE'MASQUERADE'GROUP
6 VERBS WITH OTHER MEANINGS
I THE'WORK'GROUP
These verbs are concerned with doing, getting, leaving, or training for a job. The noun
group after as contains a job title such as doctor or president.
She has recently qualified as a doctor and is hoping to practise in Pakistan.
Mr Guenaresigned as deputy prime minister in lanuary.
After a spell as avolunteer in the RAF, he signed up as a steward with P&O Lines.
He intends to step down as chairman in 1997.
He worked as a kitchen assistant for the Ministry of Defence.

enlist I practise I rund train 2.1

freelance 3 qualify I serve 2 volunteer 3
moonlight z resign I stand 19 work ,
putup 7 sign up step down
shape up 2 stand down

2 THE'FUNCTION'GROUP
These verbs are concerned with having a role or a function. The prepositional phrase
indicates what someone or something is. All these verbs are link verbs (see Chapter 5).
Players act as their own referees, and altercations and bad language are virtually unknovtn.
Abasic walking boot with tough leather uppers can double up as a digging boot.
Monosodium glutamate is a food additive that functions as a flavour enhancer.

act 4 figure 73 operate 2

double ll function 3 serve 3

doubleup >t7

160
 Section 1.1: V as n

3 THE'BEGIN' AND'END' GROUP

These verbs are concefned with beginning, continuing, and ending. The prepositional
phrase indicates what someone or something was at the beginning or end of something,
or what they continue to be. All these verbs are Iink verbs (see Chapter 5).
The camp began as a maze of tents, but over 74 years it has grown into a proper village.
Mr. Barkerwill continue as chairman of the company's corporate finance division.
AII of the other county games mded as draws.
People like me are facing poverty and may even end up as social welfare cases-

begin 3,J finish 4s start 4

continue 6 originate
end I remain t
endup 2 start off >4
finish up I startout ,

4 THE'RANIC GROUP
These verbs indicate that someone or something is perceived as a particular thing. All
these verbs except count, emerge, and qualify are link verbs (see Chapter 5).
The MP came across asagenuine, committedsocialist, aforthrightman, honest andto
be trusted.
Payment for transportation necessary for medical care qualifies as a medical expense.
The view through the columns and turrets over the s_urrounding gar_derls and parklandmust
rank as one oithe most strangely beautifiil and a'ocative in the land.
Theworld Otympiadfinalbetweenthe Britishwomen's team andAustrtawas shaping up as
one of the mosi dramatic on record when play ended last night.

The preposition as is occasionally followed by an '-ing' clause.

If you are homeless through no fault of your own andyou qualify as being in priority need,
the council is obliged to find you somewhere to live.

, count 7 pass 20 rank 4

i. emerge 4 qualify I rate 6

, come across 2 go down vlR

r come over 3 shapeup I

5 THE'MASQUERADE' GROUP
These verbs indicate that someone is trying to be perceived as something they are not or
that something is intended to be perceived as something it is not. All these verbs except
dress up are link verbs (see Chapter 5).
As ayoungster he loveddressing up as Superman.
It denounces the use of taxpayer funds 'to subsidise obscenity and blasphemy masquerading
as art.'
lones and his accomplice psed as police officers to gain entry to the house.

masquerade t parade 10 Pose 3

dressup I

t6L
 Chopter 2: Simple Potterns with Prepositions ond Adverbs

6 VERBS WITH OTHER MEANINGS

There are two other verbs which have this pattern. The verb come is a link verb (see
Chapter 5).
His promotion cgme as a surprbe to some MP s since Mr Gummer, aged 5 3 , has tended to be
undere stimated by opponent s.
Stephanie came out as a lesbian when she was 21 .

come 20
come out 3

Structure informotion
a) The prepositional phrase is a prepositional Complement.
b) This structure has no passive.
c) The phrasal verb pattern is the same except that there is a particle, P, which comes after
the verb.

Productive uses
The use of as and a noun group is productive. Many verbs in addition to the ones listed
above are sometimes followed by such a prepositional phrase, which indicates the role of
the Subilct; forexample someone can compete as an amateur, live as arecluse, or testi9 as a
wifness. The verbs listed in this section are the ones which are most frequently used iir this
way.

12 Vastowh
The verb is followed by a prepositional phrase which consists of as to and a wh-clause or
occasionally a noun group.
This pattern has one structure:
> Verb with prepositional Obiect
I inquired as to whether any solution had been reached.

Y as towhln

We advise os to whetherthe group hos o good legol cose or not.

Anolysts differ os to how profitoble the compony will eventuolly be.
She will be testifying os to his mentol condition.

This pattern is rather formal, and is used in writing more often than in speech. Verbs with
this pattem belong to the following meaning groups:
r TI{E'INQUIRE'GROUP
2 T1{E'AD\'ISE'GROUP
3 THE'AGREE'GROUP

162
 Section 13: V at n

I THE'INQUIRE'GROUP
These verbs are concemed with trying to find out about something. We include here verbs
such as inquire, which involve speaking, and verbs such as speculate, which involve
thinking.
The joumalist inquired as to sales. 'It has sold twelve thousand copies in three weeks,' said
Ford.
I wanted to sryculate as to how it feels being in the middle of a raolution, to have
hktory overtaking you.

enquire inquire , think 4

Suess , speculate I

2 THE'ADVISE'GROUP
These verbs are concerned with giving advice or information.
Can you advise as to why this should be happening?
Officialswouldn'tcomment astowhether any new agreements about atrading range
for the dollarwere made at Saturday's meeting.

, advise , comment 7 testify ,

3 THE'AGREE'GROUP
These verbs are concerned with agreeing, disagreeing, or arguing about something.
They do not agree as to the pronunciation of some of the simplest and commonest
words in the English language.
To this day historians disagree as to whether he was hero or villain.

,a""'""'"
" '
:. agree , differ 2 ,

.' arSue I disagree ,

Structure informotion
a) The prepositional phrase is a prepositional Object.
b) This structure has no passive.

13 Y atn
The verb is followed by a prepositional phrase which consists of af and a noun group.
With some verbs, the preposition is sometimes followed by an '-ing' clause or a wh-clause.
The passive pattem is be V-ed at.

This pattern has two main structures:

> Structure I: Verb with prepositional Complement
Unemployment is running at 17 per cent.
> Structure II: Verb with prepositional Obiect
Thev swore athim.
163
 Chopter 2: Simple Potterns with Prepositions ond Adverbs

Structure I: Verb with prepositionol Complement

Vatomount

The unemployment rote peaked ot 1. L per cent.

Inflotion is running ot oround sixty per cent.

Phrosol verbs: Y P at omount

The two CDs clock in ot just under 10O minutes.

The price works out ot f,10 o cup.

In this structure, the noun group following the preposition is always an amount.
Verbs with this structure belong to the following meaning groups:

I.T THE'STAND'GROUP
I.2 THE'PEAK'GROUP

I.T THE'STAND'GROUP
These verbs are used to indicate the size, level, or weight of something. They are all link
verbs (see Chapter 5).
The cost of the fighter programme now stands at more than four thousand miltion
dollars.
The average riseworks out at 6.5 per cent.

run 32 stand t3 :

: averaSe out weigh in z ,r

I, clock in VPP work out 3 .i

I.2 THE'PEI\K'GROUP
These verbs are used to indicate that something has a certain size, level, or price at a
certain time or point.
The Confederation of British Industry has predicted that unemployment will bottom out at
between 2.25 million and 2.5 million.
The dollarclosed at DM7.4977, comparedwithWednesday'sNewYorkclose of DM1.4868.
T3mperat.ures hav? Waked at over thirty degrees Celsius and a drought may shortly be
declared in the region.

close 7.9 finish I peak z

end z open 22 stabilize
bottom out leveloff I level out

L64
 Section 1.3: V at n

Structure information: Verb with prepositionql Complement

a) The prepositional phrase is the prepositional Complement.
b) This structure has no passive.
c) The phrasal verb pattem is the same except that there is a particle, P, which comes after
the verb.

Structure II: Verb with prepositionol Obiect

Active voice: Y atnl-ing

He glonced ot his wotch.

They hove protested ot being underrepresented in govemment.
The rivols shouted ot eoch other.
The kid tugged ot the cuff of his sweoter.

Possive voice: be Y -ed, at

,: S@ r1 ., r ,
::r:lftg$: :.;'i
" r
]$tipi$ft "
Men in shorts ore loughed ot.
His cor hos been shot ot.

Phrasol verbs: V P at n
v*wry P!#ie' no!*!grouD
fneporerrraf qqe$
The recession is eoting owoy ot their revenues.
A senior iudge hit out ot the new low.

Verbs with this structure belong to the following meaning groups:

II.1 THE'BAY'GROUP II.9 THE'CHEW'GROUP

II.2 THE'SHOUT'GROUP II.1O THE'EAT AWAY GROUP
II.3 THE'WINK'GROUP II.IT THE'SHOOT'GROUP
II.4 THE'LOOK'GROUP II.T2 THE'HIT BACK' GROUP
II.5 THE'GRUMBIT'GROUP II.I3 THE'WORK'GROUP
II.6 THE'REJOICE'GROUP II.I4 THE'SELL'GROUP
II.7 THE'BALK'AND''UMP, GROUP II. 15 VERBS WITH OTHER MEANINGS
II.8 THE'PROD'AND'PULL' GROUP

II.I THE'BAT GROUP

These verbs indicate that an animal makes a noise. The prepositional phrase indicates
who or what the noise is directed at.
A small dog barked at a seagull he was chasing.
Somewhere in the streets beyond a dog suddenly howled, baying at the moon.

165
 Chopter 2: Simple Potterns with Prepositions ond Adverbs

bark I growl I screech 3 '

,bay 7 howl t snarl I

II.2 THE'SHOIIT'GROUP
These verbs are concerned with shouting at someone, making noises at someone, or
speaking in an unpleasant way to someone. The prepositional phrase indicates who is
being addressed.
They're frightened of being laughed at in the street.
Charley won't like it. He'Jlgoglat me for telling.
He used to shout at people and sometimes even hit his assistanfs.
I'm sorry, Iove, I didn't mean to snap at you like that.

bark 2 holler rant , sneer

bawl I hoot , scream 2 swear 7

bellow I ieer I screech 2 whistle z

cluck 3 laugh 2 shout , wolf-whistle
coo 2 preach -t shriek 2 yap 2
cuss rage 3 snap 4 yell t
hiss -i rail J snarl 2

blowup I goon 8 keepon YPP

II.3 THE'\ATINK'GROUP
These verbs are concerned with communicating with a facial expression or a gesture. The
prepositional phrase indicates who the person is communicating with.
She looked bock at Michael. 'You don't think I'II do it, do you?' Michael just grinned.at her,
maddeningly.
I saw my parents waving at me through the window.
Crosswinked at Menti andMenti smiled.

, beam 7 grimace nod 3 smirk

I blink , grin , scowl urave ,
, frown leer smile I wink I

II.4 THE'LOOK'GROUP
These verbs are concerned with looking at something or someone. Most of them indicate
the manner of the looking or the attitude or emotion of the person looking.
BetA glareclat her in disgust.
'L-ogkatthis,'one of the guests said.'The dialonthis intercom's tumedalltheway down.'
Then he burst into sobs and covered his face with his hands. Alberg stared at him.

Sape , glance z look 1 .2,3,7,1 o peer ,

gawk glare 7 ogle squint ,
8ar /p glower peek stare ,
gaze 1 goggle , peep ,

II.5 THE'GRUMBLE'GROUP
These verbs are concerned with speaking, usually to express an opinion. The prep-
ositional phrase indicates what is being talked about. We include here hinf, which
indicates that someone mentions something indirectly.
The council also hit out at incompetence among the officials in charge of distribution.

L66
 Section 13:Y atn
CouncillorManiscoffed at govemment claimsthat sufficientfunds are unavailablefor
programmes for the aged.
In the case of grumble, hint, and protest, the preposition at is sometimes followed by an
'-ing'clause.
We cooked them so well they were bumt and we couldn't eat them and we threw them out to
the hens and our mothers grurnbled.at wasting good food.
In the case of protest, the preposition at is occasionally followed by a noun group and an
'-ing'clause. This pattern is V at n -ing.
It is understandable that many women have protested at money being spent on sex
offenders.

carp 2 exclaim laugh z rant ,

cavil fume 2 protest , scoff ,
cluck 3 gnrmble 7 rage 3 sneer
t:
coo 2 hint 2 rail 5 snipe I ,

hammer away lash out 2

;.
hit out 2 strike out 2

II.6 THE'REJOICE' GROUP

These verbs are concerned with having a particular feeling in reaction to something, or
expressing this feeling.
He chuckled at my expressionof dismay.
Science fiction fans in Britain have been reioicing at the return of 'Thunderbirds' to their
fVs.
What would Sarah do to her then? She shuddered at the thought and huniedly put the
problem away inthe backof her mind.
bristle, chafe, and rejoice, the preposition af is
With many of these verbs, especially bridle,
sometimes followed by an '-ing'clause.
Ekewhere parents chafu at paying school fees and would rather see their children start
eaming as soon as possible.

blanch 1,2 despair 2 marvel I smart 5

boggle drool I quail 2 smirk
bridle 2 exult rage 3 snicker
bristle 5 fume 2 recoil 2 (not) sniff 4 (usu possive)
cackle grieve I rejoice I snigger
chafe z grimace salivate 2 thrill 2
r chuckle guffaw 2 seethe I wince
ttit's" laugh I shudder I wonder 2
,:

II.7 THE'BALK' AND'IUMP' GROUP

These verbs are concerned with being willing or unwilling to do something.
To our surprise we were told that as they were about to change the display we could buy it for
f,500. Naturally, we iumpd atthe chance.
In the case of balk and jib, the preposition ot is sometimes followed by an '-ing' clause.
The prospect of higher taxes will make employersbalk at hiring workers and consumers will
be reluctant to spend.

balk iump r
iitb 2 tea:l7

167
 Chopter 2: Simple Potterns with Prepositions ond Adverbs

II.8 THE'PROD'AND 'PULL' GROUP

These verbs are concerned with touching something. This includes:
o hitting something or trying to hit it
o grasping something or trying to grasp it
o pulling something
Graham clawed at the chain as it dug into his neck but he could make no impression on
Lemmer' s st r ang le hold.

I knocked at the front door.

Her announcement was intended to make a forcefuI impact but she was totally unprepared
when Ricky immed.iately lashed out at her with his rfsfs.
Cathywas prodding at aboiledegg, staring into space.
'Maria?' he said again and pulled at her wfist.

beat 2 hammer 3 prod I tap 2

claw 4 iab 7 pull I teat 2.6
clutch I knock I slash z thrash 4
dab I lap 5 snatch, tug 7

grab z,e paw 3,4 stab 2 yank

Srasp , pluck vP swing 5
hack I poke ve swipe I

hack away >I lash out I

hit out , strike out 2

II.9 THE'CHEW'GROUP
These verbs are concerned with biting or consuming something. we include herc puff,
which is concerned with smoking.
He chewed at the end of his pencil, thinking out the next problem.
It was winter and the spanows were Wcking at whatarcr they could find under the trees.
The men puffecl at their cigars.
He sipped at his coffee and spread butter and marmalade on a roll.

chew t nip 2 puff I suck ,

gnaw 1,2 peck I sip,
nibble 1,2,3 pick ve snap 6

munchaway nibble away >:

II.TO THE'EATAWAY GROUP

These verbs are concerned with gradually reducing or weakening something,
They just have to chip away at some of the prosecution,s evidence.
Enzymes begin to eat away at the cells.

chip away VPP\,2 nibble away >4

eat away whittle away

II.IT THE'SHOOT'GROUP
These verbs are concerned with attacking someone in some way. This includes:
o sending something towards someone e.g. shoot, spit
o moving towards someone e.g. rush
168
 Section 13: Vafn

We also include here strike, which indicates that something is attacked in a non-physical
way.
Official sources saidapolice patrolwasfired at by some people from inside aplace ofworship.
Now Chuck, armed with a wrench, jumped down ftom the truck, and rushed at Hans.
The soldierswere shooting at anything that moved now.
Such a policy strikes at the very heart of the aircraft industry.

aim 5 fly ve shoot Z9 strike c

come yP gob 3 snipe 2
fire 2.2 rush g spit 2

II.12 THE'HIT BACIC GROUP

These verbs are concerned with retaliating. The prepositional phrase indicates who the
retaliation is against.
Okay, I guess I wanted to g@ bac* at lunior for what he did to you, too.

getback 4 hitback 2 strikeback

II.I3 THE'WORK'GROUP
These verbs are concerned with working. The prepositional phrase indicates what the
work concerned with.
is
Not surpisingly in a large organisation, some scientists beaver away at what are, as far as
the company is concerned, arcn quirkier projects.
In the case of work, the preposition at is sometimes followed by an '-ing' clause.
There is no magic cure. It's up to you. You just have to work at breaking the habit.

toil , work 5
beaver away toil away > I work away

II.I4 THE'SELL'GROUP
These verbs are used when indicating the price that is paid for something.
Tickets were selling at lwice their face value.

retail 3 sell.l

II.15 VERBS WITH OTHER MEANINGS

There are a number of other verbs which have this structure.
If and when they decide to reconsider the situation they wiII obtain your views before arriving
at any decision as to cessationof operations.
So we looked in the back of Melody Maker and the advert for Von's studio was the one that
iumrylovtatus.
In the case of aim, connive, andexcel, the preposition atis sometimes followed by an'-ing'
clause.
The Govemment must aim at getting Britain back to work.
Hayloft Woodwork make anything their customers want ond excel at finding solutions to
difficult problems.
t69
 Chopter 2: Simple Potterns with Prepositions ond Adverbs

In the case of guess, the preposition ot is sometimes followed by a wh-clause.

From a distance, Mark hod no way of giuesstngi at what they were saying.

aim, excel niggle 1,2 sniff Z

arrive 6 Suess , point 14
connive 2 nag 2 rush 6

iump out leap out

Structure informotion: Verb with prepositionol Obiect

a) The prepositional phrase is the prepositional Obiect.
b) This structure has a passive, with the pattern be V-ed at. However, not all verbs with
this structure are used in the passive. The following verbs are the ones which are most
frequently passive.

fire 2.2 look 1 .2,3,7,10 sneer wonder 2

, guess I marvel , sniff 4 work 5
hint 2 scoff , stare I
, laugh 2 shoot 2 swear ,

Sniff occurs in the passive in the expression not to be sniffed at, and wonder in the
expression not to be wondered at.
The rewards for those who reach the chief executive's office are not to be sniffed at .

c) Phrasal verb patterns are the same except that there is a particle, P, which comes after
the verb. The passive pattern, be V-ed P af, does not often occur.

Other structures
With three verbs, the prepositional phrase is an Adiunct. Only one noun, or a very
restricted range ofnouns, can occur in the prepositional phrase.
He was wearing a grey cotton jacket and a shirt whichwas fraying at the collar.
Marie would cook a meal for them and I ean would wait at table.

, fray I (ot the edges/collor/cuffs) froth 3 (ot the mouth) wait z (ot toble)

Other relqted potterns

Y at nprep/odv
The verb is followed by a prepositional phrase beginning with af, which is followed by
another prepositional phrase or an adverb indicating manner. Two senses of the verb Iook
have this pattern.
Miss Leon was driving very slowly. McKee looked at her impatiently.
Look at it from their point of vierrt.

look I.+,a

770
 Section 14;Y between pl-n

Y atnto-inf
The verb is followed by a prepositional phrase beginning with cf, which is followed by a
to-infinitive clause. The phrasal verb pattern is V P at n to-inf.
Verbs with this pattern are concerned with loudly, angrily, or forcefully telling someone
to do something. The prepositional phrase indicates the hearer.
They were firing. I screamed at them to stop.
I shouted at her to run.

: bark 2 hiss 3 screech 2 yell 1

r bawl I holler shout ,

, bellow 7 scream 2 snap 4

I goon 8 keepon vRR

Y atnwith quote
See page 1 18.

14 Y betweenpl-n
The verb is followed by a prepositional phrase which consists of the preposition between
and a plural noun group.
This pattern has one structure:
> Verb with prepositional Obiect
She altemated between anger and depression.

Y betweenpl-n

Mony customers connot distinguish between psychiotrists ond other psychotheropists.

I lioise between these groups.

Verbs with this pattern belong to the following meaning groups

I THE'ARBITRATE'GROUP
2 THE'DIFFERENTIATE' GROUP
3 THE'ALTERNATE'GROUP
4 THE'RANGE'GROUP
5 VERBS WITH OTHER MEANINGS

I THE'ARBITRATE'GROUP
These verbs are concerned with sorting out or helping the relationship between two
people or groups.
Any community containsconflicting interestswithinit andit isthe politician's jobtoarbitrate
hetweenthem.
I've been instructed to liaise between my chief and the Branch and to assist where I can.

t7r
 Chopter 2: Simple Potterns with Prepositions ond Adverbs

adiudicate liaise
arbitrate mediate ,

2 THE'DIFFERENTIATE' GROUP
These verbs are concerned with recognizing the difference between tvvo or more things.
It's difficult to differentiate between chemical wearyns and chemicak for peaceful
industrial use.

, discriminate , distinguish 7 ,

3 THE'ALTERNATE'GROUP
These verbs are concerned with doing, being, or using two things alternately.
The weather altemated between warm sunshine and chilling showers that left the
moorland climbs streaming with water.
His canvassing had found many Conservative voters wavering between defection and
abstention.

I alternate oscillate l waver ,

2 vacillate

4 THE'RANGE'GROUP
These verbs indicate that something has a range of values. The noun group following the
preposition is always two co-ordinated amounts, indicating a minimum and a maximum
value. This pattern is Y between pl-amount.
Prices range between fSO and fSO.
Estimates of its populationvariedbetween 3N and 5OO.

hover 4 range 4 'i

oscillate 2 vary1 a

5 VERBSWITH OTHERMEANINGS
There are two other verbs which have this pattern.
A senior official of the World Wildlife Fund said that world leaders do not have to choose
between economic growth and protecting the environment.
Now based in London, she and her French husband commute between London and Paris
while their son is at Westminster public school.

'r choose , commute ,

Structure informotion
a) The prepositional phrase is the prepositional Object.
b) This structure has no passive.

172
 Section 15: V by omount

15 Y by omount
The verb is followed by a prepositional phrase which consists of the preposition by and a
noun group indicating an amount.
This pattern has one structure:
> Verb with Adjunct
Their incomes have droprydby 3O per cent.

V by omount

The overoll number of iobs decreosed by 1000.

The Reds were leoding by two runs

Phrosol verbs: V P by omount

Form production went down by 4.2 per cent.

Verbs with this pattern belong to the following meaning groups:

1 THE'INCREASE'AND'DECREASE'GROUP
2 THE'wIN'AND'LOSE'GROUP
3 THE'OVERRUN'GROUP
r THE'INCREASE' AND'DECREASE' GROUP
These verbs indicate that a quantity or level increases or decreases. The prepositional
phrase indicates the size of the increase or decrease.
The price of petrol at coming down by more than four pence a gallon.
Shell garages is
The number of women killing men has decreased by 25 per cent in the last few years.
Saleswent up by O.7 per cent last month as consumers began to shop early for Christmas.
They expect the number of people emigrating this year to increase by nearly 5O per cent.

climb 4 drop I rise 9 soar 7

decline I fall s shrink 2 surge 2

decrease t increase 7 sink z swell I
depreciate iump r slide I tumble 2
dip 7 plummet slip z widen 4
dive 7 plunge s slump I

comedown I 80up ,
. go down , shootup I

2 THE'WIN'AND'LOSE' GROUP
These verbs are concerned with winning and losing. The prepositional phrase indicates
the difference between the score of the winner or loser and their competitor, or the
nearest competitor.

L73
 Chopter 2: Simple Potterns with Prepositions ond Adverbs
The govemment lost by one vote.
ln the event, Cambridge won by fifteen points.

, lead l.t lose I win ,

3 THE'OVERRUN'GROUP
These verbs indicate that an amount that was set is exceeded. The prepositional phrase
indicates how much extra time or money is involved.
The meeting, which werran by more than an hour, wos dominated by the crisk besetting
the European exchange rate mechanism.
An accounting mix-up has allowed programme makers to oversrynd by about f,So million
so far this year.

' overrun 3 overspend ,

Structure information
a) The prepositional phrase is an Adiunct.
b) This pattern has no passive.
c) The phrasal verb pattern is the same, except that there is a particle, P, which comes
after the verb.

Other reloted pqtterns

Y by omount prep
The verb is followed by a prepositional phrase which consists of by and a noun group
indicating an amount. This is followed by another prepositional phrase.
They voted @ 8O per cent in favour ofprivatisation.

vote 4

Y by amount to-inf
The verb is followed by a prepositional phrase which consists of by and a noun group
indicating an amount. This is followed by a to-infinitive clause.
The national committee has voted by sarcnteen to five to wind up the party.

vote 4

16 v by -ing
The verb is followed by a prepositional phrase which consists of the preposition by and an
'-ing'clause.
This pattern has one structure:

L74
 Section 16: Y by -ing

> Verb with Adiunct

They responded by ordering him to go home.

Y by -ing

She began by telling me whot the exhibition wos obout.

The fons retolioted by pelting them with plostic choirs.

Phrosol verbs: Y P by -ing

All of them storted out by defying o long-estoblished outhority,

Verbs with this pattern belong to the following meaning groups:

1 THE'START'AND'FINISH' GROUP
2 THE'RECIPROCATE' GROUP
3 VERBS WTTH OTTIER MEANINGS

r THE'START' AND 'FINISH' GROUP

These verbs are concerned with starting or finishing. The prepositional phrase indicates
what someone does at the beginning or end of a task, session, or period of time.
The Chairman finished by thanking us and reminding us that the decision of his
commifteeonthe listing of a companywas final.
Start by lbting randomly all the ideas you want to include.
She started offby breeding budgerigars and cockatieb, and then gradually progressed to
the larger panots and parrot-like birds.

begin 3 eri.d 6,18 open 21

close 1.7 finish I start 3

finish off ; startoff,

finish up I start out 2

2 THE'RECIPROCATE' GROUP
These verbs are concerned with responding to something that has been done, or
compensating for it. The prepositional phrase indicates what someone does in response
or as compensation.

This is a productive use: many other verbs which involve a response to an action or
situation sometimes have this pattern. The verbs listed here are the ones which are most
frequently used in this way.
In hot, dry and windy weather, water evaryrates from the leaves of plants which in tum
comrynsate by taking more up through their roots.
On Thursday he will reciprocate by entertaining the Queen to a fabulous banquet at
the hotel.

175
 Chopter 2: Simple Potterns with Prepositions ond Adverbs

atone counter 24 reciprocate respondr,2

comPensate 2,4 r€act , rcply I retaliate

3 VERBS WTTH OTHER MEANINGS

There are two verbs which have the patternY by -ing/n The verb live is followed by by and
an '-ing' clause or noun group which indicates a means by which someone Sets the
money or food that they need to live. The verb prof f is followed by by and an '-ing' clause
or noun group which indicates the source of profit or benefit for someone.
Many people were forced to live by their wits or to tramp about the country looking for work.
Their aim is to gofit W buying replacement shares later at a lower price.

: live 1.5 profit Z: :

Structure informotion
a) The prepositional phrase is an Adiunct.
b) This structure has no passive.
c) The phrasal verb pattern is the same except that there is a particle, P, which comes after
the verb.

Other reloted pqtterns

Y byn
See meaning group 3 above.

17 Y forn
The verb is followed by a prepositional phrase which consists of for and a noun group.
With some verbs, the preposition is sometimes followed by an'-ing' clause. The passive
pattern is be V-ed for.
This pattern has two structures:
> Structure I: Verb with prepositional Complement
She could pass for a much younger woman.
) Structure II: Verb with prepositional Object
He longedfor death.

Structure I: Verb with prepositionol Complement

Y forn

She could poss for o mon

A shelf sewed for o desk.

176
 Section 17: V for n

Verbs with this structure are concerned with seeming to be something or functioning as
something. These verbs are Iink verbs (see Chapter 5).
Is this what ps1qg1forwit among college students these days?
Wewere close to a smalldesertedchateauwhichitwasthoughtwould sentefor atemporary
prison.

pass 20 serve 3

In the case of pasq the preposition for is sometimes followed by an adjective or by a

number indicating an age. These patterns are V for adi and V for num.
The six-hour long drama focuses in the main on her own personal story
tribulations of a mixed-race womanwho couldpass for White.
- the trials and

Before I was 5O I looked absurdly young, could pass for 25.

Structure informotion: Verb with prepositonol Complement

a) The prepositional phrase is the prepositional Complement.
b) This structure has no passive.

Structure II: Verb with prepositionql Obiect

Active voice: Y forn/-ing

I opologized for wosting his time.

I longed for o sister.
The new president opted for the toughest plon.
She works for the Medicol Reseorch Council

Possive voice: be Y -ed, for

Most Alzheimer's victims ore cored for by their spouses.

The tests ore poid for bythe Notionol Heolth Service

Phrosalverbs:YPforn

Look out for originol Fifties porty dresses.

His deputy hod to stond in for him.

Verbs with this structure belong to the following meaning groups:

177
 Chopter2: Simple Potterns with Prepositions ond Adverbs

II.I THE'ASK'GROUP II,I 1 THE'SEARCI{' GROUP

II.2 THE'COMPETE' GROUP II. 12 THE'PREPARE' GROUP
II.3 THE'WORK'GROUP II.13 THE'PAY'GROUP
II.4 THE'DEPUTIZE'GROUP II, 14 THE'PI.q.N' GROUP
II.5 THE'VOLUNTEER'GROUP II.T5 THE'STOP'GROUP
II.6 THE'ARGUE'GROUP II.T6 THE'WAIT'GROUP
II.7 THE'OPT'GROUP II.T7 THE'HEAD' GROUP
II.8 THE'YEARN'GROUP II.18 THE'Lq.ST' GROUP
II.9 THE'CARE'GROUP II.I9 THE'SELL'GROUP
II.IO THE'COMPENSATE' GROUP II.2O \,IERBS WITH OTHER MEANINGS

II.T THE'ASK'GROUP
These verbs are concerned with trying to get something. This includes:
o asking for something
o trying to get a iob or position e.g. audition, stand
o taking action in order to obtain something
We also include here the verb gaspt as in gasping for breath.
'No payment was offered and none was asked for,' he says.
You know what to do. And don't let up till they'E begg4gtfor mercy.
Then he paid tribute to aII those who'lleempsignedfor his release.
During the war the first floor was occupied by the Ministry of Food and it was there that we aII
hadto queue upfor our rationbooks.
So filI in the coupon and send offfor your stencils now.
Michel Rocard first stood for the presidency in 1969.
The episode also holds important lessons for investment bankers touting for business in
emerging markets.

advertise 2 claim p pitch YP seld vPt,2

agitate, clamour , plead I shout ,
aim I crusade 2 ply 3 stand rg
': angle 5 demonstrate 3 pray 1 strike z
appeal I fight z press 4 strive
apply I file 5 push z subscribe I
, ask 4,5 fish 3,5 queue J tender 2.2
audition z gasp 2 register 2 tout 2
bay 6 holler ing 1.1,4 try3
beg 1,2 howl z ro:rr 4 wail 7

', bid 1.i,4

call vP2
lobby
negotiate
7

7
run8
scrabble z
wish s

campaign 2 panhandle 2 scneam 2

. canvass, petition 3 scrounSe
hold out 2 queueup >3 sendoff YPP stick out YPP
. putin 2 send away YPP sendout YPP tryout YPP

II.2 THE'COMPETE'GROUP
These verbs are concerned with competing for something: that is, two or more people or
groups of people are trying to get the same thing. These are reciprocal verbs (see Chapter
6) and have a plural Subject with this pattern.
This means that schools and universities have to compete for pupils.
You seem to be the centre of attraction this week, with suitors uying for your attention.
178
 Section 17: Y for n

compete ,,2,3 iostle 2 vie

contend 3 struggle 4
iockey 2 tussle 2

These verbs also have the patterns Y with n for n and V for nwith n (see page 471).
II.3 THE'WORK'GROUP
These verbs are concerned with doing something for someone. This includes:
o working for someone
o doing something on someone's behalf e.g. act, speok
We also include here sign, which indicates that someone agrees to work for someone.
This is a productive use: any verb which involves doing something for someone can be
used with this pattern. For example, you can cook for someone or si4 for someone. Thre
verbs listed here are the ones which are most frequently used in this way.
acted for some of the detainees is Mr Peter Cathcart.
The lawyer who
t'asanvassinS for the Conservative Party.
I'm always having to cover up for her and lie to my father.
Billy Davies, the mid-field player who joined Leicester City from St Mirren in the summer, is to
signfor the Scottish Premier Divkion side Dunfermline.
In 19O7, the year after Picasso's famous Cubist portrait of Gertrude Stein, Felix Vallotton
approached her to ask if she would sit for him.
Hework for a local heauy engineering firm.
In the case of fend, the noun group following the preposition is always a reflexive
pronoun. This pattern is V for pron-refl.
More and more young children were Ieft to fend for themselves after school.

, act6 collect 6 play 2,1 stump 5

:, babysit cover ,9 sign z work I
r' caddie 2 fend sit 4 write 3
i CanvaSS, fight4 slave 3
.' char 2 guest 4 speak 3
, clerk 3 model 7l spy 3
: COverUp 2

II.4 THE'DEPUTIZE' GROUP

These verbs are concerned with replacing someone who is absent and performing their
duties.
Supposeyour boss is going to be away from the office and you have to deputise for her.
Then someone rang and asked if I would stand in for Erank Bough and do the Sunday
cricket on BBC2.

covet 20 deputize substitute I

fill in I stand in

II.5 THE'I/OLUNTEER' GROUP

These verbs are concerned with offering or arranging to do something, or going
somewhere to do something. The prepositional phrase indicates the activity or work
involved.
179
 Chopter 2: Simple Potterns with Prepositions and Adverbs
Hehasn't shownup forwork. Hehasn'tbeenathisapartment. No onehasheardfromhim.
She later signed up for an artsflaw course at Queensland University of Technology.
On his retum to England in 1 9 50 , he volunteered for sentice with the Parachute Regiment
and joined the 2nd Battalion as a company commander.

enrol report 8 volunteer 3

signon YPP turn out 8

signup

II.6 THE'ARGUE'GROUP
These verbs are concerned with supporting or defending someone or something.
Most ministers argued for a strengthening of ties between the two institutions.
The oresident of Chile said he would intercede for me with Castro.
Sometimesthismeansleamingto standup foryourselfandyour ownneeds by saying no to
family and friends after a lifetime of saying yes.
In the case of argue and yofe, the preposition for is sometimes followed by an '-ing' clause.
The poII showed 42 per cent wouldvote for ratifying the treaty, with 32 per cent against.

; argue 2 3 pray,
demonstrate testify,,
: declare YP intercede root YP vote 5 :

r speakup I standup YPP stickup YPP

ri,..*.,

II.7 THE'OPT'GROUP
These verbs are concerned with choosing.
The other big question b whether to gfor a fixed rate mortgage.
None of the childrenhas optedfor farming os acareer.

The preposition foris sometimes followed by an'-ing'clause.

I wanted to be a dancer but my father said I couldn't possibly do that, so instead I settled for
getting manied and having children.

:: Bo VPt plump 3 :

:, opt settle vr ,:
!i.,.......,,...,...- .,..ri

II.8 THE YEARN'GROUP

These verbs are concerned with wanting something.
I'm_dyiry for a breath of fresh air. I've been two whole days indoors.
It's probably the best that can be horyd for in the circumstances.
Peopleweren't exactly queuing up for the job whenAndy Roxburghwas appointed in 1986
I yearned for something n*v.

ache 3 hope 1,2 lust YP thirst 4

crave hunger 4 pine 3 wish Zo
be dying a itch 2 pfty 2 yearn
hanker long be spoiling vr
queue up

180
 Section l7:Y forn
II.9 THE'CARE'GROUP
These verbs are concerned with feeling an emotion. The prepositional phrase indicates
who or what the emotion relates to.
He did not care for the place.
He fled on Friday, saying he feared for his life.
But, I'il tell you this much, Doug: I feel for people who don't knov, Christ, because they
don't know what they're missing.
Meanwhile, several houses away, widows and bereaved mothers moumed for loved ones
who would never come home.

care 2,7 feel vP2 pine 2

(not) care 5 grieve I
fear 6 mourn ,,2

II.IO THE'COMPENSATE' GROUP

These verbs are concerned with compensating for or balancing an action or situation in
some way. We include here claim, which indicates that someone asks for compensation.
Youwon'tbe ableto claimfordamage toyour car if youhave third-prty cover only.
The govemment has always said that it will raise salaries to try to comrynsate for the price
increases.
With all these verbs exceptretaliate, the preposition foris sometimes followed by an '-ing'
clause.
I awlogizedfor disturbinghim andheldout the cassette.'l thoughtyou ought to have this.'

atswer VPl,2 atone compensate 2,3,4 pay 10

apologize claim 9 expiate retaliate
make up vee

II.TI THE'SEARCH' GROUP

These verbs are concerned with looking for something or being alert for something.
it might be possible to drill for oil
They continued to argue that with advances in technology
without causing environmental damage.
She leaned and groped for the lamp switch beside the bed.
Always lookfor otherways of managing difficult situations.
Meanwhile, thebandare searching for an appropriatevenuefor a specialfestive show.
Watch out for Dests and disease.

check I hvlrt 1,2,3 scout 3

dig I listen 2 scrabble I
divine J look 1.s,6 scramble 3
dowse pan 5 screen 5
drill 3 probe I search ,
explore 3 prospect 4 shop z
feel vP7 be questing trawl 2
fotage 1,2 rumma8e, watch yP
fumble 7,2 scan 3
grope ,,3 scavenSe
cast around/abott VPP rummageabout shop around
ferret around/about rummage around/round watch out YPP
listen out >2 scout around/round
lookout YPP, scrabble around/about > I

181
 Chopter 2: Simple Potterns with Prepositions ond Adverbs

If a verb in the list above also has the pattern V prep or V prep/adv, these patterns can be
combined, with the prepositional phrase beginning with forcoming either after or before
the other prepositional phrase or the adverb.
I rummage in my suitcase for a tie.
tle-been-logking for you arcrytwhere.
II.I2 THE'PREPABE' GROUP
These verbs are concerned with preparing for something, for example an exam or a sports
eYent.
Right now, the Army k gearing up for arecruitment drive inBay Areahigh schook from
lanuary through April.
The crew of the space shuttle Atlantis k preparing for the ride back to Earth tomorrow.
Sally ftom Gloucester wants to say hullo to everybody who'sta,isingtfor their geography
exam in Swansea on Friday.
McCullough, aged 22, who gave up his job to train for the Olympics, will fight loel
Casamayor.

cram 4 read 1l revise 4 swot ,

prepare 2 rehearse, study 7 t,aili 2.3 ,

I Searup

II.T3 THE'PAY GROUP

These verbs are concerned with paylng for something. We include here scve and save up,
which are concerned with accumulating money to pay for something.
They want us topcyfor services we don't use.
It took me years to save up for my bike and. now I am a happy man.
15
And to make matters worse, new car safety laws could mean drivers having to shell out for
complet e nqt w ind s creens.

overpay pay l,s save 2

cough up pony up shellout .

fork out saveup >2

II.I4 THE'PI-AN'GROUP
These verbs are concerned with making plans or taking things into account. The
prepositional phrase indicates a factor in a plan or analysis, or something that occurs or is
provided as the result of a plan.
The study shows that, after meteorological factors are allowed for, the distribution of certain
sicknesses among trees'was uniquely attributable to pollution'.
He hadn't bargained for the intentention of the stock exchange .
They are planning for growth rather than decline.

allow vp bargain VP cater 2 plan 2

arrange 3 budget YP legislate proide vez,t

II.I5 THE'STOP'GROUP
These verbs are concerned with stopping doing something for a period of time. The
prepositional phrase indicates what takes place in the meantime or how long the break is.
The United States Senate has adiourned for the year after passing three major bills in its
finolhours.

t82
 Section l7:Y forn
It willbe publi shed later this month before Mp s break up for the summer recess.
Let's stop for lunch now.

,,.
.,. ... ,,.
, adiourn pause 1 stop ,,70
r, break l-l necess 2
tr"uf. s
, "n
II.T6 THE'\ilAJT'GROUP
These verbs are concerned with waiting for someone or something.
If he's there, bring him in. And if he's not there yet, then stick around andwait for him.
she washes his clothes and, when he's late, she waits up for him in the kitchen.

.r Wait ,,3
stand by 7 wait in
wait around wait up , l

II.T7 THE'HEAD'GROUP
These verbs are concerned with moving, travelling, or leaving. The prepositional phrase
indicates the person's destination.
He spun around and headed for the door.
My wife and I are leaving for Mexico next month.

I leave / run,
6,17 make yp, scramble 2

II.I8 TTIE'IIIST' GROUP

These verbs are used when-indicating the duration or size of something. The noun group
following the preposition for is always an amount. This pattern is v for amount.
This is aproductive use: any verb indicating a continuing activity can be used with this
pattern. For example, youcantalkforhalf anhouror drivefor days.fheverbs listed here are
the ones which are most ftequentlyused in this way.
The French- coastline extends for some 55OO km and constitutes a highly coveted and
pre ssurize d environment.
This effect can last for sueral days after the treatment session.

,' endure 2 last 11,12 stretch ,

rl extend , run 33

II.I9 THE'SEII'GROUP
These verbs are used when indicating the price that is paid for something. The noun
group following the preposition for is always an amount. this pattern is V foi amount.
Fresh-picked morel mushrooms can go for up to 25 dollars a pound.
His paintings sellforbetween 6S(XN and E12ON.

go 1.13 retail 3 sell 3

183
 Chopter 2: Simple Potterns with Prepositions ond Adverbs

II.2O VERBS WITH OTHER MEANINGS

There are a number of other verbs which have this structure'
That dream came true when the house came up for sale and the couple realised they could
just about afford it.
For some weeks the baby was cared for in the Convent of St Sulpice.
Thus equipped, t again entered for the annual English Festival of spoken Poetry
competition.
Come on, Frank, let's gafor a walk'
In the case of speok, the noun group following the preposition is always a reflexive
pronoun. This pattern for pron-refl.
is V
His record speak for itself. He is a tremendous manager and I have found him to be a
charming man.
In the case of count, the noun group following the preposition is always an amount. This
pattern is V for amount.
What about us? Do our feelings count for nothing?

i. care .l dress 6 insure , speak 8

: cater ,,3 enter 6 live I.3
i count 6 go 3.3 qaalify z,t
,' come through I comeup 5

Structure informotion
a) The prepositional phrase is the prepositional Obiect.
b) This structure has a passive, with the pattern be V-ed for. However, not all verbs with
this structure are used in the passive. fhe following verbs are the ones which are most
frequently passive.

aim , bid 3,4 compete 1,2 ptay 1

fight send yP,

allow YP budget YP 2
apply I cane 3 h.ope 1,2 vote 5
ask 1,5 cater ,,3 look l.5r
atone compensate 23,4 pay t,s

c) phrasal verb patterns are the same except that there is a particle, P, which comes after
the verb. The passive pattern is be V-ed P for, but it does not often occur'

Other reloted Pqtterns

Y forodi
See Structure I above.

Y for num
See Structure I above.

Y for n prep/qdv
See meaning grouP II.11 above.

L84
 Section 17: Y for n

Y for n to-inf
The verb is followed by a prepositional phrase beginning wlth for, and a to-infinitive
clause. The phrasal verli patlerir is V p for h to-inf. "

Verbs with this pattern belong to the following meaning groups:

I THE'ASK'GROUP
2 THE'LONG'GROUP
3 TI{E'WAIT'GROUP
4 THE'ARRANGE'GROUP

I THE'ASK'GROUP
These verbs are concernedwithasking for something to be done or to happen. We include
hete motion and gesture, which indicate that someone communicates a r^e'quest by using a
gesture.
She got up from her desk andmotioned for Wade to follow her.
They.y gefling-for the gwernment to implement the electoral promises of job
creation and land reform as a first priority.
In the case of ask and campaign, the to-infinitive is usually passive.
tl|-Ullistel.responsible for Indian Affairs in Quebec has now asked for the plans to be
ctelayecl until the matter is settled.

agitate 1 campaign 2 petition 3 push 7

appeal 1 gesture 3 plead I shout I
ask I hoIIer ptay 1

call vP2 motion 4 press 4

2 THE'LONG'GROUP
These verbs are concerned with wanting something to happen or be done.
All the women will be dying for you to make a mistake.
He longed for thewinter to be over.

bedying 8 Ptay 2 ,
long 4.0 yearn rl

3 THE'WAJT'GROUP
These verbs are concerned with waiting for something to happen.
I don't want to sit around waiting for the phone to ring.

r wait I ,:
'i

r wait around

4 THE'ARRANGE'GROUP
These verbs are concerned with making arrangements so that something happens or is
done.
'what.about our baggage?' 'Don'tworry.I'J!_anangcforittobe sent direct tothe prowrty
when it is unloaded.'

185
 Chapter 2: Simple Potterns with PrePositions ondAdverbs

; afia,lge 2,3 fix 3

Y for nwith n
See Chapter 6.

Y with nfor n
See Chapter 6.

Y preplodv for n
See meaning grouP II.1 1 above.

L8 Y fromn
The verb is followed by a prepositional phrase which consists of from and a noun 8roup.
With some verbs, the frepbsition is sometimes followed by an '-ing' clause. In Structure I,
the preposition is followed by an'-ing' form.
This pattern has three structures:
> Structure I: Verbs in Phase
He refrained from making any comment.
> Structure II: Verb with prepositional Obiect
We wiII allbenefit from this change'
> Structure III: Verb with Adiunct
The train emerged from the tunnel'

Structure I: Verbs in Phose

Finney does not flinch from portroying the cruelty of this period.
He hos not shrunk from focing the chollenges.

These verbs are concerned with not doing something.

The incident occurred in the late Sevenfieq so I shall refrain from naming the school
involved.
Sometimes we shrink from making decisions, not out of fear but ftom sheer confusion.
So far police and riot troops have shied away from using physical force to break the strikers.

' atrstain I forbear refrain 7 shirk r

, desist keep 5 retire ,,2 shrink I

' flinch 2 recoil 2 retreat 3 withdraw 5 :

shy away vRt

When the preposition is followed by a noun group, these verbs have Structure II (see
meaning group II.8).
186
 Section 18: Vfrom n

Structure informotion: Verbs in phose

a) The verb is followed by the preposition from and the'-ing'form of another verb. The
verbs are in phase, and together form a complex verb group. This means that the
actions or states expressed by the two verbs cannot be separated from each other. For
example, if you refrain from saying something, the refraining and the not saying are not
two processes, but one.
The complex verb group is followed by a group, phrase, or clause which completes the
pattem of the second verb. In the structure table above, this is called a Completive. For
e_xample, if the second verb is normally followed by a noun group, then the
Completive of the complex verb group will be a noun group.
b) This structure has no passive.
c) There is only one phrasal verb with this structure, shy away. The pattern is v p from
-rn9.

Structure II: Verb with prepositionol Obiect

Y fromn/-ing

She could borrow from herfomily.

Fitness comes from working ogoinst grovity.
Much of the instobility stems from the economic effects of the wor.

Phrosolverbs:YPfromn

He shied owoy from violence.

They stqnd out from the crowd.

Verbs with this structure belong to the following meaning groups:

II.I TI{E'RESULT' GROUP
II.2 THE'DERIVE'GROUP
II.3 T}IE'BORROW'GROUP
II.4 THE'DRINK'GROUP
II.5 THE'BENEFIT'GROUP
II.6 TI{E'SUFFER' AND'RECOVER' GROUP
II.7 TI{E'DIFFER'GROUP
II.8 TT{E'ABSTAIN' AND'WTTHDRAW' GROUP
II.9 THE'BACKTRACK'GROUP
II.IO THE'DETNACT' GROUP
II.TT VERBS WTIH OTTIER MEANINGS

II.T THE'RESULT'GROUP
These verbs are concerned with resulting. The prepositional phrase indicates the cause of
the thing or situation indicated by the Subiect.
Alzheimer's is o complex disease and is probably unlikely to result from a defect in a single
humangene.

t87
 Chopter 2: Simple Potterns with Prepositions ond Adverbs

I made that joumey with increasing hate in my heart. The hatred sPrang from fear.
The prepositionfrom is sometimes followed by an'-ing' clause.
The major difficulty in putting your skills to work elsewhere is the inertia which stems from
being bored all day.
In the case of arise, come, and resuh, the preposition fom is sometimes followed by a noun
group and an'-ing'clause. This pattern is V frorn n -ing.
AII cultural innovationcomes ftom cultures mixing.
Conflict results from A trying to grab something belonging to B.

i' arise z develop 1,2,6 follow 6 spring z

r come ,5 flow 5 result 3 stem ,

II.2 THE'DERTVE'GROUP
These verbs are used to state the place of origin of a person or thing, or the source of
something.
She comes fromWiltshire and lives in London.
The term' cannibalism' derives from the Spanish' canibal', meaning'savage' -

hail 55 ,,

II.3 THE'BORROWGROUP
These verbs are concerned with getting something from a source. The thing that is
obtained is not explicitly mentioned. We include here the verbs extrapolate and
generalize,which indicate ihat someone derives a conclusion from a fact or set of facts.
That's why it's so expensive to borrow from finance companies .
Don't generalize from one example. It's bad science'
While he ishappy toimport from abroad, he regrets thatEuropeanfntit growers show more
enthusiasm frir their heritage than their counterparts here.
In his very last lecture, he quoted from a famous medieval lament, where the poet
expresses his shock and pain on the death of his prince.

crib 2 generalizel plagiarize

extrapolate import , quote ,

II.4 THE'DRINIC GROUP

These verbs are concerned with eating and drinking. The prepositional phrase indicates
the container the food or drink is in.
The mechanic drank from the bottle with enthusiasm.

I eatl sipl,

II.5 THE'BENEFIT' GROUP

These verbs are concerned with getting a benefit of some kind. The prepositional phrase
indicates what produces the benefit.
Many areas of the world would actually glain from global warming.
We should learn from their exprience and change to the type of system they have.
The prepositionfrom is often followed by an'-ing'clause.

188
 Section 18zY fromn
I'm sure our playerswould benefit from having fewer matches.

benefit 3 learn 4
gain 2 ptofrt 2,3 ',

II.6 THE'SUFFER' AND'RECOVER' GROUP

These verbs are concerned with having or recovering from something such as an illness,
shock, or disappointment.
He is stillrecuryrating fromhis recent oryration andundertaking only essential duties.
He s_beensutreringfrom a niggling shoulder iniury.
In the case of recover, reel, smart, and bounce bac( the preposition from is sometimes
followed by an'-ing' clause.
Leeds neverrecweredfrom losing to Rangers.

convalesce recuperate saffer 2,4 '.

die ,,2 reel I

recover ,,23 smart 6 :

bounce back

II.7 THE'DIFFER'GROUP
These verbs are concerned with being or becoming different. In most cases, the Subiect
and the noun group following the preposition refer to different things. In the case of
anolve, tlre Subject and the noun group following the preposition refer to the same thing
at different stages of its development. The vetbs differ, diverge, and grow apart ari
reciprocal verbs (see Chapter 6).
The culture of the south differs from that of the north in many ways.
Mammals arolved from reptiles called cynodonts about 220 million years ago.
TheyIc now getting rich quick and gtrowingt au,ayfrom the audience they once purported
to represent.
Make your advertisement stand out from all the others by having it printed in bold type or
put in abox.

differ diverge 1,2 evolve 1,2

Srowapart stand out 2

Srowaway YPP stick out 2

II.8 THE'ABSTAIN'AND'WTTHDRAW, GROUP

These verbs are concerned with not doing something. This includes:
. not wanting to do something e.g. flinch, shrink
. stopping doing something or being involved in something e.g. desist, withdraw
They abstained from meat because they believed that killing life injured the spirit within.
But he stressed he had no intention ofretiring from politics yet.
He never shrank from a fight, and he actively sought new challenges.
A woman with her own income is no longer dependent. She can walk away from an
impossible situation.
This hurtful allegation led him to withdraw from public life.

189
 Chopter2: Simple Potterns with Prepositions ond Adverbs

abstain t forbear retire ,,2 shrink I

desist recoil 2 retreat 3 withdraw 5
flinch z refrain I shirk
shyaway standaside I walkaway

See also Structure I above.

II.9 THE'BACKTRACK' GROUP
These verbs are concerned with changing your plans, your position on something, or
your way of doing something. We include here digress, which indicates that someone
itops saying what they had planned to say and talks about something else.
The committee has backed away from a plan to put a legal limit on credit card rates.
Lufthansa's decisiontobacktrackfromthe imposition of a n*v pay structure means that
its staffwill continue to enjoy among the highest salaries paid inthe airline business.
Mr Gorbachev said that the party would not detiate from the course outlined in his
radic al pr o gt amme document.
She digressed fromher prepared speech to praise President Havel of Czechoslovakia.
Wewanttoge!-awgyfromthepoliticsofoutdateddogmatismandclassconfrontation.
.'..,....]:
back-pedal 2 depart 2 digress :i

backtrack I deviate waver ,

backaway 7 getaway 4 turn away 2 :

back off 2 pullback 7

II.IO THE'DETRACT' GROUP

These verbs indicate that something makes something else seem less good or impressive.
It is important that written communications are weII presented, as bad presentation can
detract fr om our me s sag e.
y
The theory of Galileo and Newton has now been largely replaced by relativity and quantum
theory, but this does not take away from their achiqement.

i detract .,

takeawav YPP

II.II VERBS WITH OTHER MEANINGS

There are a number of other verbs which have this structure.
Youwill also be able to choose from a range oftopics such as Business Language,
Language in the Media, and Grammar.
You haven't heard from Mona, have you?
It was necessary to step back from the project and look at it as a whole.
Later today the British Prime Minister, Mr Major, begins his tlrsf visif to Washington since he
t k wer from Mrs Thatcher.
i
.: choose , dissent 2
VP hear t6
back takeover 14

190
 Section 18:Y fromn

Structure informotion: Verb with prepositionol Obiect

a) The prepositional phrase is the prepositional Obiect.
b) This structure has a passive with the pattern be V-ed from,but it does not often occur.
The only verb that is frequently used in the passive is hear 5.
They have not been heard from since.

c) The phrasal verb pattern is the same except that there is a particle, P, which comes after
the verb.

Structure III: Verb with Adiunct

Y fromn

He escoped from prison on Soturdoy,

Goles of loughter issued from the clossroom.

Phrosolverbs:YPfromn

Sproy rose up from the surfoce of the woter.

He 's run owoy from home twice.

Verbs with this structure are all concerned with leaving or coming from a place, group,
thing, person, or position. The Subiect can be animate or inanimate. We include heie
verbs such as emanate and radiate which indicate that a quality is strongly shown by
someone. The verbs port and, separafe 5 are reciprocal verbs (see Chapter 6).
Smoke belched from the steelwork in thebackground.
Special units have been set up to search for Lithuanians who have defected from the Soviet
army.
The- service wlll depart from Inverness at 1O.15, calling at principal stations to Edinburgh,
before retuming north at 15.35.
She snaps photos of the buckled floors and the plaster that has fallen away from the walk.
She's going to destroy me. I have to get away from her.
I hgve oartedfrom mv wife bv mutual aoreement.
Restlessness radiated from him.

abscond , disengage 2 fall r recoil ,

arise 4 diverge 3 Sraduate ,4 return ,
ascend 7 divert I haemorrhage 4 fise 1,2,1 5
belch 2 drain r immigrate secede
break lo eiect 3 issue 6 separate ,4,5
commute , emanate ,,2 part 2.i (not) stir 3
defect 2 emerge ,,2 peel r transfer 1,2,4,5,8
depart ,,3 emigrate patf 2 vanish ,,2
desert 7 escape , radiate 2 withdraw 2
detach , exit5 rebound 7

disembark fade 3,4 recede 3

191
 Chopter2: Simple Potterns with Prepositions ond Adverbs

back away 2 fallback I rise up > r,>2

bteakaway t,z getaway, runaway 7,3
fall a-way I pullaway z split off

Structure informotion: Verb with Adiunct

a) The prepositional phrase is an Adiunct.
b) This structure has no passive.
c) The phrasal verb pattern is the same except that there is a particle, P, which comes after
the verb.

Other relqted pqtterns

Y from omount
See V from amount to amount below.

Y from colourto colour

SeeVfomnfonbelow.

V from n into n
SeeVfom n to nbelow.

Yfromnton
The verb is followed by a prepositional phrase beginning with ftom and another
prepositional phrase beginning with fo. The phrasal verb pattern is V P fom n to n.
Verbs with this pattern belong to the following meaning groups:

r THE'SWITCH'GROUP
2 THE'CHANGE'GROUP
3 TTIE'RANGE'GROUP
4 T}IE'IAST'GROUP
5 VERBSWITHOTHERMEANINGS

I TIIE'SWITCH'GROUP
These verbs are concerned with stopping doing, using, or dealing with one thing and
starting to do, use, or deal with another.
The plan is for the crop drier to change over from heating oil to 8O per cent home-grown
tuelby 1995.
easy to sutitch from one role to the other.
I find it
Health is another reason for turning from tap water to mineral water.
The prepositions are sometimes followed by'-ing' clauses.
Soon limmy and lohn gracluate from selling stolen shirts to selling guns.

change I graduate s move 7,8 switch z

flit 2 lurch z skip s turn 14

change over

192
 Section 1,8:.Y fromn

2 THE'CTIANGE'GROUP
These verbs indicate that something becomes different.
The mood of the demonstrators changed from outrage to iubilation as they chanted
'Orlando for mayor'.
In the case of tum 17, the prepositions are both followed by a noun or adjective group
indicating a colour. This pattern isY from colour to colour.
We stretch our newly exercised limbs and watch the sky tum from pink to golden.

change .t graduate s turn 15,17

evolve 2 metamorphose

With all these verbs except furn 17 , the second preposition is sometimes info instead of fo.
This pattern is V t?om n into n.
The group i! hayiltg tg melamorphose from a loose collection of businesses into afully
integrated multinational.
For six months we had lived with the agony of watching our baby turn from a healthy, hapry
child into a sad creature with o distended stomach and i+'asted limbs.
3 THE'RANGE'GROUP
These verbs are concerned with range. The prepositional phrases indicate the two
extremes of a range or scale.
Hundreds of them were given expert advice on problems ranging from debt to credit card
management.
The-pe ca? yary from O_.5 per cent to around 3 per cent or more, depending on the size
and bargaining power of the retailer.

range 4 stretch 7 vary 1

4 THE'IJTST'GROUP
These verbs are concerned with duration. The prepositional phrases indicate the times
when something begins and ends.
We are now in the peak hay fever season, which lasts from May to luly.

extend 3 last ,, stretch 5

5 VERBSWITH OTHER MEANINGS

There is one other verb which has this pattern.
It has appeared very difficult for such diseases fo p4qt from one species to another,

pass 6

Y from qmount to qmount

The verb is followed by a prepositional phrase which consists of from and a noun group
referring to an amount, and another prepositional phrase which consists of fo and a noun
group referring to an amount. The phrasal verb pattem is V P fiom amount to amount.

193
 Chopter 2: Simple Potterns with Prepositions ond Adverbs

Verbs with this pattern indicate that a quantity or level increases or decreases. The
prepositional phrase with from indicates the original quantity or level; the prepositional
phrase with fo indicates the final quantity or level.
Mywageswillcome downfrom iust under f,27o aweekto about f,'27o.
The top income tax rate would go uP from 37 to 33 percent.
Inflation has increased from 8.9 per cent to 9 Wr cent.
Average starting salaries for graduates are forecast to rise from f72,3(N to f,72,7N,
according to the survey by Incomes Data Services.

balloon 3 drop I plunge J slump t

climb I fall s rise 9 soar ,
decline I increase , shrink 2 surSe 2
decrease t iump r sink z swell I
dip z mushroom 2 slide I tumble 2
dive t plummet slip z widen I
, comedown I goup I
godown 7 shootup ,

Some of these verbs occasionally have the pattern Y from amount, in clauses such as
Trading volumes have plummeted from their 1987 peaks where the original amount is not
specified. However, it is much more usual for both amounts to be specified.

19 Vinn
The verb is followed by a prepositional phrase which consists of in and a noun group.
With some verbs, the preposition is sometimes followed by an '-ing' clause. In Structure I,
the preposition is followed by an'-ing'form.
This pattern has three structures:
> Structure I: Verbs in phase
He succeeded in catching the bus.
> Structure II: Verb with prepositional Complement
The secret lies inplanning ahead.
> Structure III: Verb with prepositional Object
They believe in democracy.
> Structure IV: Verb with Adjunct
They were wallowing in the mud.

Structure I: Verbs in phose

V in -ing

Yerbgrmp tn -lng
5uliect Yerb Cotnplative
Drugs con help in Iowering the level of cholesterol.
He did not succeed in obtoining o suspension ofthe boycott,

Verbs with this structure belong to the following meaning groups

194
 Section 19:Y inn
T.1 THE'PARTICIPATE'GROUP
I.2 THE'PERSIST'GROUP
I.3 VERBS WIT}I OTHER MEANINGS

I.T THE'PARTICIPATE' GROUP

These verbs are concerned with helping to do something or taking part in an activity
together with other people.
We hope to be abre to assist in safeguarding the future of the Leyland plant in Lancashire.
People want to part14.ipo,te in making decisions.

, aidr collude participate

, assist l,Z,: }relp 1,2
collaborate , ioirl 3,vP
';....
When the preposition is followed by a noun group, these verbs have Structure III (see
meaning group III.5 below).

I.2 THE'PERSIST'GROUP
These verbs are concerned with deliberately continuing to do something.
Yet, oddly enough, we per1ist in thinking of our culture as morally superior.

persevere persist 2

When the preposition is followed by a noun group, these verbs have Structure III ( see
meaning group III.9 below).
I.3 VERBSWITH OTHERMEANINGS
There are two other verbs with this structure.
He indeed liked to play cards and is said to have indulged in playing poker twice a week.
Many collectors wanted to own the picture but Queen Victoria succeeded in buying it.

indulge , succeed ,

When the preposition is followed by a noun group, these verbs have Structure III ( see
meaning groups III.5 and III.6 below).

Structure informotion: Verbs in phase

a) The verb is followed by the preposition in and the '-ing' form of another verb. The
verbs are in phase, and together form a complex verb group. This means that the
actions or states expreSsed by the two verbs cannot be separated from each other. For
example, if you succeed in ueating something, the succeeding and the creating are not
two processes, but one.
The complex verb group is followed by a group, phrase, or clause which completes the
pattern of the second verb. In the structure table above, this is called a Completive. For
example, if the second verb is normally followed by a noun group, then the
Completive of the complex verb group will be a noun group.
b) This structure has no passive.

195
 Chopter2: Simple Potterns with Prepositions ond Adverbs

Structure II: Verb with prepositionol Complement

Y innl-ing
Verbgroup tn nsun groripd{ng elause

t:.
:,:,il],,:.,,.]rl,',,'SutiFryf: :, i,'i': :l' .' nfeno$tqnq1 €o,trslaft drt
Holiness consists ln doing God's will ioytully.
The country's only hope loy in the restitution of its monorchy,

These verbs indicate what something abstract consists of or involves. They are all link
verbs (see Chapter 5).
As with so many other aspects of a relationship, the solution lies in communication.
The greatness ofthis team resides in its ability to cover up for its rnissin g players.
The preposition in is sometimes followed by an '-ing' clause.
It is, everybody likes to think, a huge, seoetive bureaucraq whose only pleasure consists in
producing rules to prarcnt people from doing things.

consist 2 lie 1.6 reside 2

Structure informotion: Verb with prepositionol Complement

a) The prepositional phrase is the prepositional Complement.
b) This structure has no passive.

Structure III: Verb with prepositionql Obiect

Vinn

I believe in regulotion.
They would intervene in quorrels ond crisis situotions
She lectures in economics.
She in eoch ochievement.

Phrosol verbs: V P in n

He broke out in o rosh.

I used to dress up in my Mum's clothes.

Verbs with this structure belong to the following meaning groups:

III.I THE'DELIGHT' GROUP

III.2 THE'BEUEVE' GROUP
III.3 THE'LECTURE' GROUP

196
 Section 19: V in n

III.4 THE'DEAL'GROUP
IlI.5 THE'PARTICIPATE' GROUP
III.6 THE'SUCCEED'GROUP
fil.7 THE'ABOUND'GROUP
III.8 THE'ERUPT'GROUP
III.9 VERBS WITH OTHER MEANINGS

III.I THE'DELIGHT' GROUP

These verbs are concerned with enioying something or feeling good about something,
He stretched his limbs slightly, Iuxuriating in the warmth.
Soviet joumalists rarclled in their nerlt freedom to probe and to criticize.
The preposition in is sometimes followed by an '-ing' clause.
He delights in stirring up controversy and strife.

bask 2 exult luxuriate revel ,

delight 5 glory s reioice I wallow ,

III.2 THE'BELIEVE' GROUP

These verbs are concerned with belief or agreement.
The shadow spokesman for Defence agreed, although most other Conseryatives were still
unwilling to acquiesce in these plans.
I don't beliqe in coincidences.

acquiesce concur trust 8

believe 3,4,5 disbelieve z

III.3 THE'LECTURE' GROUP

These verbs are concerned with learning or teaching a subject.
Aswellas accepting commissionsforher own designs, Karenlectures in FineCraft Design at
the University of Ulster.
I maiored in psychology at Hunter CoIIege and taught elementary school in New York City.
There are an inueasing number of historians and sociologists specialising in sport.

graduate 3,4 qualify I tutor 3

lecture 2 specialize
maior 5 train 2.,

III.4 THE'DEAL'GROUP
These verbs are concerned with trading or work. The prepositional phrase indicates what
goods or substances are involved. We include herework, in the sense of using a material to
create something.
He deak in antiques and fine art.
Annie Boursot sFcialises in decorative yet affordable silverware.
Some have neverworked in clay before; others are among the world's leading potters.

In the case of specialize, the preposition in is sometimes followed by an '-ing' clause. The
prepositional phrase indicates what activity someone's work involves.
He specializes in treating epileptics and schizophrenics.

197
 Chopter 2: Simple Potterns with Prepositions ond Adverbs

deal 2.2 speculate 2 traffic 4

specialize ttade 2 work 26

III.5 THE'PARTICIPATE' GROUP

These verbs are concerned with being involved in something or taking part in an activity.
This includes:
o helping to do something
o interfering
You do not have the right to inkrtere in our internal affairs.
The iob gave her a chance to partieipate.in sales and product development.
He has not yet announced whether he will stand in the election.

Iacta connive 2 inautge I overindutge

,aid5 co-star 2 interfere I partake 2
: appear 5 dabble intervene 7 participate
i assist 7,23 engaSe , invest ,,2,3 share yP
' collaborate , feature 4 ioin 3,vP stand ,9
, collude figure,3 meddle star J
compete 3 help t,z offilate z

See also Structure I above.

III.6 THE'SUCCEED'GROUP
These verbs are concerned with doing something successfully or unsuccessfully.
Localresidentshadfailed in an attempt to havethe marchbanned.
The United Stafes sent in 28,000 troops last December in a bid to help the UN succeed in its
aim.
In the of excel, the preposition in is sometimes followed by an '-ing' clause.
case
To reach senior positions, you will also need to excel in managing people, finances,
facilities andtime.

' excel fail t,a succeed ,

See also Structure I above.

III.7 THE'ABOUND' GROUP
These verbs indicate that something or someone has a large quantity of something.
The book abound in social comedy.
These are normal people like you or me who gradually find themselves drowning in debt

, abound drown 2 swirrr 7

III.8 THE'ERUP'I' GROUP

These verbs indicate that something or someone suddenly starts to be in a different state.
The range of noun groups used after in is quite restricted. The verbs erupt 5, breakout, and
come out are followed by phrases such as in spots and in a sweat; erupt 4 and bursf ouf are
followed by phrases such as in laughteri go up \s followed by in flames and in smoke.
They either come out in spots, grow too much hair where they don't want it or go bald!
When she proudly displayed the cheese dispenser, the thirteen assembled men erupted in
gales oflaughter.

198
 Section 19: V in n

Herflat inSt lohn'sWoodwentup inflames alongwithherpassportonthe day shewastogo

abroad.

',, efltpt 3,4,5

break out 4 come out YPP .

burstout 14 goup 3 ,

III.9 VERBS WITH OTHER MEANINGS

There are a number of other verbs which have this structure.
Developed in America, these enamel polymer paints come in 24 colours.
I wish she would confide tn me.
She always dresses in black.
People dress up in costume, parade around the village, and dance to the music of sound
trucks.
The uppermost leaves end in curious tmdrils that arevery attractive.
Itwas too beautiful a day to WsiEtin such efforts.
The operationresultedinthe arrest of one allegedkidnapper andthe deathof another
fromgunshotwounds.
In the case of result, the preposition in is sometimes followed by a noun group and an
'-ing'clause. This pattem is V in n -ing.
Disturbing your regular sleep pattem could result in you losing out on your 'deep sleep'
phase.

come ,9 end lo result 2

confrde Persevere
dress 5 persist 2

dressup I

See also Structure I above.

Strrcture informotion: Verb with prepositionol Obiect

a) The prepositional phrase is the prepositional Object.
b) This structure has a passive, with the pattern be V-ed in. However, it does not often
occur.
c) The phrasal verb pattern is the same except that there is a particle, P, which comes after
the verb.

Structure IV: Verb with Adiunct

Vinn

,,'-.S!!{..,,,,.
He enlisted in the ormy
Govemmentbonds hove follen in volue.

t99
 Chopter2: Simple Potterns with Prepositions ond Adverbs

Phrosol verbs: V P in n

Cigorettes ond petrol will go up ln price.

Strong feelings of pride welled up in me.

Verbs with this structure belong to the following meaning Sroups:

IV.T THE'UE'GROUP
IV.z THE'RISE'GROUP
IV.3 THE'INCREASE' AND'DECREASE' GROUP
TV.4 THE'BEGIN' AND.END' GROUP

IV.I THE'LIE'GROUP
These verbs are concerned with being in or entering a thing, group, or situation, either
physically or metaphorically.
He saw a package floating in the bay.
World champion Lance Armstrong is cunently lying in third place.
It is not true, as some Labor promoters suggest, that all wisdom resides in their party.
Over the past few years, he has sat in Parliament as an independent Social Democrat.

apFat 7 enlist t land s ride 3

assemble I enrol lie 7.5 rise 77
bask I float , move ,5 sit 6
belong I Eo 1.ls rank 3 strck 2.2,6
catch 5 implant 3 reside 2 wallow 2

IV.2 THE'RISE'GROUP
These verbs indicate that someone has a feeling or thought. The feeling or thought is the
Subject.
It k something thatwill live in my memory for the rest of my life.
A slight hope rose in me. Perhaps she's af my place, I said to myself, she may have got there
just after I left.
The telephone continued ringing and an inordinate anger welled up in him.

,6 rise ,6 surge 7
I stir 7 well 6.2

live on >5 sulse un wellup z

1z

Iv.3 THE'INCREASE' AND'DECREASE' GROUP

These verbs are concerned with increasing, decreasing, or being different. The prep-
ositional phrase indicates what quality, for example size or value, the increase, decrease,
or difference relates to.
Now that VCRs with hi-fi Nicam stereo have come dontn in price, they are worth consideing
if your budget qllows it.
Since 1945 air forces have decreased in size but vastly increased in capability and
complexity.
This frees manufacturers from relying on natural supplies, which can vary in quality.

2@
 Section 20: V infavour of n

,
r.
change 3 double s increase I *pr",
decline I drop I lessen tumble 2
decrease I fall s rise 9 vary 1,2
: differ , gain , shrink 2
comedown, godown, 80up ,

TV.4 THE 'BEGIN'AND'END' GROUP

These verbs are concerned with beginning and ending. The prepositional phrase
indicates the situation or event at the beginning or end of something.
His tenure of office fuganin confusionwhenhis predecessor refusedto go.
The-first flight nearly ended in disaster when, at 500 feet, alarge section of the leading edge
broke away from the upper wing.
In the case of culminate andend, the preposition in is sometimes followed by a noun group
and an'-ing'clause. This pattern is Vin n -ing.
T-]rcy ha! an-argument, which culminated in Tom getting drunk and beating h* in
front of all the customers.

: begin Z3 culminate end. 7

Structure informotion: Verb with Adiunct

a) The prepositional phrase is an Adiunct.
b) This structure has no passive.
c) The phrasal verb pattern is the same except that there is a particle, P, which comes after
the verb.

Other reloted potterns

V in n from omount fo omount
The verb is followed by prepositional phrases beginning with in, from, and fo. The
prepositional phrases beginning with from and fo indicate the two extremes of a range of
values or qualities. The prepositions are usually followed by amounts, but they are
sometimes followed by ordinary noun groups, adiectives, or colours. These patterns are V
in n from n to n, V in n from adi to adi, and V in n from colour to colour.
The prepositional phrase beginning with in indicates what quality, for example size,
colour, or age, is involved.
The victims ranged in age from 6O to 89.
This oilvaries in colour from paleyellow to light green.

I range 4 vary 1,2

20 Y in favour of n
The verb is followed by a prepositional phrase which consists of in favour of and a noun
group. With some verbs, the preposition is sometimes followed by an ,-ing, clause.

201
 Chopter2: Simple Patterns with Prepositions ond Adverbs

This pattern has one structure:

> Verb with prepositional Object
He spoke in favour of the plan.

Y infavourofnl-ing

The moiority hove orgued in fqvour of woiting.

AGATTponel hos ruled in fqvour of the Americons.
More thon 350 deputies voted in fovour of the proposols.

Phrasol verbs: V P in favour of n/-ing

t.:.,,,:l,,:,:,,,.,
,
::,',:W t,,:t::,,: r,:,i :',,,t:.Ii',:i, r .r.:.;r:,:ti' .i.tiii::::::,Pq$

They come out in favour of setting up o new porty

He stood down in fovourof his friend.

Verbs with this pattern also have the pattern V in poss favour - that is, the verb can be
followed by in, a possessive determiner such as his or their, andfavour, asinThe court ruled
in his favour.
Verbs with this pattern belong to the following meaning groups:

I THE'SPEAK'GROUP
2 THE'DISCRIMINATE'GROUP
3 THE'STAND DOWN'GROUP

I THE'SPEAIC GROUP
These verbs are concerned with saying that someone or something is good or right,
deciding that someone or something is good or right, or showing support for someone or
something.
It wouldbe intolerable for Labour to block a referendum if the party conference clearly came
out in favour ofit.
Crowds surged through the streets of every town, demonstrating in favour of the King.
And at Hereford a short while ago, an inspector at the public inquiry into the bypass ruled in
favour of the anti-road campaign.
President Kaunda spoke in favour of a referendum but he reaffirmed his strong opposition
to any change to multiple parties.
The prepositioninfavour ofis sometimes followed by an'-ing' clause.
The other chamber, the Council of the Union, voted in favour of adopting the bill.

arSue 2 demonstrate 3 vote 5

campaign z rule 7
decide I speak z
comedown come out 5 speak out

202
 Section 2l: V into n

2 THE'DISCRIMINATE' GROUP
These verbs are concerned with helping or benefiting someone.
Many universities discriminote in favour of minorities in awarding academic tenure.
In the case of work, the pattern V in poss favour is more frequent than V in favour of n
She said all the weather delaysworked in her favour.

discriminate 2 work t4
,... . ..,.'.....''.'.".'.".,.*]

3 THE'STAND DOWN'GROUP
These verbs indicate that someone resigns. The prepositional phrase indicates who they
allow to take their place.
Labour commissioner Bruce Millan, 65, is prepared to stand down in favour of So-year-old
MrKinnock.

resiSn t
standdown step down

Structure informotion
a) The prepositional phrase is the prepositional Obiect.
b) This structure has no passive.
c) Tle phrasal verb pattern is the same, except that there is a particle, p, which comes
after the verb.

2l V into n
The verb is followed by a prepositional phrase which consists of info and a noun group.
This pattem has three structures:
> Structure I: Verb with prepositional Complement
His smile tumed into a gin.
> Structure II: Verb with prepositional Obiect
The tax people are inquiring into his affairs.
> Structure III: Verb with Adiunct
He dived into the river.

Structure I: Verb with prepositionol Complement

Y inton

Theplone broke into pieces.

The developed into o riot.

203
 Chopter 2: Simple Patterns with Prepositions ondAdverbs

Verbs with this structure belong to the following meaning groups:

I.T THE'TURN'GROUP
I.2 THE'BREAK'GROUP

I.I THE'TURN'GROUP
These verbs are concerned with becoming. The prepositional phrase indicates what
something becomes. We include here segue arrd shade, which indicate either that
somethinE becomes something else or that it is next to or followed by something else. The
verbs conv?rf, shade, transmute, and fum ate link verbs (see Chapter 5).
Theyearbefore, anumberof seniorgeneralshadbeenmutteringthatthe Czech business musf
be sloppedbefore itblso' uP into aworldwar.
He wanted to anrl into a tiny ball, smaller, smaller, so small they couldn't find him.
With her care, he greu,.into a normal, healthy child.
He's shaping up into a very nice horse.
The downtum in teloision advertising has turned into a collapse.
The verbs amalgamate, coalesce, and merge always have a plural Subiect with this pattern
because they ar-e reciprocal verbs concerned with two or more things becoming one thing
(see Chapter 6).
Another group of Algeia'stwenty or so oppositionpartieshas coalescedinto an alternative
thirdforce.

amalgamate condense 2 evolve ,,2 mushroom 2

ball 3 convert , fizzle mutate ,.2
bloom I curl 7 form 3 ossify
blossom 2 decompose gel z seSue
broaden , degenerate I germinate 2 shade 7
build a develop I grow 9 transmute
change 3 erupt 3 merge , tum ,5
coalesce escalate metamorphose
blowup s curlup >7 shapeup,

A few of these verbs also have the pattern V fiom n into n (see pages 192-193).
I.2 TIIE'BREAJ('GROUP
These verbs are concerned with breaking or dividing. The prepositional phrase refers to
pieces or subgroups. The verb resolve is a link verb (see Chapter 5).
The oiltanker groundedin the Shetland Islandshasbroken into sarcralpieces.
Gradually, over the centuries, the buildings will cramble into dust.
Let's separate into smaller grouPs.
When the BNM hit the barrier head on, the windscreen shattered into a thousand crazy
fragments.

break 7 fragment 2 separate r0 splinter z

crumble 2 polarize shatter I split I
divide , resolve 4 smash ,

Structure informotion: Verb with prepositionol Complement

a) The prepositional phrase is the prepositional Complement.
b) This structure has no Passive.
c) Thereareonlythreephrasalverbswiththisstructure,blowup,curlup,andshapeup.The
pattern is V P into n.

204
 Section 2l:V inton
Structure II: Verb with prepositionol Obiect
Y inton

'!!ri,' ,;1,,: ,,irh,

,. +nt-".'-+
.,r',rflBfb 'l'.:lr:

You'Srt, 're prying into police motters.

Mike sonk into suicidol depression.
The cor slommed into o von.

Verbs with this structure belong to the following meaning groups:

II.I THE'CRASH'GROUP
II.2 THE'BITE'GROUP
II.3 THE'INQUIRE'GROUP
II.4 THE'ENTER'GROUP
II.5 THE'I-APSE'GROUP
X.6 THE'CI{ANGE'GROUP
II.7 \,'ERBS WITH OTHER MEANINGS

II.T THE'CRASH'GROUP
These verbs are concerned with colli-sions. The prepositional phrase indicates the thing or
person that someone or something hits.
He.ledthemrapidlypastmonybranching possogeq untilhe stopped so abruptly Bobbumped
intohim.
At least ten people were killed on Monday when a freight train crashed into a passenger
train at Mangrarailway station.

bang z cannon 3 run yP3

barge 3 crash 2 slam 4
bump I plough vel smash 3

II.2 THE'BITE'GROUP
These verbs are concerned with exertingpressure or making a dent or hole in something.
We include here bore, as in Her eyes bored into his.
Weatherby bit into a digestive biscuit.
His fingers dug into my arm like pincers.

bite 1,7 dig3 sink ll

bore 6 drill 2
crunch, eat VPl,2

rr.3 TTTE.TNQUTRE'GROUP
These verbs are concerned with research and inquiry. The prepositional phrase indicates
the subiect of the research or inquiry.
They see no reason to delve into the origins of international economic inequality.
Although he had no criminal record., police are inquiring into some of Wilson's business
deals.
I told him I would look into the story and get right back to him.

zo5
 Chopter 2: Simple Potterns with Prepositions andAdverbs

delve I look YP research 2

dig 4 probe I
inquire 2 pry1

II.4 THE'ENTER'GROUP
These verbs indicate that someone becomes involved in something.
Always seek professional legal advice before entering into any agreement-
I'dlike to get into management.
If I had unwisely intruded into his affairs, he would surely understand that my intentions
hadbeen good.
It's a difficult situation and I have to think things over very carefully. I'm-not-rushinginto
anything.

' 3
blunder get vPl plunge 4 venture 4
break YP.l go vP2 rush 8 wade YP

: diversify f,ook r settle vp walk vP1,2

enter vP, rntrude L2 tumbl:4
i . ,l

In the case of rush, the preposition is sometimes followed by an '-ing' form' In this
pattern, the verbs are in phase.
Don't rush into buying any watering equipment. Take time to work out which is the best for
you that you can afford.
II.5 THE'IIIPSE'GROUP
These verbs indicate that someone or something starts being in a different state, usually a
bad one, or starts doing something.
She burst into tears.
leremy burst out into peals oflaughter as he wagged a finger at us.
The Senate's public aallery was packed with ludge Hastings' supprters, who erupted into
applause after he finished his argument.
They lapsed into silence, each caught in his own private world of guilt.
After celebrating the so-called 'economic miracle' of the 1980s, the country plunged into
recession in 1990.
Such people often slide into a melancholic state as they age.
Three days later he slipped into a coma and died.

brcak vP2 erupt 3,4,5 launch YP sink 9

buirst vPl,2,3 fall c plunge 3 slide 3
come 6 fly vr reSness slip o
descend 6 Eet 1.2 relapse I
dissolve YP lapse 3,4 retreat 3

burstout 7 get back I

II.6 THE'CHANGE'GROUP
These verbs are concerned with putting on different clothes.
This is a productive use: other verbs of movement, for example get, scramblet arrd squeeze,
occur wiih this pattern. The verbs given here are the ones which are most frequently used
in this way.
Then I put on a nEw pair of army running shoes and changed into a clean shirt and
trousers.

206
 Section 2l: Y into n

change5 slips::

II.7 VERBS WITH OTHER MEANINGS

There are a number of other verbs which have this structure.
The report suggests that consumers dipryd into their savings for holiday spending.
The report lashes into the police for ignoring the waming signs.
The alley owned into the unlit plaza just above the mission church.
We'll help youtap intoyour creative energy.
The question for many Americans, though, is whether these higher profits will translate into
nan,jobs.

dip 11,12 lash r tap 4

grow yP open ,3 translate 3

open out > r3

Structure informotion: Verb with prepositionol Obiect

a) The prepositional phrase is the prepositional Object.
b) This structure does not often have a passive. However, bite (11.2) and look (II.3)
sometimes have the passive be V-ed into.
He said that the matter was fuing looked into.
c) There are only three phrasal verbs with this structure, burst out, get back, and, open out.
The pattern is V P into n.

Structure III: Verb with Adiunct

Y inton

1,1,,,,,,l@:;.:1:,"'
They borged into my house.
The sound ofthe engine foded into the distonce.

Verbs with this structure belong to the following meaning groups:

III.T THE'INFILTRATE' GROUP

III.2 THE'DIP'GROUP
III.3 THE'FADE'GROUP
III.4 VERBS WITH OTHER MEANINGS

III.T THB'INFILTRATE' GROUP

These verbs indicate that someone or something enters a place, group, or thing,
physically or metaphorically.
This lack of finesse carried over into his dealings with customers.
More than 3O0 guests crwyded into the ornate gothic rooms for a sit-down dinner.
lrrationally, another image ftom the past flashed into her mind.
The organizers said they believe pro-military thugs had infiItrated into the crowd and
started the violence.
You can buy plastic divider strips which slot into the trays to form compartments.

207
 Chopter 2: Simple Potterns with Prepositions ond Adverbs

ascend 5 crowd 4 hack e push 3

assimilate 7 crumble 2 infiltrate I pttt VP4 (A ship)
batge z dive I inteSrate , toll vPl,2
bleed 2 empty 7 (Ariver) intrude 3 slot 2
book YP fall to iam 5 splash I
break vp, filter 4 mafiy I throng 2
check YPI fit 1 .7,vP1,2 move yP tumble I
cram 2 flash 5 pack 3 withdraw +
creep 3 get vP2 pile r
cross ,., go 1.15 plug vP|,3

carry over

III.2 THE'DIP'GROUP
These verbs indicate that someone puts their hand in a container in order to get
something.
Theodora Adams dug into her purse , extracted a folded square of notepaper and smoothed it
on the leg ofher pants.
Nancy dipped into a bowl of popcorn that Hannah had made for them before she'd
gonetobed.

', dig 2 dip 2,12 dive 6

III.3 TIIE'FADE'GROUP
These verbs are concerned with disappearing or not being noticeable.
Does the new housing stick out like a sore thumb orblend into its surroundings?
They immediately engaged in animated conversation, and I faded into the background,
finishedmy orange juice, andleft.
Margaret Thatcher will not fade away into quiet retirement.
They jumped over the lowest part of the wall and vanished into the night .

' blend vP melt 3 recede 2

' fade 2,3,4 merge 2 vanish 7

. fadeaway >3,>4

III.4 VERBS WITH OTHER MEANINGS

There are three other verbs which have this structure.
The debate is expected to be a lengthy one. Officials say it will probably stretch into next
week.
In the case of spark arrd sping, only a very restricted range of nouns can occur in the
prepositional phrase.
As both parties recognise the signal, neurons in the brain spark into life.
Suddenly all the alarms go off and the Special Branch protection people spring into action.

r spark 3 (intolife,octivity) spring Olrntooction, life.existence, being) stretch 5

Structure informotion: Verb with Adiunct

a) The prepositional phrase is an Adiunct.
b) This structure rarely has a passive. However, break (III.1) sometimes has the passive be
V-ed into.

208
 Section 22:Y liken
Our house was broken into earlier this year.

c) There are only two phrasal verbs with this structure, carry over and. fade away. The
pattern is V P into n.

Other reloted potterns

Y into n thot
See page 104.

22 Y like n
The verb is followed by a prepositional phrase which consists of like and a noun group.

This pattern has two main structures:

> Structure I: Verb with prepositional Complement
She looked like Alex.
> Structure II: Verb with Adiunct
You' rc acrting like a fool.

Structure I: Verb with prepositionql Complement

Vliken

Music iS like o living thing.

This ploce feels like o prison.

Verbs with this structure are all used to indicate how someone or something seems. They
are all Iink verbs (see Chapter 5). The verb feel I indicates how someone seems to
themselves.
With all these verbs except be and seem, you may be saying that one person or thing
resembles another, as in She looks like her mother, or you may be indicating what you think
someone or something is, as in They look like a good team.
He was like any other kid any of us knew.
I feel like a neu) person.
From a distance, it looked like a haystack.
In retrospect, the whole tip seems like a darkening nightmare.
That sounds like a good idea.
In the case of be andlook2.4, the preposition Iikeis sometimes followedbyan'-ing'clause.
With look, the '-ing' clause indicates what someone or something seems likely to do or
experience.
It was like being in a dream.
He looks like being made president for another year.

209
 Chopter 2: Simple Potterns with Prepositions ondAdverbs

be 2.1 seem I taste 4

feel 1,2,3 smell -l
' look 2.1,4 sound 28,9

Structure informotion: Verb with prepositionol Complement

a) The prepositional phrase is the prepositional Complement.
b) This structure has no passive.

Structure II: Verb with Adiunct

V like n

He didn't oct like o 13-yeor-old.

We Iived like fugitives.

Most verbs with this structure are used to describe the behaviour of someone or
something. The prepositional phrase indicates whose behaviour it resembles'
This is a productive use: any verb which indicates behaviour or action can be used with
this patteln. The verbs listed here are the ones which are most frequently used in this way.
I never wanted to be a star. I don't act like a star, I don't dress like a star. It's iust not my
thing.
If Sid wanted to behave like a lunatic , that was his choice .

act 1,3,4 dress 5 think 3,s :

behave 1,3 live 1.2

VERBS WITH OTHERMEANINGS

There is one other verb with this structure. With this verb, the preposition like is always
followed by fhis.
The story g@slikethis.

go35,

Structure informotion: Verb with Adiunct

a) The prepositional phrase is an Adjunct.
b) This structure has no passive.

Other structures
In the case of feel 13, the prepositional phrase is the prepositional Object. It indicates
something that someone would like to have or do. This structure has no passive.
'D7tou feel like a coffee?' 'I wouldn't say no to a cuppa.'
The preposition like is sometimes followed by an'-ing'clause.
I don't really feel like doing any work 'cos I'm dog-tired.
zto
 Section 23:Y ofn

' feel l-l :

23 Y ofn
The verb is followed by a prepositional phrase which consists of the preposition ofand a
noun group. With some verbs, the preposition is sometimes followed by an'-ing'clause.
The passive pattern is be V-ed of
This pattern has one main structure:
> Verb with prepositional Obiect
She complained of a headache.

Active voice: Y ofn/-ing

I do not opprove of this chonge.

He despoired of finishing it.
The bqr stonk of sweot ond beer,
She tolked of killing herself.

Possive voice: be Y -ed. of

Loziness is disopproved of.

Verbs with this pattern belong to the following meaning groups:

r THE'TAIK'GROUP
2 THE'THINK'GROUP
3 THE'ICIOW'GROUP
4 THE'REEK'GROUP
5 VERBSWITTI OTHERMEANINGS

r THE'TALIC GROUP
These verbs are concerned with talking. The prepositional phrase indicates what is being
talked about.
He complained of a ringing in his ears.
In November 1966, Adenauer sryke of the need for a neut, major West German effort to
reach gradual agreement with the Soviet Union.
The preposition ofis sometimes followed by an'-ing' clause.
He is proud of his memory, and boasts of knowing the whole of Gerard Manlq Hopkins,
among other writers, by heart.
The preposition of is also sometimes followed by a noun group and an '-ing' clause,
especially in the case of speak, talk, and fell. This pattern is V ofn -ing.
211.
 Chopter2: Simple Potterns with Prepositions ond Adverbs
We talked of him getting a summer iob.

,, boast , speak l,z,s tell ,

.o-nlur. talk 2,8 warn ,
, 11,

2 THE'THINK'GROUP
These verbs are concerned with thinking or having an opinion. The prepositional phrase
indicates the topic of the thought or opinion.
She was very much concemedthat her parents didnot aPProve of her dechion'
She's not even trying. I despair of her!

The preposition ofis sometimes followed by an'-ing'clause.

Peter isthinking of giving up teaching tobecome atull'time politician.
In the case of approve, conceive 1, disapprove, dream, and think, the preposition is
sometimes followed by a noun group and an '-ing' clause. This pattern is V ofn -ing.
He couldn't conceive of anyone arguing with his results.
She disapprwes of me talking toyou.

approve 1,2 daydream I dream 2,4,9,10

(cannot) conceive , despair -l repent
conceive 3 disapprove thiIrk 6,7,11,12,1i,|5

3 THE'KNOW,GROUP
These verbs are concernedwith getting or having knowledge.
I had heard of this band before, but I had never witnessed a performance or heard their
music.
They also loten) of the link between Lathan and the lwo iournalists.
In the case of hear, the preposition ofis sometimes followed by an'-ing'clause.
Ile-heard of looking on the bright side of life, but this is ridiculous!
In the case of hear and know, the preposition is sometimes followed by a noun group and
an'-ing'clause. This pattern is Vof n -ing.
The president admitted that he did not know of any rebels having sunendered so far.

heat 7,E know 3 learn 2

4 THE'REEK'GROUP
These verbs indicate that something resembles something else or seems to be something.
This includes:
o smelling like something else
o tasting like something else
o being similar in some otherway

Smell and tosfe are linkverbs (see Chapter 5).

The hall reeked of cigar smoke.
smacks of appasement, the
The W est's response to fhe crisis Post say s.
The water was refrigerated and tasted of metal.

212
 Section 232 Y ofn
reek 1,2 smell 3 stink 7,2
smack 3 speak z taste {

5 VERBS WTTH OTHER MEANINGS

There are a number of other verbs which have this pattern.
It appears he died ofnatural causes.
The rest can be disposed of safely by controlled incineration or secure landfill.
The verb beware is only used in the imperative and infinitive.
Bevvare of food which has been left to stand in warm temryratures, such as in buffets.
In the case of beware, come 1.6, tire, and weary, t}:re preposition ofis sometimes followed by
an'-ing'clause.
One of the dkembarking passengers had tired of waiting for the coach and set off at a
smart pace.

beware dispose vr permit 3

come 16,1 7 drain f tire 2
die 1,2,7,9 partake ,,3 weary 3

Structure informotion
a) The prepositional phrase is the prepositional Object.
b) This structure has a passive, with the pattern be V-ed of However, not all verbs with
this structure are used in the passive. The following verbs are the ones which are most
frequently passive.

apptoYe 1,2 despair 3 heat 7,8 think 6,7

boast , disapprove partake,
, complain l,z dispose ve speak t,z,s,z
,r conceive 7,3 dtearn 2,4,9,10 talk 8

Other structures
In the case of consisf, which is a link verb (see Chapter 5), the prepositional phrase is a
prepositional Complement. The preposition ofis sometimes followed by an '-ing' clause.
The crew conshted of pilot, co-pilot, navigator and flight engineer.

consist I

Other relqted potterns

Y of n as nl-ing/odi
The verb is followed by a prepositional phrase beginning with of This is followed by
another prepositionat itrrise wtricfr coniists of as"and a"norn group, '-ing' clause, oi
adiective group. The passive pattern is be V-ed of as n/-ing/ adi.
These verbs are concerned with regarding or describing someone or something as a
particular thing.
She srya of her family as a'great support system'.

2t3
 Chopter 2: Simple Potterns with Prepositions ond Adverbs

Now he is being talked of as the party's next leader.

I don't think of myself as abnormal, iust unusual.

conceive 2 talk 2,8

speak l,ej think 9

V ofn wh
Seepage 110.

Y ofnwith quote
See page 118.

24 Y offn
The verb is followed by a prepositional phrase which consists of otfand a noun group.

This pattern has two structures:

> Structure I: Verb with prepositional Object
He soonaed offfriends.
> Structure II: Verb with Adiunct
The ball rebounded off a tree.

Structure I: Verb with prepositionql Obiect

Y offn

All the components con run off bottery power

I don't sponge off women.

There are two verbs with this structure.

The Biotrace Hygiene Monitor is totally portable and runs offboth mains and batteries
Saying immigrants have come to sponge offthe state is ridiculous.

run ,5 sponge 6

Structure informotion: Verb with prepositionol Obiect

a) The prepositional phrase is the prepositional Object.
b) This structure has no passive.

2t4
 Section 25:Y onn

Structure II: Verb lvith Adiunct

Y offn

The boll connoned off the post.

The light reflected off the stone

Most verbs with this structure indicate that an obiect, or light or sound, hits something
and comes back from it.
The sunlight glinlcd offthe distant mountains in a dazzling silver-white radiance.
Another bullet ricocheted off a rock fuhind him.

bounce 3 glint , rcflect 2

cannon 3 rebound , ricochet

VERBS WTIH OTHERMEANINGS

There is one other verb which has this structure.
The paint was @ingoffthe door.

; l":l: .

Structure informotion: Verb with Adiunct

a) The prepositional phrase is an Adiunct.
b) This structure has no passive.

25 Vonn
The.verb is followed by a prepositional phrase which consists of on and a noun group.
With some verbs, the preposition is sometimes followed by an '-ing' clause or a wh-dlausi.
In Structure I, the preposition is followed by an'-ing'form.
Some verbs are sometimes followed by upon instead of on.lJponisamore formal or literary
word.
The passive pattem is be V-ed on.

This pattern has three structures:

> Structure I: Verbs in phase
She insisted on oavino.
> Structure II: Verb with prepositional Object
He remarked on the heat.
> Structure III: Verb with Adiunct
Police are converging onthe area.

215
 Chopter 2: Simple Potterns with Prepositions ond Adverbs

Structure I: Verbs in Phose

Von -ing

The dog insisted on coming with me into the room.

There are only two verbs with this structure. The verb embark indicates that someone
starts doing something, and the verb insisf indicates that someone does something even
though this is not wanted or not reasonable.
If we win the elections, we will not embark on reforming the constitution before the
pre sidential elections.
She insisted on giving Ninaher telephone number, iust in case.
The verb insist is sometimes followed by upon instead of on.
We tried our best, but he insisted upon leaving.

: embark , insist I ,i

When the preposition on is followed by a noun group, these verbs have Structure II (see
meaning groups 11.26 and II.27 below).

Structure informotion: Verbs in phose

a) The verb is followed by the preposition on and the '-ing' form of another verb. The
verbs are in phase, and togelher form a complex verb group.-This means that the
actions or states expressed 6y the two verbs cannot be separated from each other. For
example, if you insist on wearing something, the insisting and the wearing are not two
processes, but one.

The complex verb group is followed by a group, phrase, or clause w4ich completes the
pattern oi the secoid v6rb. In the struituie table above, this is called a Completive. For
ixample, if the second verb is normally followed by a noun group, then the
Completive of the complex verb group will be a noun group.
b) This structure has no Passive.

Structure II: Verb with prepositionol Obiect

Active voice: V on n/-in glwh

They connot ogree on whot they wont done.

He is concentroting on getting himself re-elected.
I knocked on the door.
Myhusbond remorked on her morvellous sense of humour.
The quthorities on the deol.

216
 Section 25:Y onn

Possive voice: be Y -ed on

His cor wos flred on.

One toddler wos trodden on in the scuffle.

Phrosol verbs: V P on n

Big Americon flrms were muscling in on the two componies' morkets.

Swot up on locol sites.

Verbs with this structure belong to the following meaning groups

II.T THE'COMMENT' GROUP II.I5 THE'DEPEND' GROUP

II.2 THE'ENI.ARGE' GROUP II 6 THE'GAMBLE'GROUP
II.3 THE'REFLECT'GROUP II.17 THE'WORK'GROUP
II.4 THE'DOTE'GROUP II.T8 THE'BTIILD' GROUP
II.5 THE'READ UP'GROUP II.T9 THE'FEED'GROUP
II.6 THE'BEAT'GROUP II.2O THE'LIVE'GROUP
II.7 THE'IMPINGE'GROUP II.2I THE'ECONOMIZE' GROUP
II.8 THE'INTRUDE'GROUP II.22 THE'OVERSPEND' GROUP
II.9 THE'POUNCE'GROUP II.23 THE'FOCUS'GROUP
II.TO THE'SPY'GROUP II.24 THE'CALL'GROUP
II.IT THE'INFORM' GROUP II.25 TI{E'CHECK' GROUP
II 2 THE'WAIK OUT' GROUP II.26 THE'START'GROUP
II.I3 THE'BACK-PEDAL' GROUP II.27 VERBS WITH OTHER MEANINGS
II.I4 THE'BACI(FIRE' GROUP

II.T THE'COMMENT' GROUP

These verbs are concemed with speaking or writing. The prepositional phrase indicates
the topic involved. We include here verbs such as legislate, rule, and vote, which are
concerned with expressing your decision or iudgement about something.
The govemment has not yet commented on his release.
They are not supposedto interfere inlocalpoliticsbut canreportbackonwhat is going on.
Parliament is due to vote on the peace plan on Wednesday.
Many of these verbs are sometimes followed by upon instead of on, especially comment,
dwell, pronounce, remark, repoft, touch, andvote.
The question of prisoners of warwill no doubt be touched upon by the two foreign ministers.
In the case of advise and vofe, the preposition on is sometimes followed by an '-ing' clause.
The Parliament is ako due to vote on lowering the legal voting age from twenty-one to
eighteen.
In the case of the following verbs, the preposition on (or upon) is sometimes followed by a
wh-clause: adjudicate, advise, comment, discourse, dwell, pronounce, report, reportback, ruIe,
touch, vote.
Mr. Potter declined to comment on why he Ieft the company and said. he doesn't yet know
what he will be doing.

217
 Chopter 2: Simple Potterns with Prepositions ond Adverbs

adludicate dwell I pontificate I speak z

advise 2 generalize , preach t talk 4
l' comment , batp ve pronounce 3 touch s :

commentate lecture 2 remark , vote 5

' counsel 3 legislate report 2 write 3 .

' discourse 3 philosophize rule 7

: reportback, sound off

II.2 THE'ENI.ARGE' GROUP

These verbs are concerned with saying more about a topic or adding details.
Mr Dienstbierwas enlarging onproposals he madelast nightto members of the Royal
Institute of International Affairs.
These verbs are sometimes followed by upon instead of on.
Georg Simmel, a colleague of Weber's, expanded upon this concept in his essay, 'The Web
of Group Affiliations'.

elaborate 4 enlarge 3
emtrroider 2 expand vP

II.3 THE'REFLECT' GROUP

These verbs are concerned with thought, or the expression of thought. The prepositional
phrase indicates the topic of the thought. We include here verbs concerned with agreeing
and disagreeing.
It gave me a chance to reflect onwhat I was doing.
Many of these verbs are sometimes followed by upon instead of on, especially agree, dwell,
meditate, and reflect.
The student must carefuIly meditate upon the symbols and concepts that relate to the
element of Earth.
The verbs agree, differ, and disagree are recipro€al verbs (see Chapter 6), and have a plural
Subiect with this pattern.
Meeting on February 1lth, the two men failed to agree on anything.
The preposition on (or upon) is sometimes followed by a wh-clause.
But they rarely agree on how to act and often attack each other, personally and politically.
In the case of reflect,thepreposition on (or upon) is sometimes followed by an '-ing' clause.
Many long-term prisoners are in their twenties and have already had plenty of time to reflect
on losing their most vigorous years.

,r agree ,,3 differ z muse , speculate ,

: brood 3 disagree I ponder
cogitate dwell , reflect 4
deliberate J meditate , ruminate ,

The verbs agree, differ, ar,d disagree also have the pattern V with n on n (see page 471).
II.4 THE'DOTE'GROUP
These verbs are concerned with someone's attitude towards someone or something. We
include here smile, which usually has something like forfune or the gods as its Subject.
Marie's parents dote on her and devote much of their time and resources towards making her
happy.

2L8
 Section 25zY onn
This time fortune smiled on us and there were no hitches. The weather was beautiful, the
breeze was good, we caught the tide.

These verbs are sometimes followed by upon instead of on.

It was a time when rock'n'rollwas frowned upon and dismissed as juvenile rubbish.

,, aote frown YP
I fa*n: smile; :

II.5 THE'READ UP'GROUP

These verbs are concerned with learning about a subiect because you feel you need to.
Get a copy of your campany's employee handbook and mug up on the relertant sections.
Mark had read up on opab in Bess's encyclopedia.

boneup YPP Senup YPP readup YPP

catch up 2 muSup sw:t up > ,

II.6 THE'BEAT'GROUP
These verbs are concerned with touching something. This includes:
o hitting something
o pressing something
The rain was beating on the windowpanes.
With this in mind, she knocked on the dar and waited.
Press on thewound firmly with your fingers to flatten the cut bloodvessels.
The most common foot fracture occurs in contact sryrts where feet can easily be trodden on.

Many of these verbs are sometimes followed by upon instead of on, especially beat, knock,
rest, and tread.
His legs were stretched out and his feet rested upon a sofa.

grate 3 press 3 strum

hammer 3 puu , tap 2
clafter 2 impact 4 tap 4 thump I
clunk 2 knock 1 rcst 2.7 trample 3
drum e pound 6 stamp 6 tread ,
beardown 2 beatup YPP

II.7 THE'IMPINGE' GROUP

These verbs are concerned with affecting or beginning to affect someone or something,
often negatively. The Subject often refers to a worrying thought or situation. We include
here grate and jar, where the effect is very negative.
All these problems seem to be crowding in on him right now.
A gloomy silence once again descended on the room.
There was an edge to her voice that gEated on Gretchen's newes.
Sometimes the thought of my husband'swartime ordealsweighedonme dreadfully.
Most of these verbs are sometimes followed by upon instead of on, especially act, fall,
impact, impinge, and weigh.
It was perhaps the first time that public affairs had impinged upon him in a personal way.

219
 Chopter 2: Simple Potterns with Prepositions ond Adverbs

I actz grate 4 iar t tell 9

; descend 2 impact 3 press 7 weigh s
, fall tz impinge prey 5

: creepup YPP2 crowd in sneakup YPP2

II.A THE'INTRUDE' GROUP

These verbs are concernedwith interrupting someone or something, or getting involved
in something, sometimes when this is unwelcome.
in on this, but they are hesitating.
They would like the Czechs to come
did not intrude on his privacy.
They wrote letters from time to time, but
European govemments are thusrightly wary of allowing the commissiontomuscleinonsuch
projects.
Ifyouwere towalkinonthe manyoulove, andhewaswith somebody else, whatwouldyou
feel?

The verbs enooach, inftinge, and intrude are sometimes followed by upon instead of on.
'Oh, Dr. Stockton, I'm not trying to encroach uponyour duties,' Houston said.

encroach I intrude ,,2

infringe 2 trespass 2
barge in come in 3 move in 3 walkin VPP '
break in 2 cut in muscle in weigh in I
buttin getin YPP sitin vPP

II.9 TTIE'POUNCE' GROUP

These verbs are concerned with attacking or harming someone, or treating them in a bad
or hostile way. This includes:
o physically attacking someone
o criticizing someone
o stopping someone's activities
A new scheme has been launched by police in Coventry to crack down on youngsters who
playtruant.
The girl, who was pounced on while waiting for a train, was treated in hospital for head
wounds.
Speaker after speaker rounded on ministers from the floor, with Dr Clifford Lutton, an
Edinburgh GP, saying the parly appeared to have lost the confidence of its own supporters.
Many of these verbs are sometimes followed by upon instead of on, especially fire, pounce,
prey, and fum. Set is nearly always followed by upon.
They gq.upon the community and are, in tum, prEed upon by its most peruerted and
malign forces.
I took the short cut, over the fields, and I was set upon by a gang ofboys.

:r dump ll lean vP2 round YP swooP ,

':. fire 2.1 poulrce 1,2,3 set YP trample ,
'. iump 8,r0 prey 2,4 stamp YP t rrrr vP4
: clampdown crackdown
: comedown yPP2 8an8up

220
 Section 25zY onn
II.TO THE'SPY GROUP
These verbs are concerned with secretly watching, listening to, or finding out about
someone.
Sloan mingles with the crowd waiting to go inside and likes to eavesdrop on their
conversations.
But they'Jl read your post, and listen in on your telephone calb.
They portrayed him as a temperamental tyrant who employed private detectives to snoop on
adversaries.
The verb spy is sometimes followed by upon instead of on.
They felt that theywere being spied upon.

eavesdrop snoop 2 spy i,4

listen in

II.TT THE'INFORM' GROUP

These verbs are concerned with telling people in authority that someone has done
somethingwrong. The prepositionalphrase indicateswho that person is. The implication
is usually that the person referred to by the Subject betrays the other person by giving this
information.
This is a tense thriller about a diamond heist that goes badly wrong because someone has
(Eassed on the thiarcs.
They had to attend indoctrination sessions at which they were urged to inform on suspected
'separatists'.

Srass 4 rat 3 tell vP

inform 2 snitch 7

II.T2 THE'WALK OUT' GROUP

These verbs are concerned with abandoning someone. We include herc hang up, which
indicates that someone ends a telephone conversation abruptly.
When I told him that you'd be negotiating for me, he said he'd call again, and hung up on
me.
His first wifewalked out on him.

hang up 2 run out YPP walk out z

II.T3 THE'BACK-PEDAL' GROUP

with not having
These verbs are concerned a fixed attitude. This includes:
o changing a plan
o breaking a promise
o not making a decision
The govemment has backed down on plans to introduce national tests for seven-year-
oldchildren.
Last week he appeared to back-Wdal on that statement, but it was too late.
The President has begun to renege on promises he made when the talks began.
He legalised oppositionparties, and grantedan amnesty to politicalexiles, buttriedto stallon
the question of a national conference.

22t
 Chopter 2: Simple Potterns with Prepositions ond Adverbs

In the case of compromise and sfall, the preposition on is sometimes followed by an'-ing'
clause.
The govemment is unlikely to compromise on ending emergency rule there.

back-pedal 1,2 flip-flop 2 reneSe wafle 2 '

backtrack prevaricate soft-pedal waver 7 ;.

compromise 2 procrastinate stall 2

default I nt4 stonewall
backdown climb down hangback 2
cave in 2 goback vrr

II.14 THE'BACKFIRE' GROUP

These verbs indicate that a plan or action has a different result from the one intended,
often harming the person who planned or did it. The prepositional phrase refers to that
person.
Such attacks could backfire on Yeltsin's opponents, however.
The verb reboundis sometimes followed by upon instead of on.
The very success of that policy now threatens to rebound upon the gw*nment.

, boomerang 2 rebound 2 :.

II.T5 THE'DEPEND' GROUP

These verbs are concerned with depending or relying on something or someone, or
hoping to have something.
I hooe we can count onvour suDDort.
A great dealhongs on the answer to these questions.
Many of these verbs are sometimes followed by upon instead of on, especially count,
depend, rely, and rest.
This system of legalised extortion rests upon a whole system of political control
In the case of bank, count, depend, hinge, rely, and resf, the preposition on (or upon) is
sometimes followed by an'-ing' clause.
People can no longer rely on doing their chosen iob for life.

In the case of depend, hinge, rest, and, turn, the preposition on (or upon) is sometimes
followed by a wh-clause.
Muchwillhingp onhow weII the Free Democrats do tonight.
In the case of bank, count, depend, hinge, andrely, the preposition on (or upon) is sometimes
followed by a noun group and an'-ing' clause. This pattern is V on n -ing.
In the case of spacecraft such as the Space Shuttle, lives dewnd on such systems working
properly.

bank vp hang vP6 ride 5

: cou,IltvPl,2 hinge YP rely tum YPs
' depend 1,2,3 lean yPl rest

The verbs count 2, depend 2, and rely I also have the pattern V on n for n. The prepositional
phrase beginning with for indicates what the person referred to provides or ensures.
She, too, relied upon him for her safety.

222
 Section 25:Y onn

These three verbs also have the pattern V on n to-inf, which is dealt with at the end of this
section.
II.16 THE'GAMBLE' GROUP
These verbs are concerned with gambling.
A greyhound trainer has won f 2O0 ,000 from the bookies by betting on his own dog .

The preposition on is sometimes followed by a wh-clause.

Interest rates might go up again, so people are sort of gambl@tonwhat's going to happen
in the next five or ten years from now.
In the case of gamble, the preposition on is sometimes followed by an'-ing'clause.
They gembled on getting stronger western backing and, this time, they won.
In the case of. bet and gamble, the preposition on is sometimes followed by a noun group
and an '-ing' clause. This pattern is V on n -ing.
Some day the company may Wy for the failure to diversify, but do not bet on it happening
surn.

bet ,,3
gamble 2,3

II.r7 THEAVORK'GROUP
These verbs are concerned with working. The prepositional phrase indicates what the
work relites to.
He was oryrated on immediately and the assailant's knife removed from his back.
The verb collaborate is a reciprocal verb (see Chapter 6), and has a plural Subject with this
pattern.
After his retum to Edinburgh, we collaborated on a musical version of Kingsley Amis's
'LuclE lim'.
In the case of collaborate andwork, the preposition on is sometimes followed by an '-ing'
clause.
Mr Waldegrave said British diplomats were working on solving these problems.

i collaborate , operate 4 work 3,19 '

: experiment 2 toil ,
i beu"", ut ruy toil away > I

Theverb collaboratealsohasthepattemsVwithnon n andVon nwith n (seepage471)

II.IA THE'BUILD'GROUP
These verbs are concerned with using something as a basis or exploiting it. We include
here acf, which indicates that someone follows advice or instructions, and improve, which
indicates that someone produces something better than a previous thing.
So, acting on our director's instructions, we drove offthe highway down a rough track that
led through the dunes.
I think I was too naive at the time. I didn't capitalize on opportunities.
His classic cocoon-shaped coat with ruchedvelvet shawl collar simply cannot be improved
on.
Many of these verbs are sometimes followed by upon instead of on, especially act, build,
capitalize, and improve.
This year we are building upon that success to provide an even better and bigger show.

223
 Chopter 2: Simple Potterns with Prepositions ond Adverbs

In the case of cash in, the preposition on is sometimes followed by an '-ing' clause.
In 1979 hewas accusedof cashing in onbeing part oftheRoyalFamily.

act 2 capitalize 7 improvise 2 trade vP ,

build z improve 4 piggyback z \ /ork ,7 ,

cashin I

II.I9 THE'FEED'GROUP
These verbs are concerned with eating or consuming something. We include here draw,
pufi and pull, which are concerned with smoking, and choke and, overdose, which are
concerned with the harmful effects of consuming something.
He chw,edonhis toast, taking his time.
She had nearly choked on the tiny nibble of wedding cake she had tasted.
Slugs feed on decaying plant and animal material, as well as living plant material
such as seedlings and flowers.
'Sowhat are the options?'Mr Clarke asks, pufrngonhis small cigar.
Some of these verbs are occasionally followed by upon instead of on, especially feast and
feed.
Mrs Drake wonderedif an alligatorwerefeasting upon Leo's fish.

binge 2 dine vp Sorge 2 puff I

browse 3 draw 9 live vPi,4 pull l:
chew 7 feast 2 munch snack 3
choke 7 leed 3,11 nibble ,,el suck ,
crunch I 8.naw, overdose 24
fillup I munch away > nibble away >3

II.2O THE'LIVE'GROUP
These verbs ate concerned with living or functioning. The prepositional phrase indicates
what resources someone or something has which enable them to live or function.
She is oettino bv on borrowed monev.
They may not look for work once they are accustomed to living on benefit .
I go! the idea of making a car that runs on clean gas when visiting a factory where many
facilities were operated by air pressure.
In the of thrive, the preposition on is sometimes followed by an '-ing' clause.
case
Switzerland has thrived on being different from its neighbours.

! exist z run 15 suryive 2

:::. live vP2 subsist thrive 2

, getby

II.2I THE'ECONOMIZE'GROUP
These verbs are concerned with spending less on something or using less of it.
Pregnant women are still advised to cut down on coffee.
I shall have to economize on clothes, food and other necessities that I've worked for all
my life.

224
 Section 25:Y onn

economize scrimp
save 3 skimp
cut back cutdown ,

II.22 THE'OVERSPEND' GROUP

These verbs are concerned with spending a lot of money, or too much money, on
something.
Don't oversrynd on your home and exryct to get the money back when you sell.
Andwhy not splash out on the ultimate luxury of linen sheets?

overspend 7 splurge
I forkout shellout splashout

II.23 THE'FOCUS'GROUP
These verbs are concerned with having or starting to having a particular thing as your
focus of attention. A number of these verbs have someone's eyes as the Subiect.
As he sipped his drink, his eye fell on a child's alphabet chart lying on the table.
Chomslcy tends to focus on well-studied languages like English rather than languages
from far afield.
Critics have zeroed in on his plan to rabe gasoline taxes 7O cents a gallon *ery year for
fiveyears.
These verbs are sometimes followed by upon instead of on.
film centres upon two prisoners.' Gerry Conlon and his father Giuseppe.
The
In the case of centre, concentrate, and focus, the preposition on (or upon) is sometimes
followed by an'-ing' clause.
He gave up his party duties to concentrate on clearing hb name.

alight 5 (Your eyes) fall tegoureyes) focus ,,5

centre 9 fasten 3,4 rcst 9(Youreyes)
concentrate, fix 7 (Your eyes) settle 9 (Your eyes)
home in 7,2 zeroiI) vPPl,2 zoom in

II.24 THE'CALL'GROUP
These verbs are concerned with visiting someone.
He went to call on Gianni, who was out.
Actually, I can't stay late. I said I'lklroLin on someone. A patient.

call vp

call in z drop in look in '

,
II.25 THE'CHECK'GROUP
These verbs are concerned with checking a fact or situation.
I'II get somebody to check on the luggage.

check z
checkup,,2

225
 Chopter 2: Simple Potterns with Prepositions ond Adverbs

II.26 THE'START'GROUP
These verbs are concerned with starting to do or deal with something.
We're reody to start on the runways.
The verb embark is sometimes followed by upon instead of on.
Wewant to dispelthe ideathat at 40, people are too oldto embark upon a political career.

embark , start YP

See also Structure I above.

II.27 VERBS WITH OTHER MEANINGS

There are a number of other verbs with this structure.

I meen, even your own personal behavior as a teacher, outside of school hours, reflects on the
school itself.
Some of Snape's caution had rubbed off on me.
Many of these verbs are sometimes followed by upon instead of on, especially insisf.
He began to insist upon a bullet-proof limousine, just for peace of mind.

In the case of miss out, the preposition on is sometimes followed by an '-ing'clause.

Reggae bandlnnerCircle saidtheywerevery upsettohovemissedout onperformingatthe
Carnival.
In the case of insisf 1, the preposition on is sometimes followed by a noun group and an
'-ing'clause. This pattern is V on n -ing.
They insist on three conditionsbeing met.

abut insist r,2 ride 1,2,3

foreclose pass 2' sponSe 6
impose I reflect 6 wait 7,VP

catch tp 3,4 follow through miss out , tightenup >6 '

come through I hold out : rub off
easeup 3 lose out stockup 2

See also Structure I above.

Structure informotion: Verb with prepositionol Obiect

a) The prepositional phrase is the prepositional Object.
b) This structure has a passive with the pattern be V-ed on. However, not all verbs with
this structure are used in the passive. The following verbs are the ones which are most
frequently passive.

act 2 improve + rcly 1,2 vote J

agree 3 ,ump 4,0 set YP wait 7
comment 7 learr vP2 stamp YP work 3,5,9
coltrlt VPl,2 operate 4 touch 8
depend ,,2,3 pounce ,,zl trample ,
fire I prey 2,4 tread ,

226
 Section 25:Y onn

c) The phrasal verb patterns are the same except that there is a particle, P, which comes
after the verb. The passive pattern, be V-ed P on, does not often occur.

Structure III: Verb with Adiunct

Vonn

He oppeored on weekend TV tolk shows.

Looters hove descended on the suburb where the plone croshed.

Phrosol verbs: V P on n
',rF,AitH+'
ld,iiir$+*+

The crowd ofonlookers closed ln on her.

Verbs with this structure belong to the following meaning groups

III.I TT{E'CONVERGE' GROUP

III.2 THE'SQUAT'GROUP
III.3 THE'APPEAR' GROUP
III.4 VERBS WIII{ OTTIER MEANINGS

III.T THE'COAIVERGE' GROUP

These verbs are concerned with going towards or onto something or someone, literally or
metaphorically.
Up to 20,OOO fans are expected to converge on Sweden for the first games on lune 70.
As the elephants shake the palms, the nuts rain down on their back.
There was clearly no way to sneak up on the house.
Many of these verbs are sometimes followed by upon instead of on, especially descend,
devolve, and rain down.
Most of the administrative workdevolved upon a more junior minister.

r close 3.0 devolve fall t t,t 4 trespass I

'r converge t embark 2 rain 4
.: descend 3 encroach 2 settle I0
, beardown , creepup YPP, rain down >4
: close in , move in 2 sneakup vPPI

III.2 THE,SQUAT'GROUP
These verbs indicate that someone takes up a squatting or kneeling position.
She got down on her knees and began praying.
He pulled out some matches, squatted on his heels, struck a match and held it towards the
wood.

227
 Chopter 2: Simple Potterns with Prepositions ondAdverbs

' squat,
get down z 81 down z
i
III.3 THE'APPEAR' GROUP
These verbs indicate that someone takes part in a television or radio programme, or in a
film.
He frequently appeared on telaision, and wrote regulor columns in newspapers on a)ery
subject from clothing fashions to the afterlife.

appear 6 go 1.12
feature4 8uest4 l

III.4 VERBS WITH OTHER MEANINGS

There are a number of other verbs which have this strucfure.
'WeII, we took it to the garage for its MOT test and it failed.' 'Dklit fail on the clutch?'
The reportfalls down on analysis and background.
No police representativeswill sit on the investigation committee.
Local fishermen had complained that their nets kept snagging on some underwater
obiects.
Suddenly she tripryd on a clump of grass and pitched foruard, clutching vainly at a branch
to save herself.
In the case of fall, the noun group following the preposition on refers to a day or date.
Derby Day fell on the 4oth anniversany of the coronation.
In the case of teeter, only a restricted range of nouns are used after the preposition on,
mainly brink and edge.
Their economy is teetering on the brink of collapse.

catch 5 sit 6 trip 2

lail t ,t o snag 2
fall ,3 teeter 7

fall down 2 tripup >2

Structure informotion: Verb with Adiunct

a) The prepositional phrase is an Adjunct.
b) This structure has a passive with the pattern beY-edon. However, the passive does not
often occur.
c) Phrasal verb patterns are the same except that there is a particle, P, which comes after
the verb.

Other reloted potterns

Y on/upon n as nl-ing/odi
a prepositional phrase beginning with on or upon. This is followed
The verb is followed by
by another prepositional phrase which consists of as and a noun group, '-ing' clause, or
adiective group. The second prepositional phrase indicates what someone regards
someone or something as being. The passive pattem is be V-ed on/upon as n/'ing/adi.

228
 Section 25:V onn
Look on it as a challenge.
People who put their own pleasure higher up on the list of piorities are often looked on as
selfish or immature.

' look vp

V on/uponnforrr
See meaning group II.15 above,

Y on/upon n thot
See pages 104-105.

Y on/upon n to-inf
The verb is followed by a prepositional phrase beginning with on or upon, which is
followed by a to-infinitive clause. The passive pattern is be V-ed on/uponto-inf .
Verbs with this pattern belong to the following meaning groups:

1 THE'RELY'GROUP
2 THE'CALL'GROUP

1 THE'RELY GROUP
These verbs are concerned with hoping or being certain that someone will do something.
One lesson they may have leamed is that they cannot rely on anyone else to fight their
battles for them.

bank vp depend 2,3

count YP2 rcly 2

2 THE'CALL'GROUP
These verbs are concerned with asking or persuading someone to do something.
So we call on everyone to seize this opportunity and to look at it positively.
Then I stepped down, and lohn, in fact, had been praniled uryn to take over for a year,

call yP, prevail 4

Y on/upon n wh
Seepage 11O.

V on n with n,Y with n on n

See pages 471-472.

229
 Chopter2: Simple Potterns with Prepositions ond Adverbs

26 Y onto rt, V onto n

The verb is followed by a prepositional phrase which consists of on to ot onto and a noun
group.
This pattern has one structure:
>Verb with prepositional Obiect
I held on to the rail.

Y onto n, Vonto n

His gorden bocks onto o school.

She wos clinging on to his orm.

Verbs with this pattern belong to the following meaning Sroups:

I THE'HOLD'GROUP
2 THE.BACK' GROUP
3 THE'GET'GROUP
4 VENBSWITHOTHERMEANINGS

r THE'HOLD'GROUP
These verbs are concerned with holding onto something or becoming attached to
something, physically or metaphorically.
The Socialists seem desperate to cling onto Power.
Thepilotwas suckedpart oftheway out ofthewindow but was savedby two stewardswhoheld
on to his legs.
We had one of those can oryners that hooked onto the wall.
Amanda Fairchildhad latched on to us on the boat from Newcastle to Bergen the night
before.

cling I,2 }rold vPl,vPPl slot 2

fasten 4J hook z
hang vPi,4,5 latch vP|,2,3

2 THE'BACK GROUP
These verbs are used when indicating what is next to a building or room.
We live in a ground floor flat which back on to a busy street.
On the second floor, two shuttered French doors opened onto the balcony.
Frenchwindows open out onto the garden from the dining room.

;i
i back 3.1 lead vPP2
ir front ,3 open ,3
:i

i' :*""t:1.'
3 THE'GET'GROUP
These verbs are concerned with starting to talk about a new topic.
Let's gBL on to more important matters.

230
 Section 27: Y out ofn

: come YPP, get VPPI move YP3

,'
8"jh.k,
4 VERBSWITH OTHERMEANINGS
There are a few other verbs which have this pattern.
From the moment Lee Atwater first burst onto the national political scene at age 28, he
seemed like an incredible character from a best-selling novel.
Get on to the freight agents and hustle up a cargo for Australia.

burst 5 get vPP2

co,,re VPP2 lead vPPt

Structure informotion
a) The prepositional phrase is the prepositional Obiect.
b) This structure has no passive.
c) There are only two phrasal verbs with this pattem, get back and open out. The pattern is
VPontonorVPonton.

27 Y outofn
The verb is followed by a prepositional phrase which consists of out of and a noun group.
In Structure I, the preposition is followed by an '-ing' form.
This pattern has three structures:
> Structure I: Verbs in phase
She backed out of accompanying him.
>Structure II: Verb with prepositional Object
We ran out of money.
> Structure III: Verb with Adiunct
I checkedout ofthe hotel.

Structure I: Verbs in phose

Y out of -irr'g

rri:l- a

She chickened out of confessing.

Insuronce componies wriggle out of poying just cloims.

Verbs with this structure are all concerned with not doing something. This includes:
. not doing something you had planned or promised e.g. chicken, get
o stopping doing something e.g. drop
The banks may drop out of lending to sovereign govemments.
I found myself trying to scheme how I could get out of taking my kid to the beach.

231
 Chopter 2: Simple Potterns with Prepositions ond Adverbs

America had decided to @ out of financing the proposed construction of the Aswan Dam.

'r back YP drop vPt get VPP pull VP2

chicken vp duck VP opt VP wriggle YPP

When the preposition is followed by a noun group, these verbs have Structure II (see
meaning group II.1).

Structure informqtion: Verbs in phose

a) The verb is followed by the preposition ouf ofand the '-ing' form of another verb. The
verbs are in phase, and together form a complex verb group. This means that the
actions or states expressed by the tlvo verbs cannot be separated from each other. For
example, if you opt out of voting , t}re opting and the nof vofing are not two processes, but
one.
The complex verb group is followed by a group, phrase, or clause which completes the
pattern of the second verb. In the structure table above, this is called a Completive. For
example, if the second verb is normally followed by a noun group, then the
Completive of the complex verb group will be a noun group.
b) This structure has no passive.

Structure II: Verb with prepositionol Obiect

Y outofn

He hod chonged out of his work clothes.

They 've run out of ideos.

Verbs with this structure belong to the following meaning groups

II.T THE'DROP' GROUP
II.2 T}IE'FALL'GROUP
II.3 THE'CHANGE'GROUP
II.4 THE'GROW'GROUP
II.5 THE'ARISE'GROUP
II.6 THE'RUN'GROUP

II.I THE'DROP'GROUP
These verbs are concerned with not being involved in something. This includes:
o not doing something you had planned or promised e.g. back, chicken
o removing yourself from a situation e.g. bow, drap
We include here want, which indicates that someone wants to escape from a situation.
Actress lulia Robertshas backed out of af,,7.E million movie deal.
He began dinking and dropped out ofschool.

, back vP chicken vp get VP3,VPP walk YP,

r bow YP contract YP2 opt YP want YP
', break YP3 drop YP, pu.ll vP2 wriggle vRR
. butt YP duck YP stay 5

232
 Section 27:Y outofn
See also Structure I above.

II.2 THE'FALL'GROUP
These verbs indicate that someone or something stops being in a particular state.
After the First WorM War, when heating became very expensive, conseruatories fell out of
favour.
Big computers are going out of fashion.
Most economists predict that the economywill pull out of the recession by mid-year.

fall 9 go VPg snap vPP

get l:2 pull vP4

II.3 THE'CTIANGE' GROUP

These verbs are concerned with taking offyour clothes.
This is a productive use: otherverbs of movement, for exampleget, step, andwriggle, occur
with this pattern. The verbs given here are the ones which are most frequently used in this
way.
Then shewent intothe bathroomto get arobe andchange out of herwet clothes.

change 5 slip E

II.4 THE'GROW,GROUP
This group consists of two senses of the verb grow.
Most girls go through aphase of loving ponies, and most (Eow.out of it,
I had to have my older sister's clothes when she grcu, out of them.

,. grow vPPl,2

II.5 THE'ARISE'GROUP
These verbs indicate that one thing develops or results from another.
The trouble appears to have arisen out of demands that sqeral senior police officers
shouldbe forcedto stand down.
This book W out of three experiences which happened in 1968.

r arise 2 develop 1,2,6 grow 10

II.6 TIIE'RUN'GROUP
These verbs are concerned with using ot selling all you have of something.
Her doctorwas supportive -but the health authoity had run out of money.
A sign of increased consumer demand is that some retailers have sold out of popular items.

nilt vPl sell ypl ,

Structure informotion: Verb with prepositionol Obiect

a) The prepositional phrase is the prepositional Obiect.

233
 Chopter 2: Simple Potterns with Prepositions ond Adverbs

b) This structure has no passive.

Structure III: Verb with Adiunct

Y outofn

He hod to boil out of the oircroft.

Everyone piled out of the cor.

Verbs with this structure all indicate that someone or something comes out of or leaves a
place or thing.
Onthe same day aformer police chieffukout of prison andtookoverpolice headquarters.
He checked out of his hotel room at nine this moming.
However, reports ofunrest have continued to filter out ofthe capital.
'If we ever move out of this house, we'll sell everything with it,' he resolves.

bail vP3 clear YP, get VPI poke I

belch z clock vp go vPP pull vP3
break vpz condense 2 move YP
check YP, filter 5 pile r

Structure informotion: Verb with Adiunct

a) The prepositional phrase is an Adjunct.
b) This structure has no passive.

Other relqted pqtterns

Y out of n odvlprep
The verb is followed by a prepositional phrase beginning with out of. This is followed by
an adverb or another prepositional phrase which indicates the state someone is in at the
end of a process or event.
She knew she had to control the situation and come out of it well.

i...*'*",..*'-:..'.',,:
t'll-" I" :

28 Y overn
The verb is followed by a prepositional phrase which consists of over and a noun group.
With some verbs, the preposition is sometimes followed by a wh-clause. The passive
pattern is be V-ed over.
This pattern has two structures:
> Structure I: Verb with prepositional Obiect
Don't fret over things you can't change.

234
 Section 28: V over n

> Structure II: Verb with Adjunct

The plane skimmed over the trees.

Structure I: Verb with prepositional Obiect

Active voice: Y over n/wh

They orgued over whether to extend the deodline.

She brooded over whothod hoppened.
He ruled over o vost kingdom.

Possive voice: be Y -ed, over

The Council is presided over by o senior iudge.

Phrosolverbs:YPovern

Emotion won out

Verbs with this structure belong to the following meaning groups:

I.I TI{E'ARGUE'GROUP
I.2 THE'GRIEVE'GROUP
I.3 THE'FUSS'GROUP
I.4 THE'PORE'GROUP
I.5 THE'DAWDLE'GROUP
I.6 THE'BACKDOWN'GROUP
I.7 THE'SKATE'GROUP
I.8 THE'PREVAIL'GROUP
I.9 VERBSWITHOTHERMEANINGS

I.T THE'ARGUE'GROUP
These verbs are concerned with speaking or making sounds. The prepositional phrase
indicates what you are talking or making sounds about.
He was still chuckling over the letters with ludith and Chris Forlyne when the telephone
ranq.
From her first moments in cabaret in the early 1950s, everyone who saw Georgia Brown
enthused over her professionalism and her frctential.
The Consumers' Association says people will get the best deal if they haggle over prices.

The verbs argue 4, bicker, dicker, fight, haggle, quarrel, row, squabble, fussle, and wrangle
always or often have a plural Subiect with this pattern because they are reciprocal verbs
concerned with having an argument or discussion (see Chapter 6).

235
 Chopter 2: Simple Potterns with Prepositions ond Adverbs
We argued over household chores.
In the case of the following verbs, the preposition over is sometimes followed by a
wh-clause: argue, bicker, equivocate, fight, haggle, quarrel, quibble, row, squabble, tussle,
wrangle.
The Senatehasbeenquibblingoverhowmuchmoney each statereceives as comparedto
how much each state pays in gas taxes.

argue 4.5 dicker haggle squabble

bicker enthuse , quarrel 3 tussle 2
chuckle equivocate quibble t wrangle
coo 2 fight 5 rhapsodize
crow 3 gush 3 row 3.3

Some of these verbs also have the pattern V with n over ni seepage 472.

I.2 THE'GRIEVE'GROUP
These verbs are concerned with thinking or feeling. The prepositional phrase indicates
what the thought or feeling relates to. We include here differ and disogree, which indicate
that people have different views on something.
Fashion editors drooled over every item, from the black wool shaped jackets to the
tie- dyed velvet rrousers.
They have assembled alist of helpfulhints forfamilieswho are griaing over the death of a
lovedone.
Differ and disagree are reciprocal verbs (see Chapter 6) and always have a plural Subiect
with this pattern.
The twohave disagreed wer the pace of economic reforms.
In the case of the following verbs, the preposition over is sometimes followed by a
wh-clause: agonize, brood, deliberate, differ, disagree, dither, fret, muse, ponder, puzzle,
ruminate, speculate, waffie, waver.
Many agonized wer whether to take the offer.
But yesterday Baker said the two sides still disagree olrler when those meetings should be
held.

agonize fantasize 2 muse , slaver 2

, brood.i fret , obsess smart 6
deliberate 3 fume 2 ponder speculate ,
differ 2 fuss 2 prrzzle z swoon
, disagree I gloat ruminate , waffle 2
, dither grieve I salivate 2 waver ,
. drool, moon 3 seethe ,

I.3 THE'FUSS'GROUP
These verbs are concerned with paying someone too much attention.
Today they lounge at their record company's UK office as stafffuss over them.

cluck 2 fawn 3 fuss 3

I.4 THE'PORE'GROUP
These verbs are concerned with reading or studying something.
We We overmaps andphotos, andplotfabulous joumeys.

236
 Section 28:Y overn

browse 2 pore 3

I.5 THE'DAWDLE'GROUP
These verbs are concerned with delaying. The prepositional phrase indicates the issue or
thing involved in the delay.
Don't fuss him if he dawdles over his food.
But ministers have been prertaricating wer the matter since the outbreak of the crisis.

, aatty I prevaricate stall 2,.

, dawdle 2 procrastinate :

I.6 THE'BACKDOWN' GROUP

These verbs are concerned with changing your attitude or plans. The prepositional phrase
indicates the issue or topic involved.
The Bitish Govemment hasbeenforced tobackdown over controversial plans to impose
a code of impartiality on indepmdent telaisionbroadcasters.

compromise 2
backdown climbdown I

I.7 THE'SKATE'GROUP
These verbs are concerned with not saying something or not dealing with something
properly or thoroughly. The prepositional phrase indicates the words or issue involved.
He was scathing in his criticism of the way imryrtant evidence had been reiected or skated
over.
In addition, he stumbles over words, and it's not uncommon for him to lose his train of
thought.

gloss vR skip I :
skate 5 stumble 2 'r

I.A TIIE'PREVAIL' GROUP

These verbs are concerned with being in a superior or powerful position. The prep-
ositional phrase indicates who or what the Subject is in charge of or is more powerful
than.
Today, Mr. Corrl, pfesideSover a company whose fortunes have changed abruptly.
In the end, good prertailed over ail.
Free-market liberals have won out wer soft,-hearted social democrats.

r preside reign 2,3 triumph 3 ,

prevail 1,3 rule s tpannize .

; win out

I.9 VERBSWITH OTHERMEANINGS

There is one other verb with this structure.
When you're busy aII day the last thing you want to do is spend hours slaving over a hot
stove.

237
 Chopter2: Simple Potterns with Prepositions ond Adverbs

staye .r

Structure informotion: Verb with prepositionol Obiect

a) The prepositional phrase is the prepositional Obiect.
b) This structure has a passive with the pattern be V-ed over. However, not all verbs with
this structure are used in the passive. The following verbs are the ones which ate most
frequently passive.

agonize fawn 3 pore 3

arSue 4,5 fight 6 preside
coo 2 fuss 23 skate 5

c) Phrasal verb patterns are the same except that there is a particle, P, which comes
directly after theverb. The passive pattern is beV-edP wer, but it does not often occur.

Structure II: Verb with Adiunct

Y overn

A slight smile flickered over his foce

Sheer wolls of limestone towered over us.

Verbs with this structure are all concerned with movement, position, or extent, either
physical or metaphorical. The prepositional phrase indicates the place, thing, or field of
activity involved. With most of these verbs, the Subiect is inanimate.
A discemible gloom descended wer the former drill hall.
Speaking to reporters in a lengthy address after their talks, the two foreign ministers said their
talksranged over many issues.
Soon we were skimming over the water.
Make sure trailing flexes are kept out of the way behind the fumiture so you don't trip up over
them.
The hair on the back of Luther' s neck bristled and a wave of temper washed over him .

2 flicker-l reign I tower 2

:' extend 7,3 hang 7 skim 2 frp2
. fall 12,14 range 5 stoop 2 wash 5

: t iprrp oz

Structure informotion: Verb with Adiunct

a) The prepositional phrase is an Adjunct.
b) This structure has no passive.
c) There is only one phrasal verb with this structure, trip up. The pattern is V P over n.

238
 Section 29: V throughn

29 Y throughn
The verb is followed by a prepositional phrase which consists of through and a noun
group. The passive pattern is be V-ed through.

This pattern has two structures:

> Structure I: Verb with prepositional Obiect

Shewas lookino throuah amaoozine.
> Structure II: Verb with Adiunct
He barged. through the crowd.

Structure I: Verb with prepositionol Obiect

Active voice: Y throughn

Some of the octivists broke through o security cordon

She soiled through her exoms.
sorted through the entire bqtch.

Possive voice: beV-ed through

fhe floor will hove tobe drilled through

Every ovoiloble Russian wos flicked through overthe weekend.

Verbs with this structure belong to the following meaning groups:

I.T THE'LTVE'GROUP
I.2 THE'LOOK'GROUP
I.3 THE'SMASH'GROUP

I.I THE'LTVE'GROUP
These verbs are concerned with experiencing something or coping with something in a
particular way.
The third seed lennifer Capriatibreezed through her opening match to beat Erika de Lone
of the United States 6-4, 6Jove in just 50 minutes.
Life was unbelievably hard. 'I w:ouldn't go through that again,' says Gill with feeling. 'I
honestly didn't realise how rough it would be.'
Another day tobe lived through.

battle S go vPl
breeze 3 live vp pull ve sleep vP r

come YP, muddle vp sail YP :

get VP2 navigate r scrape yP

239
 Chopter2: Simple Potterns with Prepositions ond Adverbs

I.2 THE'LOOK'GROUP
These verbs are concerned with reading or searching, usually in a careful or casual way,
which involves looking at a lot of items.
Walshtookthe note, glapecdthroughthetext, thenhandeditbackwithout comment.
When she was out, Sylvie had gone through her cases and found the black wig, a
hypodermic syringe and ampoules.
tlSbeen-logkinsthrough this handbook, but it doesn't mention anything that fits the
description.
Mysteriously, nothing had been stolen, though their drawers had been rifled through.

browse 2 leaf vp riffle thumb YP

comb 4 look vP|,2 nfle 2 trawl ,
flick s plough vRl scan , wade 2
flip 2 pore 3 sift z
glance 2 rake 6 skim 3
Bo VP2,3 read I sort 3

I.3 THE'SMASH'GROUP
These verbs are concerned with making a hole or breaking a barrier. We include h erc Wke,
which indicates that part of something appears through a hole or opening.
Drillthrough the joint from below.
I could see a rifle pokingthrough an open door.
The thieves used a sledgehammer to smash through baned and shuttered dining room
windows at 1Lpm on Saturday.

bore 5 cut , drill 2 poke -l

break vPt,2, j dig 7 pierce l,r5 smash 2

Structure informotion: Verb with prepositionol Obiect

a) The prepositional phrase is the prepositional Object.

b) This structure has a passive with the pattern be V-ed through. However, it does not
often occur. The verbs most frequently used in the passive arc go and live in meaning
group 1., the verbs in meaning group 2, and cuf and drill in meaning group 3.

Structure II: Verb with Adiunct

Y throughn

'i :r:Ykt*r.
._-
.- "+r;!
-I,T.-:.:::r.l
. :,,,r:r,r,
'.i gixbl€at' .,: ', : ., .'.,'r,,.:l t:.:.trdlfipc*, ,,,,
.,'r ,l
,,,,,,,

Thoughts oforson flitted through my heod.

The other swimmers plough through the woter

Verbs with this structure belong to the following meaning groups:

240
 Section 30: V to n

II THE'FILTER'GROUP
II.2 THE'FU.SH'GROUP

II.T THE'FILTER'GROUP
These verbs are concernedwith moving or travelling through a place, thing, or group of
things. We include here permeate 1 and run 29, which indicate that something eiists
throughout aplace, thing, or group.
He can cut through baclcyards and end up on Royal Avenue. But he's not supposed to.
The sunlight filtered through the trees onto soggy green vegetation.
Indeed the theme that runs through his entire oeuwe is that of role play.

barge 2 permeate ,,2 shoulder 5 thread 6

cut t6 plorgh vnz,t slice J
filter l,s ru'n 28,29 sweep 8

II.2 THE'FI^A,SH' GROUP

These verbs indicate that someone has a thought or feeling, usually briefly. The Subiect
indicates the thought or feeling, and the noun group after through is usually something
llke my mind (in the case of a thought) or me or my body (in the case of a feeling).
Aludicrous thought flashedthroughHarry's mind: what onearthwashe going to do even if
he didmanage to stopthem?
A convulsive shudder ran through his body.

flash s race 9 surSe 7

flit 4 rrtn 27 wash 5

Structure informotion: Verb with Adiunct

a) The prepositional phrase is an Adiunct.

b) This structure has no passive.

30 Vton
The verb is followed by a prepositional phrase which consists of fo and a noun group.
With some verbs, the preposition is sometimes followed by an '-ing'clause. The passive
pattern is be V-ed to.

This pattern has three structures:

) Structure I: Verb with prepositional Complement

Her expression changed to one ofhorror.
> Structure II: Verb with prepositional Obiect
I apologizedtohim.
> Structure III: Verb with Adiunct
We movedto London.

241
 Chopter2: Simple Potterns with Prepositions ond Adverbs

Structure I: Verb with prepositionql Complement

Vton
tg,,
,!....r!;#

i :;.iir1ri!f@.,r, .':l &{ffi6rtd'Gqfi

The club's deficit omounted to L6596.
Inflotion hos follen to 4.1. per cent.
His emborrossment tumed to onger.

Verbs with this structure belong to the following meaning groups:

I.I THE'CIIANGE'GROUP
I.2 THE'INCREASE'AND.DECREASE'GROUP
I.3 THE'AMOUNT'GROUP
I.4 VERBSWITHOTHERMEANINGS

I.T THE'CHANGE'GROUP
These verbs indicate that something changes to something else. The verbs conveft, shade,
andtumare linkverbs (see Chapter 5).
Stir until the mixture changes to a smooth paste.
It a tennis court that effortlessly converts to an ice hockq rink in the winter.
has
Her voice dropped to a whisper.
A couple of months later, their euphorta had turned to gloom.

, change 3 drop 8 shade 7

.: convert , extend 5 sink 8
: crumble 2 rise 14 tum ,5

The verbs change and fum also have the pattern V from n to n. See pages 192-193.

I.2 TTIE'INCREASE' AND'DECREASE' GROUP

These verbs indicate that a quantity, level, or thing increases or decreases. The
prepositional phrase indicates the final quantity or level. The noun group following the
preposition to is always an amount. This pattern is V fo amount.
We are pushing for interest rates to come down to 8 per cent at least and perhaps even 5.
Sales decreased to f,,2.1 billion.
The number of people injured has increased to almost a thousand.

, balloon .l drop I plunge s soar ,

. build a explode 3 rise 9 surge 2
r climb z fall s shrink z swell 1,2
decline I increase , sink z tumble 2
' decrease , iump o slide I widen I
,: dip z mushroom z slip z
I dive 7 plummet slump I
r build up >8 creep up 80up ,
down t godown, shootup ,
: ':''
242
 Section 30: V to n

I.3 THE'AMOUNT'GROUP
These verbs are used when indicating a total or the result of a calculation. They are link
verbs (see Chapter 5). The noun group following the preposition fo is always an amount.
This pattem is V to amount.
He said defence spending amounted to 77,6N million rupees this year.
In 1894 Hamilton scored 196 runs, which averaged out to slightly more than 7 per game.

amount 2 come 14

addup YPP averageout

I.4 VERBS WITH OTHER MEANINGS

There are two other verbs which have this structure. The verb amount is a link verb (see
Chapter 5).
This amounts to a maior concessionby the authorities.

amount yP

boil down ypp .

Structure informotion: Verb with prepositionol Complement

a) The prepositional phrase is the prepositional Complement.
b) This structure has no passive.
c) The phrasal verb pattern is V P fo amount.

Structure II: Verb with prepositionol Obiect

Active voice: Y ton/-ing

srSFd
He admits to hoving self-doubts.
I opologized to her.
Ioe beckoned to his brother.
He did not retum to the

Possive voice: be Y -ed to

Ve6group
Subpt V,e6 AdlunEttdryffsld),
These rules must be qdhered to,
We 're being lied to every doy

243
 Chopter 2: Simple Potterns with PrePosi tions and Adverbs

Phrosol verbs: V P to n/-ing

Don't give in to their demqnds.

Holf of them owned up to hoving reveoled their friends' secrets.
She never tolked down to students.

Verbs with this structure belong to the following meaning groups:

II.I THE'TALK'GROUP II.14 THE'COME'GROUP

II.2 THE'ADMIT'GROUP II.T5 THE'PROGRESS' AND'SWITCH' GROUP
II.3 THE'SWEAR'GROUP II.16 THE'TURN'GROUP
II.4 THE'POINT'GROUP II.I7 THE'ADAPT' GROUP
II.5 THE'REFER' GROUP II,18 THE'REACT'GROUP
.ATTEND' GROUP
II.6 THE'CONDESCEND' GROUP II.19 THE
II.7 T1IE'BECKON'GROUP II.2O THE'IO{UCKLE DOWN' GROUP
II.8 THE'SUBMIT' GROUP II.2I THE'LEND,GROUP
II.9 THE'AGREE'GROUP II.22 THE'COTTON ON' GROUP
II.lO THE'SUBSCRIBE' GROUP II.23 THE'LISTEN' GROUP
II.IT THE'STICK'GROUP II.24 THE'COBXESPOND' GROUP
II.12 THE'CUNG'GROUP II.25 THE'REIATE' GROUP
II.I3 THE'AFFILLATE' GROUP II.26 VERBS WITH OTHER MEANINGS

II.1 THE'TALK'GROUP
These verbs are concerned with speaking or writing. The prepositional phrase indicates
who someone speaks or writes to. We include here propose, which indicates that someone
asks someone else to marry them; read, which indicates that someone reads something
aloud to someone; and whistle, which indicates that someone calls an animal by
whistling. The verbs chat, speak6, andtalkare reciprocal verbs (see Chapter 6).
' Don'!-lie to me,' she shouted.
She wascertain that in the next few months he would propose to her.
You had better ottend to the issue of the unauthorized cleaning and report back to me in
writing.
Hello. Can I sryak to the doctor on caII, please.
He needed to talk to someone.
In the case of mumble and mutter, the noun group following the preposition is usually a
reflexive pronoun. This pattern is V fo pron-refl.
Finally the woman closed her eyes and began to mumble to herself.

apologize lie 2.2 rcad 2 transmit ,

blab mumble reply I whisper I
boast , mufter report 2 whistle z
brag natter sing I write 4
chat ptay 1 speak t,z,e
complain I preach , talk 2,3,4,6,7
confess 7,2 propose 5 telegraph 2

open up write back write off ,

reportback I write in ,

244
 Section 30: V to n
Most of these verbs also have the patterns V to n about n and V about n to n. A
prepositional phrase beginning with about is used after or, less frequently, before the
prepositional phrase beginning with fo. It indicates the topic of the speech or writing.
She says when she complained to her supentisor about the behaviour, no action was
taken.
He was forced to change his plea after he bragged about the killing to a pal in jail.
A few of these verbs also have the pattern V fo nfor n, which is explained at the end of this
section.
II.2 THE'ADMIT'GROUP
These verbs are concerned with admitting something. The prepositional phrase indicates
what someone admits doing.
Within a week two young men had confessed to the crime and been anested.
Unfortunately, forobviousreasonsofficialswho are responsible forpublic safety do not always
ownup to their shortcomings.
The preposition to is sometimes followed by an'-ing' clause.
The most co-operative men in Europe are to be found in the former East Germany, where only
42.7 per cent admitted to being useless around the house.

I admit , confess ,,2

i. OWnUp

II.3 THE'SWEAR'GROUP
These verbs are concerned with saying firmly or formally that something happened,
exists, or is true.
But he didn't plant that key here, or make you an anonymous call. I'm prepared to swear to
that.
The preposition to is sometimes followed by an'-ing'clause.
Eva testified to having seen Herndon with his gun on the stairs.

I attest swear 3 testify ,

II.4 TTIE'POINT'GROUP
These verbs are concerned with showing that something happened, exists, or is true. The
Subiect is inanimate.
She can't remember committing the murder, although all the evidence pointsto her guilt.
The range of products available ako testifies to a widespread dissatisfaction with
traditional remedies.

attest poitt t7 testify z

II.5 THE'REFER'GROUP
These verbs are concerned with referring to something.
The spokesperson also referred to the traumatic effects of the arrest on the mother and
children.

I allude rcfer 1,2,3

245
 Chopter2: Simple Potterns with Prepositions ond Adverbs

These verbs also have the pattern V to n as n. The prepositional phrase beginning with os
indicates what someone or something is called.
She always refened to the murder as 'that business'.
II.6 THE'CONDESCEND'GROUP
These verbs are concerned with speaking to someone in a way that shows a superior or
disrespectfu I attitude towards them.
Although Moffett makes his field attractive through the pictures and a simple, lively style, he
does not condescend to his readers.
We're willing to work with them. But we're not going to be dictated to by them.
He was also an excellent teacher, who never talked down to his pupik, and who was
invariably courteous, kind, and considerate.

' condescend 2 dictate 2

, talkback talkdown VPP

II.7 THE'BECKON'GROUP
with communicating with someone by means of a gesture or
These verbs are concerned
movement.
Hebeckonedto Egan, who followed him out into the hall
Suryabowed to Danlo and said, 'I'm honoured to make your acquaintance.'

beckon I
': bow 1.7
mime 3 wave 7

nod 3
signal 2
1"rt,
II.8 THE'SUBMIT'GROUP
These verbs are concerned with submissive behaviour. This includes:
o behaving in a humble or ingratiating way e.g. grovel, suck up
o giving in on an issue e.g. submit, yield
The Giovemmentwill notbow to prcssure fromthe Right.
He's repeated that France will not give in to US demands to reduce EC agricultural
subsidies.
You strongly imply that we kowtow to advertisers. Nothing could be further from the truth.
We cannot and wiII not submit to those forces who wish to panic our city and who
disregard the value of human life.
She kept sucking up to the teachers, especially Mrs Clements and Miss Pearson.

bend z genuflect 2 submit , yield t,s

I bow L3 grovel t succumb I
capitulate kowtow surrender I
defer 2 pander toady 2
. bowdown 2 give in 2 sell out 4
, cavein 2 knuckle under suck up

II.9 THE'AGREE'GROUP
These verbs are concerned with agreeing that something can happen.
With characteristic astuteness, he spoke separately to aII those involved, Ieading them to
believe that he would soon accede to their request.

246
 Section 30: V to n

A scheme to share the costs between insurers and taxpayers has been agreed to, but
Parliament has yet to approve it.
Doctors faced with an adult patient's refusal to consent to proposed treatment had to
consider the true scope andbasis of that refusal.

accede , agree 2 consent 2

acquiesce assent 2
comearound/toand 2

II.TO THE'SUBSCRIBE' GROUP

These verbs are concemed with holding
a particular belief.
They regard anyone who does not adhere to their beliefs as being 'inferior.'
I'-4personally never sybscribed to the view that either sex is superior to the other, but I
do believe that we're different.

I adhere z 6 subscribe 7

: cleave 2 3.14

II.TI THE'STICICGROUP
These verbs are concerned with obeying
a rule or keeping an agreement.
Ifthe appropriate ofpractice or building codes hadbeen adhered to, then, in fact, the
codes
damage that was sustained in this event could have been significantly reduced.
He concedes that there are no firm guarantees that the different political partieswill stick to
theiragreement.

adhere I hold 3.,5 stick vP3,4

{ conform ,,2 keep vrl

II.T2 TIIE'CLING' GROUP

These verbs are concerned with holding onto something, or being or becoming attached
to something, either physically or metaphorically.
Delegates at the have accused the President of attempting to cling to power by
-Conference
any means possible, including assassinating his opponents.
This rattle with three bears will keep babies amused for longer. It clips to buggies and
carrycots.
The stuffstick to your teeth.

adhere J cleave 2 connect ,

r attach 3,4 cli'rg 1,2,3,4,5 mould 5
bind 5 clip 2 stick 2.5

The verbs hang onandholdon are included in Section 26 above (Y onto n). See page23O.

II.13 TIIE'AFFILIATE' GROUP

These verbs are concerned with ioining a group or organization.
But the g-ovemment_recently liberalised industrial relations, allowing trade unions the option
not to affiliate to the Congress of Trade Unions.
The Liberal Demooats were reeling last night after one of their candidates defected to
Labour just a day before polling.

247
 Chopter2: Simple Potterns with Prepositions ond Adverbs

II.2O THE'KNUCKLE DOWN' GROUP

These verbs are concerned with starting or continuing a task.
If vou'll excuse me. I reallv have to oet back to work.
Right, Iads, Iet's ggUlown to work.
He thenreturned to hb examination of the distantvessel.
The preposition fo is sometimes followed by an'-ing' clause.
I knew I needed a house for Rebecca to be independent in, so I knuckled down to getting it
for her.

return 9 turlr 14

buckle down get down YPP settle down 3

getaround/round YPP goback vPP,
getback vee knuckle down

II.21 THE'LEND'GROUP
These verbs are concerned with giving, lending, or selling something to someone. The
thing given or sold is not explicitly mentioned.
The results of a swttey released today show that Americans are still givingLto charity despite
hard economic times.
However, although he has recovered from recent ill-health, he has decided the time k right to
hand over to a younger man.
In this climate, banks were eager to lend to anybo@ with a good business idea.
The vendor finally agreed to sell to me for f,158,O00, provided contracts could be exchanged
within aweek.

contribute Z4 Iend I sell I .

give 2., pass 8 subscribe 2,3 ,

hand over 3

II.22 THE'COTION ON' GROUP

These verbs are concernedwith becoming aware of something.
potential.
Others later cottoned on to the song's
Sun-worshippershavewised up to the fact that a tan is an indicator of skin damage,

awaken 2
, catchon, tune in 2 wise up .

, cottonon wake up YPP

II.23 THE'LISTEN' GROUP

These verbs are concerned with listening to something or someone.
I don't concentrate on what songs mean when I listen to them.
When I joined the Post Office, I signed a formal notice to say I would not listen in to
telephone conv er s ations.

listen ,,3
listen in tune in ,

250
 Section 30: V to n
II.24 THE'CORRESPOND' GROUP
These verbs indicate that one thing is similar to another or is linked to it in some way.This
includes:
o resembling something
o matching a description, idea, or standard
o having a connection with something
The verbs correlate, correspond, relate, and match up >5 are reciprocal verbs (see Chapter 6)
or ergative reciproca! verbs (see Chapter 8).
The hitchhiker wos on the Portmamock to Balgriffin road, and he ansy,ered to Rory,s
description.
It
conskts of three slabs inscribed on both sides with a text that approximates to Latin.
That number corresponds to a telephone number on this list he gave me.
How does your job measure up to your ideal?

answer ,4 correlate I relate 2

. approximate 3 correspond I
' conform 1,3 equate
harkback yPpl measure up
, matchup >3,>5,VPP stack up I

II.25 THE'REIATE' GROUP

These verbs indicate that one thing relates to another.
The perjury charge relates to allegations that Berry lied under oath to an insurance
company investigator.

apply 3 pertain relate I

,
II.26 VERBS WITH OTITER MEANINGS
There are a number of other verbs which have this structure.
This is money which belongs to the members and should be carefulty nurtured.
He said that his main task at the moment was to retake the town of Tappita which fetl to the
rebels onthe 2Eth of March.
What happened to lames?
These men worry that when it comes time to compete for loans, these small farmers will lose
out to urban businessmen.
Britain o,bigqted to the idea when it was first put foruard by President Mitterrand at the G7
summitinMunich.
In the case of aspire, commit, object, andresort, the preposition to is sometimes followedby
an'-ing'clause.
This l-aw was prompted by fears that poor people might resort to selling their body parts for
hardcash.
In the case of lead, the preposition fo is sometimes followed by a noun group and an '-ing,
clause. This pattern is V fo n -ing.
The popularity of the fax has led to large sums being invested in its duelopment.

add 3 contribute 1,3 (not) matter 9 speak z

appeal e fall z obiect s succumb ,,2
' aspire get 1.16 po/irrt l4,t8
, belong 1,2,i,4,5,6,7,8 happen 3 refer 7 warm 5
cater 2 incline 7 relate3 vield -r
commit 4 lead 1 .t t report 9
connect t6 look yPt resort ,

251
 Chapter2: Simple Patterns with Prepositions ond Adverbs

addon 3 getthrough +,s lose out square up

get across goback 2 open up 2 standup 2

Structure informotion: Verb with prepositionol Obiect

a) The prepositional phrase is the prepositional Object'
b) This structure has a passive, with the pattern be V-ed to. However, not all verbs with
this structure are used in the passive. The following verbs are the ones which are most
frequently passive.

adherc l,z attest listen ,,3 see YP

agree 2 cater 1,2 obiect 5 speak ,
allude dictate 2 refer 7,3
attend 3 lie 2.2 respond 7

c) Phrasal verb patterns are the same except that there is a particle, P, which comes after
the verb. The passive pattern, be V-ed P to, does not often occur'

Structure III: Verb with Adiunct

Vton

He lived to the oge of8O.

Doniel hod moved to Los Angeles.

Phrqsol verbs: V P to n

Our ossociotion 9oes bock to the eorly l97O's.

They went round to Sue's house.

Verbs with this structure belong to the following meaning groups

III.I THE'MOVE'GROUP
III.2 THE'STRETCH' GROUP
III.3 THE'BLEED TO DEATH'AND'SWEEP TO \IICTORY'GROUP
III.4 THE'WAKE'GROUP
III.5 VERBS WITH OTHER MEANINGS

III.I THE'MOVE'GROUP
These verbs are concerned with going to or reaching a place. We include here come up and
cuddle up, which indicate that someone moves close to someone else.
What does make me uncomfortable is when people come up to me and say: 'I love your
clothes.'
The flats are well positioned for young couples or single people who commute to London.

252
 Section 30: V to n

As Soon as I heard this I went round to his mother's house to give what comfort I could.
We were going to move to Florida, but then he got sick so now I'm going alone.

i''" ' '

rl ascend 6 emigrate immigrate return ,

I come 3 escape , iourney 3 rise ,
' commute, flock -l move 5 throng 2
:' CrOSS ,., get L7 repair 4 transfer ,,5,8
defect 2 go Ltt report 8 withdraw 2,4
I divert I gravitate retire 3
back up 5 cuddle up report back z
, comearound/round 7 goalong I rise up >,
,, comeup I goaround/round I runaway,

III.2 T}IE'STRETCH' GROUP

These verbs are used to indicate that something extends to a particular point or lasts until
a particular time. We include herc date back and go back, which are used to indicate that
something began or was made at a particular time in the past.
The beautifut gardens date back to the 74th century and are the same age as the original
building.
I may live to a ripe old age, but who knows.
The waters stretched to the horizon, marred only by the twenty-four-mile Causeway.

r extend 1,14 reach 5

' live 1.4 stretch 5,, ,

,, date back goback I

III.3 THE 'BLEED TO DEATH'AND 'SI^/EEP TO VICTORY GROUP

With each of these verbs, only one or two specific nouns can occur in the prepositional
phrase.

The verbs bleed, choke, freeze, haemorrhage, and starve ate followed by to death.
Reports say he bled to death after a bullet severed a main artery in his thigh-

The verbs brake, grind, puII, and shudder are followed by to o halt or to a stop-
Egan braked to a halt at the end of a pier overlooking an old boat basin.

The verbs drift off, drop off, and nod off are followed by to sleep.
She drifted offto sleep before he could reply.

The verbs coast, cruise, and sweep are followed by to victory ot to awin.
His socialist govemment swept to victory in the general election in lune.
The verb comeis followed by to court.
When this case comes to court the owners face a maximum penalty of f,800.
The verb openis followed by to the public.
The show oryns to the public at 3.45 pm.

The verb retire is followed by fo bed.

Some time after midnight, he retired to bed.
The verb spring is followed by to life.
He says the economywon't sPring to life on its own.

253
 Chopter 2: Simple Potterns with Prepositions ond Adverbs

' bleed I come ,3 haemorrhage 2 shudder 2

: brake z cruise 4 open 79 spring 6
;: choke I freeze 5 pull s starve ,
.: coast 3 grind r retire 5 srdeep ,4
drift off drop off z nod off

III.4 THE'WAKE'GROUP
These verbs are concerned with waking up. The prepositional phrase indicates what is
happening when someone wakes up.
One night I woke to the sound of policemen banging on the door.

awake awaken -l wake I ,

III.5 VERBS WITH OTHER MEANINGS

There are a number of other verbs which have this structure.
The city resounds to the heauy thud of artillery and tank fire.
when I was about five yeay old, I remember very vividly singing along to a Loretta Lynn
record along with my mother.

dance I redound thrill 2 ,,

rally z resound 2 t,

carry over sing along l

Structure informotion: Verb with Adiunct

a) The prepositional phrase is an Adjunct.
b) This structure has no passive.
c) The phrasal verb pattern is the same except that there is a particle, P, which comes after
the verb.

Other reloted pqtterns

Y about n to n
See meaning group II.1 above.

Yfornton
SeeVtonfornbelow.

V to n about n
See meaning group II.1 above.

Vtonasn
See meaning group II.5 above.

254
 Section 30: V to n

V to n forn
The verb is followed by two prepositional phrases, the first beginning with to and the
second beginning with for. The phrasal verb^pattern is V P to n fol n.

Most verbs with this pattem are concerned with asking someone for something.
Detectives have apwaled to the public for information on the mksing girl.
Write to the appropriate tourist office for details.

pray ,
wdte 4

There is one other verb which has this pattern. The prepositional phrase beginning with
for indicates why someone apologizes.
She awlogizedto themfor the delay.

,i apologize ;
i:...... .,-, . -.....,......... i

Appeal and apply also have the pattem V for n to n, but this does not often occur.

V to n thot
See page 105.

V to n to-inf
The verb is followed by a prepositional phrase beginning with to, and a to-infinitive
clause.
Verbs with this pattem are concerned with saylng or indicating with a gesture that you
want someone to do something.
He apryaledtothemnat to go infor rarcnge and provoke civilwar.
He ggtured to Marcia to sit down.

apped 1,4 motion 4 signal 2 :

gesture 3 nod2 *

V to n withn
See meaning group II.18 above.

V to n with quote
See pages 1 18- 1 19.

V to num
The verb is followed by a prepositional phrase consisting of to and a number.
Chavez and all the others counted to ten before coming back up.

255
 Chopter 2: Simple Potterns with Prepositions and Adverbs

count, i

31 Y towards/towardn
The verb is followed by a prepositional phrase which consists of towards or toward and a
noun group. With some verbs, the preposition is sometimes followed by an '-ing' clause.
This pattem has one structure:
> Verb with prepositional Object
We are headina towardswar.

Y towards/toward n/ -ing

Britoin wos leoning towords the French view.

We ore rocing towords complete economic collopse
Bemord worked towords reversing these ottitudes.

Verbs with this pattern belong to the following meaning groups:

r TTIE'HEAD'GROUP
2 THE'TEND'GROUP
3 THE'STRIVE'GROUP
4 THE'HELP'GROUP
5 THE'COOL'GROUP
6 VERBSWITHOTHERMEANINGS
I THE'HEAD'GROUP
These verbs indicate that someone or something is going to be in a particular state or
situation, or is going to do a particular thing.
party seems to be heading towards a resounding defeat.
The ruling
The steady increase in asthma deaths is one reason why doctors are shifting towards
greater use of pruentative drugs, rather than short-term relief.
With most of these verbs, the preposition towards is occasionally followed by an '-ing'
clause.
The two political partieswhich form Liechtenstein's govemment have been edging towards
joining the UN for twenty years.

i; edge 3 move ,0 shift z '

I evolve 2 race 7 t[ttt 14

:,1 head, 17 rush 8 veet 2

2 TIIE'TEND'GROUP
These verbs indicate that someone or something is likely to have a particular character-
istic or opinion, or to do a particular thing.
They're very anxious, and they tend towards depression.

256
 Section 3l: Y towards/toward n

incline , lean YP tend 2

3 THE'STRTVE'GROUP
These verbs are concerned with trying to achieve something.
Vbion scientists are groping towards an understanding ofwhat thebrain doeswhen it
sees coniures up - an image.
-or
Students participating in the programme are encouraged to strive towards a high larcl of
achievement.
The preposition towards is sometimes followed by an '-ing' clause.
We need to work towards giving women and children the power and resources to
protect themselves.

grope 3 strive work 5

4 THE'HELP'GROUP
These verbs indicate that something is partly responsible for something happening or
being achieved. We include here contribute 3, which indicates that someone is partly
responsible for paying for something.
People ftom the neighbourhoodhave contributed towards the cost ofthe shrine.
The slowing down of the domestic economy helped towards the improvement in exports.

The preposition towards is sometimes followed by an '-ing' clause.

The document they have drafted should help towqrds finding a solution to the crisis.

contribute 2,3 help z

count YP lead I I

5 THE'COOL'GROUP
These verbs are concerned with a change in someone's attitude. The prepositional phrase
indicates the person or thing their attitude relates to.
When Stephanie didn't retum his calls, David thought she had cooled towards him.

cool 5 softten 3 warm 6

6 VERBS WITH OTHER MEANINGS

There are two other verbs which have this pattern.
These men g,ravitote towards trendy clubs.
Steve Homans and his colleagues are looking towards ways in which arthritis could be
prettented.

gravitate look z

Structure information
a) The prepositional phrase is the prepositional Obiect.
b) This structure has no passive.

257
 Chopter 2: Simple Potterns with Prepositions ond Adverbs

32 Y undern
The verb is followed by a prepositional phrase which consists of under and a noun group.

This pattern has one structure:

> Verb with prepositional Obiect

He is smarting under his recent humiliation.

Y undern

Fronklin chofed under this orrongement.

Mony compoigners hove been Iobouring under on illusion.

Most verbs with this pattern indicate that someone is experiencing something trouble-
some, worrying, or upsetting, or indicate how they are coping with it.

Did your informant say how the cosmonauts were bearing up under thk psychological
pressure, which must be quite considerable?
Mr White resigned two weeks ago amid reports that he was chafing under the company's
nevvownership.
But last summer's recovery was aborted for one simple reason: consumers were groaning
under the weight of cripplingly high interest rates.

i chafe 2 labour 3 I

; groan 6 smart 6 I

t."r"n
, .

VERBS WITH OTHER MEANINGS

There are two other verbs which have this pattern.

The bar counter lgoluttunder the weight of huge plates of the freshest fish, giant crabs
andlive lobsters.
Despite their radically different backgrounds, both authors labour under the strange
delusionthat theworld is runby feminists.

'r groan 5 labour 8

Structure informotion
a) The prepositional phrase is the prepositional Object.

b) This structure has no passive.

c) There is only one phrasal verb with this pattern, bear up. The pattern is V P under n

258
 Section 33: V withn

33 Y withn
The verb is followed by a prepositional phrase which consists of wifh and a noun group. In
Structure I, the preposition is followed by an '-ing' form. The passive pattern is be V-ed
with.
Many verbs with this pattern are reciprocal verbs. With these verbs, the prepositional
phrase indicates one of the people, things, or groups involved in an activity or situation.
These verbs are dealt with in Chapter 6, and are not included in the lists in this section.

This pattern has three structures:

> Structure I: Verbs in phase
Thev will oroceed with buildino the model.
> Structure II: Verb with prepositional Obiect
I sympathizewiththem.
> Structure III: Verb with Adiunct
They screamed with laughter.

Structure I: Verbs in phose

Y with -ing

The volunteers will help with teoching English.

NATO will not proceed with modemising existing short-

Phrosal verbs: Y P with -ing

The EC commission will go oheod with drofting o formol proposol.

We should press on with identifying our uirements.

Verbs with this structure belong to the following meaning groups:

I.T THE'PROCEED'GROUP
I.2 THE'HELP'GROUP

I.I THE'PROCEED'GROUP
These verbs are concerned with doing something that you had planned to do.
I couldn't with clearing up in the kitchen because they kept quarrelling.
get on
A Treasury spokesman said the consultant's list of options would give a clearer idea on how to
ggceegl with overhauling the T reasury building.

proceed 2

geton 2 gothrough YPP pushahead

goahead, press on ,

259
 Chopter 2: Simple Potterns with Prepositions ond Adverbs

When the preposition is followed by a noun group, these verbs have Structure II: see
meaning group II. 1 1.

I.2 THE'HELP'GROUP
These verbs are concerned with helping someone to do something.
They can olso assist wi th organising car hire, ferry tickets, and flights to Geneva.
They helpwithfeeding the cows.

r assistI,e3 help I
help out muck in
:
When the preposition is followed by a noun group, these verbs have Structure II: see
meaning group II.13.

Structure informotion: Verbs in phose

a) The verb is followed by the preposition with and the '-ing' form of another verb. The
verbs are in phase, and together form a complex verb group. This means that the
actions or states expressed by the two verbs cannot be separated from each other. For
example, if you proceed with making something, the proceeding and the making are not
two processes, but one.
The complex verb group is followed by a group, phrase, or clause which completes the
pattern of the second verb. In the structure tables above, this is called a Completive. For
example, if the second verb is normally followed by a noun group, then the
Completive of the complex verb group will be a noun group.
b) This structure has no passive.
c) The phrasal verb pattern is the same except that there is a particle, P, which comes after
the verb.

Structure II: Verb with prepositionol Obiect

Activevoice: Ywithn

The plone collided with o pine tree.

I con't cope with relotionships.
The ploce wos crowling with people.
I f,ddled with the rodio.

Possive voice: be Y -edwith

' ':i i: .':l_i- :. ..

The motter hos been deqlt with

The phone hod been tompered with

260
 Section 33: Vwith n

Phrosol verbs
Activevoice:YPwithn

We 're going oheod with the proiect.

I con't go along with this plon.

Possive voice: be V-ed P with

Pqrtidc wtth
?r€post$on
The present system should be done owoy with

Verbs with this structure belong to the following meaning groups

II.1 THE'BRIM'GROUP II.I2 THE'DABBLE' GROUP

II.2 THE'GLISTEN'GROUP N.T3 THE'ASSIST'GROUP
II.3 THE'ECHO'GROUP II.14 THE'INTERFERE' GROUP
II.4 THE'FIT IN'GROUP II.15 THE'TW]DDLE' GROUP
II.5 THE'AGREE'AND'DISAGREE' GROUP II.I6 THE'ABSCOND' GROUP
II.6 THE'REMONSTRATE' GROUP II.I7 THE'BREAK'GROUP
N.7 THE'CHECK'GROUP II.T8 THE'CATCH UP' GROUP
II.8 THE'SYMPATHZE' GROUP II.19 THE'RANKLE' GROUP
II.9 THE'ASSOCIATE'GROUP II.2O THE'COLLIDE' GROUP
II.TO THE'COPE'GROUP II.2I \,'ERBS WITH OTHER MEANINGS
II.II THE'CONTINUE' GROUP

II.I THE'BRIM'GROUP
These verbs indicate that something has or contains a lot of something else, or that
someone is full of a quality or feeling. We include here f/l and fill up, which indicate that
something becomes full of something else.
By the end of the day, lulianawas brimming over with net-found confidence.
The townwas crawling withvisitors today.
Both horse and rider were dripping with *veat within five minutes.
C athe rine's ey e s filled w ith tear s.

abound bustle 2 groan 2 seethe 2

, brim 2,3,4 bazz 3,4 hum 3 swarm J
. brisfle r be crawling + ooze 2 beswimming z
bubble s drip 2,s overflow 2,3 teem
, bulge J filr , resonate 2
burst z flow 8 fttn 25

brim over >2,>3 fillup >1, I

II.2 THE'GLISTEN' GROUP

These verbs indicate that something is bright or shining. The prepositional phrase
indicates the cause or nature of the brightness.
The roomwas blazingwith light.

26L
 Chopter 2: Simple Potterns with Prepositions ond Adverbs

The tanned skin of his arms and face gliltened with sweat.

Orur", glisten t glow s,z

gleam I glitter I sparkle t

II.3 THE'ECHO'GROUP
These verbs indicate that a place has a lot of sound in it.
After dark, the pubs and inns echo with music and laughter.

echo 3 nn8 .5
resound 2 throb 2

II.4 THE'FIT IN'GROUP

These verbs are concerned with being compatible with something else, or like something
else. We include here comply and conform, which indicate that something is done in
accordance with a rule or someone's wishes.
The state where a ship is registered is also responsible for seeing that all its craft comply with
intemational regulations.
Nearly all chores can wait or be organised to fit in with a weekly schedule.
Her economic and social class did not square with her socialism.
Choose shades which tone in with your natural colouring - wann browns for dark skins,
peach for medium skins and dusky pinks for fair skins.

accord 3 (not) compare I conform ,.2 square 8

: chime yp comply equate tone 8

blend in 1,2 fitin 3 tone in >8

r chime in YPP tie in vPP

II.5 THE'AGREE' AND'DISAGREE' GROUP

These verbs are concerned with agreeing or disagreeing with something such as a plan.
We include herc play along, wlrich indicates that someone pretends to agree with
something.
N ot everyone agreed with his conclusions.
I do not disagreewith this viewpoint.
The three main political parties are likely to go along with the plan, despite some private
reservations.

agree ,,4 disagree l,z quibble I :

, (not) argue 7 quarrel 5

,, fallirr wPl go along veet,z play along :

II.6 THE'REMONSTRATE' GROUP

These verbs are concerned with speaking to someone in a particular way.
You can't actually reason with those people because they don't want to be reasoned with.
A man remonstrated with them but they shouted obscenities at him, so he fetched two
policemen.

262
 Section 33: Vwifh n

(not) argue r expostulate level,4 visit YP

bargain .3 intercede plead I
commiserate joke 2 reason yP
consult , laugh I remonstrate

Many other verbs with this meaning, for example gossip, speak, and talk, are reciprocal
verbs (see Chapter 6).
II.7 THE'CHECK'GROUP
These verbs are concerned with checking something. The prepositional phrase indicates
who you ask about the thing you are checking.
Remember, these signs do not necessartIy mean malignant melanoma but it's best to check
with your doctor to make sure.

; check I double-check

II.8 THE'SYMP ATIIIZE' GROUP

These verbs are concerned with feeling sympathy or feeling a connection with someone
else.
I really sympathizn with the two officers that had to make that decision.

identify 5 sympathize 1,2,3

II.9 THE'ASSOCIATE' GROUP

These verbs are concerned with associating with someone, or beginning to have an
association with them.
The point is, I'm not supposed to associate with Westerners, except in the way of business.
His wife says she'd have known if he was carrying on with any other woman.
Many of them had sympathised with the occupation and had even collaborated with the
invading army.
Before you register with a new doctor, ask around to find one who is good with children.
Finally, the young man and I parted and he took up with a 2o-year-old, and later I leamed
they hadtwo children.

affEliate 2,3 collaborate 2 engaSe 4 socialize I

align t commune 3 hobnob visit YP
assimilate t consort , integrate 7

associate 3 co-operate 2 re8ister 2

cavort dally z sign 7

carry ofl 4 off vPP

get playaround 3 takeup YPP,
falliI, vPP2 goaround veP runaround
foolaround 2 keepin vee sleep around
getin YPP movein , tag along

II.TO TIIE'COPE'GROUP
These verbs are concerned with dealing or coping with a problem.
Riots on the main university campus have been dealt with by the security forces, who showed
little or no mercy.
What is astonishing is that the Govemment refuses to gEgI2Ple with the problem of
over-production in meat and milk.
263
 Chopter 2: Simple Potterns with Prepositions ond Adverbs

In the case of cope, the prepositionwith is sometimes followed by an'-ing'clause,

She has had to cope with losing all her previous status and monq.

battle s dealVPl,2 juggle I wrestle ,

i contend , fight ,4 struggle 5,7
cope 1,2,3 grapple 7 tussle 3

II.TT THE'CONTINUE' GROUP

These verbs are concerned with continuing to do something, or doing something that has
been planned.
I want to continue with my career as a TV presenter, to make the most of my abilities and
my brain and to do something worthwhile.
In the New Year, the district board will vote on whether to gp_ahead with the plan.

continue ,,3 persist 2 stick YP,

persevere proceed 2
. carryon 7 geton 2 go through push ahead
, followthrough goahead I plough on stnrggle on
forge ahead goon, Press on ,

See also Structure I above.

II.T2 THE'DABBLE' GROUP

These verbs are concerned with getting involved with something or someone, or doing
something to something or someone. This includes:
o getting involved in something in a superficial way e.g. dabble
o altering something slightly e.g. fiddle, tinker
o using something to do or make something e.g. experiment, work
o treating someone badly e.g. mess, trifle
We also include here flirf and foy, which indicate that someone is considering an idea.
He dabbledwith iazz rock and heauy metal
didn't experiment with drugs until I was in my mid-20s.
WeII, I
For a brief perioQ, Macmillan flirted with the idea of a new centre party to rally
progressive opinion.
We were jamming, playing aroundwith amelody.
MargaretThatchertalkedtough on benefits, but she merelytinkeredwiththe system when it
was reviewed in the mid-1980s.
He was not a man to be trifled with.
Sometimes Hammons evenwork with materials createdby other artists.

(not) bother I experiment Z4 tangle VP wotk 10,25

dabble fiddle z tinker 1

deal vP4 flirt 3 toy VPl

engage 4 mess YP trifle vP

fiddleabout Z: play around z

264
 Section 33:Ywithn
II.I3 THE'ASSIST' GROUP
These verbs are concerned with helping someone to do something. The prepositional
phrase indicates the task involved or the thing that needs dealing with.
For the rest of the time he was Ieft to his own devices, though expected to do his quota of
domestic chores and fo assisf with the gardening.
She loved helping out with amateur dramatic productions.

assist ,,23 help I

help out muckin

See also Structure I above.

II.T4 THE'INTERFERE' GROUP
These verbs are concerned with interfering in a situation, or making something worse in
someway.
They say, however, they will not interfere with press freedom.
And the other problem is where people are too keen and try to muck about with the system.
He maintained that official records had been tampered with to ueate proof.

,, fool I meddle tamper

: interfere t,2 mess YP

fool around I mess about 2 muck about 2

,,

II.I5 THE'TWIDDLE' GROUP

These verbs are concerned with touching, playing with, or physically doing something to
something, often with no clear purpose.
Chef had finished fiddling about with his pots and pans, and was seruing out the
vegetables.
Do you want to come and ploywith my electric train?
'I don't have many possessions,' he says, twiddling with his thin, goatee fuard.

ir fiddle ,,.] fumble I play r,e toy vP2,3

fidget 2 fuss 2 tinker I twiddle I
fiddleabout 7 mess about I play around I

II.16 THE'ABSCOND' GROUP

These verbs are concerned with taking something without permission.
Unfortunately, his partners were crooks and absconded with the funds, leaving Taylor to
face the creditors.
They bought all this gear and people walked offwith it, they never saw it again.

abscond 2 decamp
go otr vPP2 makeoff vpp walkoff vPP,

II.I7 THE'BREAK'GROUP
These verbs are concerned with ending a connection or Setting rid of something.
He was sackedfrom the shadow cabinet in 1968 for his alleged racism, and eventually broke
with the party over the Common Market.
265
 Chopter 2: Simple Potterns with Prepositions ond Adverbs

The long-range goal must be to do awoy with nuclear weapons altogether.

break lo finish vp
I dispense ve part vP
, break off -i do away vee

II.IA THE'CATCH UP' GROUP

These verbs are concerned with reaching or remaining at a particular level or position.
The prepositional phrase indicates who you are following, or what topic or action is
involved. We include here fall behind, which indicates that someone fails to remain at a
particular level.
If children are removed from their poor environments, they can catch up with other
children.
Hard-pressed homeowners can soon expect even tougher action from banks and building
societies if they fall behind with mortgage repayments.

catchtLp 1,2,3,4 fallbehind Z keepup t,Z,t,t

II.19 THE'RANKLE' GROUP

These verbs indicate the effect of something on someone. The prepositional phrase
indicates the person involved. The Subject indicates the thing that has the effect.
WeIl, I must say, this place seems to agreewithyou. You all lookvery healthy.
The memories of that game wiII live with me forever.
Losing to Manchester United the way we did still rankles with everyone.

agree 6,7 live 7.5 (not)wash z

disagree 3 rankle

II.2O THE'COLLIDE' GROUP

These verbs indicate that one thing hits or joins another.
Two people were killed today when their car collided with a roadblock set up by protesting
Frenchtruckers.

collide I dock 3 impact 4

II.2I VERBS WITH OTHER MEANINGS

There are a number of other verbs which have this structure.
The continuing process of patient negotiation has met with limited success.
The decision to free him rests with the Belgian lustice Minister.
In some other spheres, the Conservatives have sidedwith consumers against special-interest
groups, and have won.
Weathermen advised people to stock upwith food and fitel.

belong r gamble z rcst 2.4

bind s meet &,3 settle 2,3
connect 5 rank 5 side ,5
stockup 2

266
 Section 33: Vwith n

Structure informotion: Verb with prepositionol Obiect

a) The prepositional phrase is the prepositional Object.
b) This structure has a passive, with the pattern be V-ed wifh. Not all verbs with this
structure are used in the passive, although most of the verbs in meaning groups II.6,
llJL0, ll.l2, and II.14 are. The following verbs are the ones which are most frequently
passive.

cope 1,2,i doaway ve mess yP tinker I

deal vP|,2 experiment 2,4 reason yP toy vPl
i. dispense YP interfere ,,2 tamper trifle vp

c) The phrasal verb patterns are the same except that there is a particle, P, which comes
after the verb.

Structure III: Verb with Adiunct

Y withn
:r.:,!@,gq?ryF...",' ;',r1i{S, nolmgFry+
.,, ,:,

He responded with o streom ofqbuse

He wos trembling with excitement.

Phrosol verbs: Y Pwithn

*lilt

Simon chipped ln with o story obout his fother

She doubled with loughter.

Verbs with this structure belong to the following meaning groups:

III.l THE'TREMBLE'GROUP
\1.2 THE'BEGIN' AND'END' GROUP
III.3 THE'RESPOND' GROUP
III.4 THE'CHIP IN' GROUP
III.5 VERBS WITH OTHER MEANINGS

III.I THE'TREMBLE' GROUP

These verbs indicate that someone does something or has a particular appearance or
physical sensation because of what they feel. This includes:
o moving e.g. squirm, tremble
. making a noise e.g. hoot, snort
o someone's eyes having a particular appearance e.g. blaze, glisten
Her eyesblazedwith fury.
The boys hooted with laughter as they watched the man in the water being hauled into the
motorboat, drenched and dripping.
His face lit upwith pleasure.
Eve fell into her chair. She was trembling with rage.

267
 Chopter 2: Simple Potterns with Prepositions ond Adverbs

beam , explode z reel 4 snort ,

blaze < (Your eyes) gleam 5 (Your eyes) roar 3 sparkle 1 (Youreyes)
boil 5 glisten (Your eyes)
1 scream 7 sparkle 3
brighten 2 (Youreyes) glitter 2 (Your eyes) seethe , squeak ,
bristle 5 glow 8 shake 4 squeal
bubble z Sroan shake 9 (Yourvoice) squirm 2
bulrlr 10,12 hoot 2 shine i (Your eyes) swell -l
cackle howl s shriek 7 throb I
cload 5 (Your eyes/foce) laugh ; shudder I tingle 2
crow 4 quake 2 sigh I tremble I
cry1 quiver 2 smoulder 3
bubble over >z fall about
doubleup light up 2 (Your eyes/foce)

III.2 THE'BEGIN'AND'END' GROUP

These verbs are concerned with beginning or ending. The prepositional phrase indicates
what happens or is done at the beginning or end of something.
The proceedings began with a minute's silence in memory of those who died in the
revolution.
It's non-stop music right through until ten thir| and we'Jlkick p:Ewith Def Leppard.
The preposition with is sometimes followed by a noun group and an '-ing' clause. This
pattern is V wifh n -ing.
An earlier attempt by police to remove the demonstrators ended with a policeman being
shot dead.

begin 3,7 end e,z start 3

climax 2 finish +
culminate opelr 2l
kick off z startoff 7

III.3 THE'RESPOND'GROUP
These verbs are concerned with responding to something that has been done, or
compensating for it. The prepositional phrase indicates what someone does in response
or as compensation. We include herc oblige, which indicates what someone does in
response to a request or a need.
We called up three economists today to ask how to eliminate the deficit and they obliged with
very str aightfonp ard answ ers.
When that war ended and people demanded the restoration of their rights, the govemment
responded with anests and some police intimidation.

compensate 2,4 oblige 2 respond 7

cou,rrtet 2,4 reply t retaliate

III.4 THE'CHIP IN' GROUP

These verbs are concerned with making a contribution to a conversation or activity
Brett Allison chipryd in with another goal for North Melbourne.
I was telling on anecdote when an lrishman interrupted with 'You talk too much' .

interrupt ,

butt in chip in 1,2 pitch in

chime in ioin in

268
 Section 33: Vwith n

III.5 VERBS WITH OTHER MEANINGS

There are three other verbs which have this structure.

Hurry up with that coffee, will you?
She sipped ice-cream soda, ate more candies, and sang along with the records.

come through I hurry up sing along

Structure informotion: Verb with Adiunct

a) The prepositional phrase is an Adiunct.
b) This structure has no passive.
c) The phrasal verb pattern is the same except that there is a particle, P, which comes after
the verb.

Productive uses
A prepositional phrase beginning wit}ewith is used with two additional meanings. These
uses are productive, that is, they occur with a wide range of verbs.

1 The prepositional phrase indicates what someone uses to do something. An example is I

shave with an old-fashioned Gillette razor.

2 The prepositional phrase indicates what company someone uses, for example when
travelling or investing money. Examples arc We flew with British Airways and My husband
has bankedwith the Co-op since before the war.

Other reloted pqtterns

Y with n to-inf
The verb is followed by a prepositional phrase beginning with with, and a to-infinitive
clause. Most of the verbs with this pattern are reciprocal verbs and are dealt with in
Chapter 6.

The non-reciprocal verbs with this pattern are concerned with asking someone to do
something. The verb contract is also used to indicate that someone agrees to do
something, as in the second example below.
If you prefer, you can contract with us to deliver your cargo in our airship, which wiII be
much cheaper than any other means.
We contract with airlines to take their excess capacity and then retail it as efficiently and
cheaply aswe can.
I pkededwith her to stop but she wouldn't.

contract 2 plead ,

Y with n thot
See page 471.

2,69
 Chopter 2: Simple Potterns with Prepositions ond Adverbs

34 Less frequent potterns

There are some patterns with prepositions which apply to a very small number of verbs.
They are collected together in this section.

Y among pl-n
The verb is followed by a prepositional phrase which consists of among and aplural noun
group. The prepositional phrase is an Adjunct. This structure has no passive.
Citizens were forced to choose among candidates from one ruling party.
He is a happily unconventional genius who ranks among the great scientists of history.

: choose , rank 14

V odi among pl-ln

The verb is followed by an adiective group and a prepositional phrase which consists of
among and a plural noun group.
His pices rank high among contemryrary photographers'.

rank 4 rate 6

V before n
The verb is followed by a prepositional phrase which consists of. before and a noun group.
The prepositional phrase is an Adjunct. This structure has no passive.
The matter came before the High Court by way of an application for judicial review to stay
the proceedings ofApril 28.

appear 7 come ,3

Y behindn
The verb is followed by a prepositional phrase which consists of behind and a noun group.
The prepositional phrase is the prepositional Object in the case of lag and trail, and an
Adiunct in the case of. faII in. This structure has no passive.
The phrasal verb fall in has the pattern V P behind n.
My mates and I fell in behind the marchers.
Men still lag behind women when it comes to buying and wearing fragrances.

lag I trail 8

fall in z

Y downn
The verb is followed by a prepositional phrase which consists of down and a noun group.
The prepositional phrase is an Adiunct. This structure has no passive.
The men scaled o wall and climbed down scaffolding which had been erected for
renovation work on the other side.
270
 Section 34: Less frequent potterns

abseil climb I roll 5

V past n
The verb is followed by a prepositional phrase which consists of past and a noun group.
The prepositional phrase is an Adiunct. This structure has no passive.
My puppy barged past my legs and leapt into lilly's welcoming arms.

barge .t push 2
brush r shoulder 6

271
 Chopter 3: Complex Potterns

a noun
In this chapter we describe complex verb patterns in which the verb is followed by
group and another element, such as another noun group, an adiective group,_ a
fhat-clause, ora wh-clause. Pattems in which the verb is followed by a noun group and a
prepositional phrase or adverb group are described in Chapter 4.

1. Vnn
The verb is followed by two noun groups. The passive pattern is be V-ed n

This pattern has three main structures

> Structure I: Verb with two Objects

He [email protected] apresent.
> Structure II: Verb with Obiect and Object Complement
T hev ao oo int e d him c hairman.
> Structure III: Verb with Object and Adiunct
Theywonthe game 4-2.

Structure I: Verb with two Obiects

Activevoice:Vnn

I bought him lunch.

Herboyfriend 9ove her o diomond ring
Sing me o song!
I wrote him o letter.

Possive voice: be V-ed n

We were brought o solod.

Freemon con be excused his ignoronce.
A greot gift wos being offered me.

272
 Section L: Vnn

Phrosol verbs
Active voice: V n P n, V n n P

They let him off his debts.

I poid her bock hermoney

I 'll give you seventy bock.

He poid them the money bock.

Possive voice: be V-ed P n, be V-ed n P

Students ore being tumed off furtherleoming.

wos given his money bock.

Verbs with this structure belong to the following meaning groups:

I.T THE'GTVE'GROUP
I.2 THE'BRING'GROUP
I.3 THE'TELL'AND'SEND' GROUP
I.4 THE'COST'AND'SAVE'GROUP
I.5 THE'EI{\ry'GROUP
I.6 VERBSWITHOTHERMEANINGS

I.I THE'GIVE'GROUP
These verbs are concemed with giving someone something, or refusing to do so. This
includes:
o giving or selling e.g. award, sell
o lending e.g. lend, loan
o bequeathing e.g. bequeath, Ieave
o transferringe.g. hand, pass
o allocating or committing money or resources e.g. allocate, allot
o allocating tasks or responsibilities e.g. assign
o promising
o offering e.g. offer, proffer
o not giving e.g. deny, refuse
o showing
273
 Chopter 3: Complex Potterns

We also include here more abstract verbs like give (someone a certain impression), pay
(someone a visit), and permit.
Thebestway to instilinLeo a sense of disciplinewillbe toallothimsome spcifictoskwhich
allows him to express his excellent organizing ability.
Each patient is assigned a psychiatrist from the pI of psychiatrists at Mclean
Hospital.
A cloud suddenly blocked out the moon, denying him his only source of light.
Thatyearfor Christmas my parents glNe me a microscope kit.
He told her that he was not going to leave her anything in his will.
Take the goods back to the retailer who will refund you the purchase price.
The club's representative had ananged to sell him a ticket for the match.
ThephrasalverbsinthisgrouphavethepatternsVnnPandVnPn.Whentheyhavethe
pattem V n P n, the second noun group cannot be a personal pronoun. You say She paid
him back the money but you do not say She p aid him back it .
She oave me back mv rino.

In the case of permit 4, the noun group following the verb is always a reflexive pronoun.
This pattern is V pron-refl n. The verb deny often has this pattern as well.
Bob must have enjoyed it too, because he permitted himself a fleeting smile at the end.
In the case of offer 9, pay 7,2,4, andtip, the second noun group is always or often an
amount. This pattern is V n amount.
They brought in an American star and naid him three million punds plus expenses.

r: accord z deal 2.5 (sb some cords) otlet 1,4,5,6,7,9 s}row 3,4,5,7
advance 3 deny 3 Parss 5 slip 5
afford 3 feed 1,8 pay 1,2,4,11 sneak 2
allocate 8we 1 .1,2,j,6,7,8,9 permit ,,4 spoon-feed 2 (usu possive)
allot (usupossive) sve 2.1,2,3 proffer z stand 20 (sb o dink)
allow 2,4 grant 2 promise 2 throw ,
assign 1,2,4 hand 2.1 refund z tip 7
assign 3 (usu possive) lease 2 refuse 2 toss ,
award 4,5 leaYe 20 render 2 vouchsafe
bequeath l,z le'rd 1,2,3,5 sell 1,2,6
chuck 2 loan 3 serve 6
concede 2 make 1.1 set 2.9
give back handback payback I

When the verbs in this meaning group have a prepositional pattern, it is usually V n to n,
as in I gave the present fo her (see pages 418-420).

I.2 THE'BRING'GROUP
These verbs are concerned with doing something for someone, usually something which
is beneficial to them. The noun group following the verb indicates the person or people
involved. These verbs are not often used in the passive.
This isa productive use: any verb which involves doing something for someone else can
be used with this pattem. The verbs listed here are the ones which are most frequently
used in this way.
They canbokyou a rurm by phone andtellyouhow to get there.
Sheaskedmetobring her sometea.
They offered to cook usc Swiss lunch the following day.
She took a course in computer programming and found instant success when her
communication skills landed her a job as soon as she finished studying.

274
 Section 1.: Vn n
In the case of carve, the noun group following the verb is always
a reflexive pronoun. This
pattern pron-refl n.
is V
Sag-ar
lucgru;e! himself a special niche in the world of Indian art by creating his own
style through different stages of experiments.

2 cut 7 knit 7 pour 2

12(sbochild) do 2.2 land l-r prescribe ,
book 3 fetch, leave 8,1 7 secune ,
brittg 1,3,7,10 firrd 1,2 make 3.3 sing I
buy 1,2 fix 14 mix 2 wangle t
carve 4 get 2.1,3 otdet 2.5
cook , Suarante€ ,.3 play tt,tz

When the verbs in this m-eaning group have a prepositional pattern, it is usuallyY nforn,
as in He poured some tea for her (see pages 366-367).

I.3 THE'IEIT.' AND'SEND' GROUP

These verbs are concerned with communicating something to someone, in spoken or
writtenlangua-ge, o_r non-verballyby looking or smiling. Thii includes sendingiomeone
something, either through thepost or electronically. The noun group followirig the verb
indicates the person or people involved.
I am no longer allowed to be with the children, to read them a story or put them to bed.
Almost as soon as he had unpacked his bag, he sent his mother a postcard.
shewas Carl sagan'sfirstwife andtaught himmost ofwhathe laows abut biology.
Maryatoldhimthewhole story of the mystery.
Emily tumed with a swirl of her long dark hair and threw her a suggestive grin.
In the case of fell8, the second noun group is often an amount. This pattern is V n amount.
Being bald is a good life experience. It tells you a lot about how peopte prceive you.

ask , flash 9(sbosmile) rcad 2 throw t0(sbotook)

bid 2.1 6brorweltl kiss I (sb goodbye) send ,,4 wire 6
cable 5 mail 3 shoot 5(sboglonce) wite 2,4,6
cast 4(sbolook) pen 2 spilr 6(sbotole)
concede , post ,.4 teach 1,2,3
fax 2 quote 4 tell 1,2,8

I.4 THE'COST' AND'SAVE' GROUP

These verbs are concerned with disadvantaging someone in some way, or benefiting them
in some way. lVe include here verbs like charge and cosf, where someone has to pay for
something either literally or metaphorically. The noun group following the verb
indicates the person or people involved.
How odd it was to sit here now with the man who had caused her all that pain.
It was this defiant stand against Europe that finally cost her the premiership.
Our son-would gladly wear a sweatshirt round the clock if it saved him the bother of getting
washed and dressed for school.
The man's identity is not being revealedto sparehim further embarrassment.
In the case of charge, cost 2, dock, and,take, the second noun group is always or often an
amount. This pattem is V n amount. The phrasal verb sef bock has the irattern V n P
amount.
The dealer had been boasting to an associate that he charged me double what it was
worth.
Prices are quite expensive - a basic meal wiII set you back about eight to ten punds.

275
 Chopter 3: Complex Potterns

It didn't tum out tobe adifficult iob, though ittookme two hours.

I cause 2 do 2.e intend 3

dock 7 lose ,7
eam 3 saYe i,4,5 wilr 2,5

I.5 THE'EN\TT GROUP

These verbs are concerned with the feelings that someone has about someone else, or
their attitude towatds something that someone else has or has done. The noun Sloup
following the verb indicates the person or people involved.
Whatever his many faults, we would not begrudge him the glory that would rightly be
his.
She envies him the opportunities he will have to become big and powerfiil.
She,t fogaen him many things over the years because she always believed he loved her.

excuse 3 forgive I
excuse 4 (usupossive)

I.6 VERBSWTIII OTHER MEANINGS

There are a number of other verbs which have this structure.
He admitted there were people who disliked him, and who might bear him a grudge.
He agreed that if what Mrs Reece alleged was true he owed her an apology.
The phrasal verbs in this group only have the pattern V n P n. Both noun Sloups maybe
pronouns.
Putting too much onthe platemay putyour child qffhb f@d.
In the case of set 2.9, the noun group following the verb is always a reflexive pronoun.
This pattern is V pron-refl n.
He has set himself a particularly difficult goal, which is engineering changes in the way
people behave.
In the case of owe I,3, the second noun Sloup is often an amount. This pattem is V n
amount.
No;1w more ar":o^* r t:r::" I weher everythine.

bear I.l3 g1ve 1.4 set 2.8,9

bet , owe 1,2,3,5 wish 8
*,:o, pultoff 3,4 turn off 3
.

Structure informotion: Verb with two Obiects

a) Both the noun group fotlowing the verb and the second noun gtoup ale Obiects.
b) This structure has a passive, with the pattern be V-ed n. The noun group_is-the Ob-ie9t.
Either the first or tie second Objecf of the active clause may be the Subiect of the
passive clause, though in most cases the human being is th-e- Subiect. Clauses like I was
bffered a job are more ftequent than clauses like A iob was offered ma
c) Phrasal verb pattems are the same, except that there also is a particle, P, which comes
after the firs1 Obiect, or after both Obiects. Some phrasal verbs have restricted
patterning, and these restrictions are mentioned under the meaning groups
concerned.

276
 Section l.: Vn n
d) The patternv n amount has two passives, with the patterns be v-ed n and be v-ed
amount. In most cases, however, the human being islhe Subiect, with the pattern be
V-ed amount. Clauses like I was owed a lot arc more frequent than clauses lilie A lot was
owedme.

Structure II: Verb with Obiect ond Obiect Complement

Activevoice:Vnn

He nomed the child Siddhortho.

Music mogozines procloimed her their new genius.

Possive voice: be V-ed n

Cerdic the Soxon wos crowned King of the Angles.

He wos ordoined o Cotholic priest.

Most of the verbs with this structure are concerned with:

o naming or labelling e.g. call, term
o putting someone or something in a particular position e.g. elect, nominate
o thinking or considering e.g. adjudge, deem
o causinge.g.make
The noun group following the verb indicates the person or thing that is named or
considered.
In 1987, the BBC appointed him their Deputy Editor of Nsws and current Affairs.
My children called him Uncle Frankie andwere always delighted to see him.
The Home Office considered him a potentially dangerous enemy alien.
If you elect me president , you wiII be better off four years from now than you are today .
If she makes amess of thismarriage she'Ilbelabelledacomplete andufterfailure forthe
rest of her life.
In Mexico, his writing has made him a well-known public figure.
I make it ten o'clock.
Britain's economic performance has been rated a C -minus virtually since 1 945.

In the case of fancy, feel, and prove, the noun group following the verb is always a reflexive
pronoun. This pattern is V pron-refl n.
As inthe past, he has prwedhimself the master of the tacticalretreat.
In the case of make 2.8, 6.1,the second noun group is always an amount. This pattern is v
n amount.
A penalty goal from O'Sullivan made it 73-3 at half-time.
277
 Chopter 3: Complex Potterns

, acclaim 1 (usupossive) consider I h.ail 1 (usu possive) rate 6

.l account 6 (usu possive) count 7 label j (usu possive) berated 8

: adiudge (usu possive) ctovt,l 3 (usu possive) ,,rake 2.i,6,8,6.1,2 re-elect (usu possive)
, anoint 2 declare I,2 be misnamed nename
,i appoint deem 2,6 rule 7
j beborn z,r designate I 'ra,JJle
nickname 2 tag 5 (usu possive)
,: brand 3 dub I nominate 2 term 4
'::
Call t,Z elect , ordain I (usupossive) title 2
christen 1 (usu possive) fancy Ls proclaim I vote 7,8
christen z feel I0 pronounce 2
code-name 2 (usu possive) fittd 7,9 prove 3
bringup 7

VERBS WITH OTTIERMEANINGS

There is one other verb which has this structure.
Two furious motoristshetdamanprisoner inhis ou,ncarwhenthey foundhim drunkon a
motorway.

Structure informotion: Verb with Obiect ond Obiect Complement

a) The noun group following the verb is the Obiect, and is very often a pronoun. The
second noun group is the Obiect Complement.
b) This structute has a passive, with the pattern be V-ed n. The noun group is the
Complement. Only ttie Obiect of the active clause, not the Obiect Complement, can
be the Subiect of the passive clause:
He was apw inte d chairman.
c) Phrasal verb pattems are the same, except that there is a particle, P, which comes after
the Obiect. fhere is only one phrasal verb with this structure, bring up. The active
pattern is V n P n, and the passive pattern is be V-ed P n:
Thevbrouoht him uo aChristian.
Hewits brought up a Christian.

Structure III: Verb with Obiect ond Adiunct

Activevoice:Vnomount

The under-2l side lost its motch 2-O to Switzerlond.

Dittmor won the flfth gome 15-9.

Possive voice: be V-ed omount

He wos beoten 15-10, 15-3

278
 Sectionl:Vnn
The verbs with this structure are all concerned with winning or losing in sporting events.
The noun group following the verb is either the name of a team or a woid likelame or
match. The second noun group indicates the scores involved, and is always an amount.
It's the team which thrashed England 4O points to lS.

beat 9 lose , win, L

defeat I thrash I

Structure informotion: Verb with Obiect ond Adiunct

a) The noun group following the verb is the obiect, and the second noun group, which is
always an amount, is an Adiunct.
b) This structure has a passive, with the pattern be v-ed amount. The amount is an
Adiunct.

Other sEuctures
In the case of one sense of make, the first noun group is the Obiect and the second noun
group is the Complement.
I'm very fond of Maurice and lllmake him a gmdwife.

i;rmake 4.1 ir:

:l- , " ,-,. .,-... -,.,.,.- - .;'

Other productive uses

This pattern has a productive use, in which the first noun group is the object and the
second noun group is the Complement. Any verb which indicates that someone leaves or
retutns somewhere can be used in this structure. The verbs most frequently found with
this pattern are depart and leave.
Guy Haruoodshouldleavethe course ahappy man.

Other relqted potterns

Vnnthqt
The verb is followed by tlvo noun groups and a that-clause from which the word fhaf is
often omitted. The passive pattern is be V-ed n that.
I'Jl be'tyou my next paycheckhe'Ilbe home beforebedtime tonight.

ai
::betl:
:,.- .... '..... ,.....,,::

Vnn to-inf
The verb is followed by two noun groups and a to-infinitive clause. This structure has no
passive.
I paid f,130 for all my maps to cover my 300-acre farm, which took me three hours to get
photocopied.

: take 2.13

279
 Chopter 3: Complex Potterns

Vnnum
The verb is followed by a noun group and a number. The passive pattem is be V-ed num.
He thinks his teamwill be seeded No. 7 for the third year in a row-

tatrk j (usu possive) seed 5(usupossive) ti

'....:

2 Vnodi
The verb is followed by a noun group and an adjective group. The passive pattern is be
V-ed adj.

This pattern has three structures:

> Structure I: Verb with Obiect

I like my tea svveet.
> Structure II: Verb with Object and Obiect Complement
I 'II prove you wrong.
> Structure III: Verb with Obiect and Complement
The dollar finished the day lower.

Structure I: Verb with Obiect

Vnadi

He preferred his flsh unfilleted.

He wished both ofthem deod.

Verbs with this structure belong to the following meaning groups:

I.1 THE'LIKE'GROUP
I.2 THE'IMAGINE'GROUP

I.T THE'LIKE'GROUP
These verbs are all concerned with liking, wanting, or needing someone or something to
have a particular quality or to be in a particular state. The adjective indicates that quality
or state.
The Dutch spread jam on bread for breakfast, so they like it smooth.
I wanted the house to have a lived-in feel, but I wanted it elegant, not too rustic.

like 2., prefer wish I ,

need , want ,
::

280
 Section2: Vnodi

I.2 TIIE'IMAGINE' GROUP

These verbs are concerned with imagining someone or something to have a particular
quality or to be in a particular state. The adiective indicates that quality or state-.
No-one imagined her capable of having an affair.

i imagine 7,2 picture S I

Structure informotion: Verb with Obiect

a) The noun group and the adiective group together form the object: they cannot be
sepa_rated from each other. In the first example in the table above , what he Wferreclwas
his fsh to be unfilleted he did not prefer his fish. With this structure you can ask the
question What did he prefer?, which makes it clear that his fish unfiIleted is a single
grammatical unit.
b) This structure has no passive.

Structure II: Verb with Obiect ond Obiect Complement

Activevoice:Vnodi

The doctor cought her osleep.

Dqvid considered her implocoble.
The dorkness could drive o mon mod.
She shut her eyes tight.

Passive voice: be V-ed odi

I wosbom POor.
He wos found deod.
All five crew members ore presumed deqd.
The corridors ore scrubbed cleon.

Verbs with this structure belong to the following meaning groups:

II.T THE'CONSIDER' AND'CALL' GROUP

II.2 THE'MAIG'GROUP
II.3 THE'FIND'GROUP
II.4 TTIE'BI'RYAITVE' GROUP
II.5 VERBSWTIH OTHER MEANINGS

II.T THE'CONSIDER' AND'CALL' GROUP

with:
These verbs are concerned

o considering, declaring, fudging, or proving someone or something to have a

particular quality e.g. deem, pronounce

287
 Chopter 3: Complex Potterns

o naming or labelling someone or something in a particular way e.g. call, label

The adiective indicates the quality someone or something is considered to have or what
they are called.
The joumal 'Nature' called this book dangerous.
We are no longer bound to the view that the earth is the immobile center of the universe, nor
even do we consider it stationary.
I was placed in a mental institution and diagnosed schizophrenic.
He was only passed.fit to ride five minutes before declaration time.
Keating sampled the wine and DDgtrowEed it drinkable.
Thebosshastoldme I don'tfigure inhis plans, andl needto go somewhere else toorwchim
wronq.
Some of these verbs are used only with a very restricted range of adjectives; for example
hold is used only with accountable,Iiable, and responsible.
They held him responsible for the brutal treatment they mdured and the inhuman
conditions they suffered during their detention.
In the case of confess, find 5, profess 2, pronounce 2, arrd prove 3, the noun group following
the verb is always a reflexive pronoun. This pattern is V pron-refl adi.
He proved himself equally capable of coping with country life and caring deeply for
his parishioners.

: account 6 (usu possive) consider , hold 2.10 pronounce 2,3

r believe 7 count 7 iudge I prove 2,3
', brand 3 declare ,,2 label j (usu possive) rate 6
,' call 2 deem pass 15(usupossive) report ,
,, certify t diagnose (usu possive) presume 1 (usu possive) rule z
find s,8,9 profess 2 tfiink c
i: ::i'::: '
II.2 THE'MAKE'GROUP
These verbs are concerned with having a particular effect on someone or something. The
adlective indicates the final condition or attribute of something after the action has been
completed. Most of these verbs indicate physical processes, while some, like drive and
scare, may be psychological, and some, like make and render, may be either.

This is a highly productive use: a wide range of other verbs can be used with this meaning.
The verbs listed here are the ones which are most ftequently used in this way.

These verbs can be divided into seven groups:

(i) The'pull open' group

These verbs are used with adiectives indicating the position of something after the action
has been completed. The adjectives most frequently used here are open, shut, and tight.
Where only one or two adjectives occur with a verb, this is indicated in the list. All the
other verbs are used with both open and shuf, and some are used with fighf as well.
In a comer, there's a safe deposit box that has been blasted open.
They had to force the door open to get in.
He rose, opened the window wide, and let in a blast of freezing air.
Miss Leonunlocked the door andhe Wileclit oryn.

282
 Section 2:V nodi

blast 2 (open) kick I push I teat 2.1 (open)

blow l.z lopen) lever 3 shove 2 tug ,
clamp -l (shut/tight) rrarl 2 (shu? shut , (t,ght) wedge I
close ,.I or}€.n I (wide) slam l lshut; vrrencb 1 (open)
ease 5 pize 5 (open) slide I yank
force 5 pty 2 sprcad 2(wide)
jam r pull tape 7 (shut)

(ii) The'squash flat' group

These verbs are used with adjectives indicating the physical state of a person or thing after
the action has been completed. The most frequent adiective(s) are indicated in thelist.
A head-on collkion between a bus and another passenger vehicle has Ieft eighteen Wople
dead and two more injured.
The alsatian bit his arm before he shook it loose and ran off.
Whole neighbourhoods have been squashed flat by shelling.
To wash her hair she dunked it in a basin of soapy water, rinsed it and towelled it dry.

,:, bafter 4 (ftot) leave I 0 (deod) set z.t tieo tus,ii)'i,, snfif 3 (tuil)
t blof 3 @ry) pat I (dty) shake 8 (ase/free) sweep I (cleon)
. crantr 1 (tult) plalre 6(flot/flush) shoot 1 (deod) towel 2 (dry)
4 (close) pu,ll 4 (hee) squash I 1rotl wipe 1 (dry/cleon)
(loose/free) scrub , (cleon) (usu possive) squeeze 1,3 (dry) wrenrch 2(oose/free)
,

(iii) The'hold steady' group

These verbs are concerned with holding or keeping someone or something in the position
or state they are in. Some of the processes are concrete and some are abstract.
lapan can hold inflation steady with unemployment of less than 3 percent.
He began to expertence waves of insecurity that sometimeskept him awake at night.

i have 3.1 keep I ,

,rold 1.1,2,3.6 leave ,3
:

(iv) The'drive mad' group

These verbs are used with adiectives indicating someone's mental or psychological state
after the action has been completed. The most ftequent adiective(s) are indicated in the
list.
He drove the commissioners mad with his bumbling discourse and paranoia.
It tums out he was in a fight andwas knocked unconscious.

battet 2 (unconscious) dive 13 (mod) l<nock 4 (unconscious) send 6(mod)

beat 1 (unconscious) iolt 2 (owoke) scare I (stifthigid) strike 17 (dumb/blind) (usu passive)

(v) The'turn down low'group

These verbs are used with adiectives indicating the heat, brightness, or volume of
something after the action has been completed. The adiectives most frequently used here
are high, loud, and low.
Turn the lights down low, tum the music on and escary to a land without cares.
The music room is soundproofed so that you can turn the volume up really loud.

283
 Chopter 3: Complex Potterns

pitch 7
crankup 2 turndown 2 tumup 3

(vi) The'paint yellow' group

These verbs are used only with adjectives indicating the colour of something after the
action has been completed. This pattern is V n colour. The passive pattern is be V-ed
colour.
The petals of the plant can be chopped qnd used in salads or cooked with rice to colour it
yellow.
Although white is the most common colour, you can always paint timber or aluminum
frames green or brown, for instance.

i colour 3 spray 6
paint 3,5 turn rT

(vii) Verbs with other meanings

There are a number of other verbs with the general meaning of having a particular effect
on someone or something. Most of these verbs are used with a wide range of adiectives.
The govemment considered making such experiments illegal.
It contained so many efiors as to render it worthless.
The verb slice is used only with wide.
The captain wvung his left foot, but sliced the ball wide.

get ,.3 render ,

make 2.3

II.3 TIIE'FIND'GROUP
These verbs are concerned with catching or finding someone or something in a particular
state.
'What I've been wondering,' Robina went on, 'is whether she didn't go out on some impulse,
rush over to see Douglas andfind him dead.'

catch 13 find 4s
, 'il-T.' r:

II.4 THE'BURYALIVE' GROUP

These verbs are concerned with cruel ways of killing people or animals. The adiective used
with these verbs is usually alive.
This is a productive use: a wide range of verbs to do with killing someone can be used $.ith
this pattern, for example boil, eat, flay, roast, and swallow. The verbs listed here are the ones
which are most frequently used in this way.
For many centuries the Chistian Church burned heretics alive.
We feel tenor at the thought of Wing_bwred alive.

Some of these verbs are sometimes used metaphorically.

They are fiercely competitive. If they can skin us alive in business, they will.

o:""
:i 1 -:":1: ".ly"i..'
284
 Section2: Vnodi
II.5 VERBSWITH OTHERMFANINGS
There are three other verbs with this structure. They are used with a wide variety of
adiectives.
All men, whites andblack, areborn free and equal.
You can boil the roots and sente them cold with a salad dressing.

beborn2 picture4 serve 6 :t,

Structure informotion: Verb with Obiect ond Obiect Complement

a) The noun group is the Obiect, and the adiective group is the Object Complement.
b) This structure has a passive, urith the pattern be V-ed adj. The adiective group is the
Complement.
c) The adiective group usually comes after the noun group. Sometimes, however, the
adjective group comes before the noun group, especially when the noun group is a
long one. This applies particularly to the group of verbs associated with open and shut:
She yanked open a drawer of one filing cabinet, and pulled out a magazine.

d) Phrasal verb pattems are the same, except that there is a particle, P, which comes after
the Obiect. There are only three phrasal verbs with this structure, tum down, tum up,
and,crankup. The active pattern is V n P adj, and the passive pattern is be V-ed P adj.

Structure III: Verb with Obiect qnd Complement

Vnodi

Shores ended the doy slightly higher

The Nikkei overoge storted the doy higher.

Verbs with this structure are concerned with beginning or ending a day, or other period of
time, in a particular state. Clauses with this pattern are usually about flnancial markets,
and the adiectives are frequently lower and higher.
In Frankfurt, the dollar began the day lower at 1 .69 German marks.
.: __ i

, begin z finish I ,

: end z start 2 ,.

Structure informotion: Verb with Obiect ond Complement

a) The noun group is the Obiect, and the adjective group is the Complement.
b) This structure has no passive.

Other reloted pqlterns

V n colour
See meaning group II.2 (vi) above.

285
 Chopter 3: Complex Potterns

3 V n -irtg
The verb is followed by a noun group and an '-ing' clause. The passive pattern is be V-ed
-ing.
This pattem has three structures:
> Structure I: Verb with Obiect
I remember you saying that.
> Structure II: Verb with two Obiects
They caught him stealing.
> Structure III: Verb with Object and Adiunct
I spend the time reading.

Structure I: Verb with Obiect

V n -ing

My husbond hotes me being o businesswomon.

I don't Iike them pointing ot me.
He resented her doing well.
The roin 'll sqve me hoving to woterthe gorden.

Verbs with this structure belong to the following meaning groups:

I.1 THE'LIKE'GROUP
I.2 THE'REPORT'GROUP
I.3 THE'ENTAIL'GROUP
I.4 THE'STOP'GROUP
I.5 THE'RISK'GROUP

I.T THE'LIKE'GROUP
These verbs are concerned with feeling or thinking. This includes:
o emotional attitudes e.g. dread, hate,like
o thought processes e.g. contemplate, remember
o imagining or envisaging e.g. picture, visualize
o tolerating e.g. (cannot) bear, tolerate
We know how initating an incorrectly addressed envelope can be, so we would appreciate
youletting us know if wehave got itwrong.
One hears and sees programmes about cruelty in old people's homes, but you don't envisage
it happening inyour ownfamily.
'Even though I understand the need for unions, because workers need a spokesperson, I fear
them getting more power,' she said.
Opal, his sixty-four-year-oldwife, didn't really like him drinking so much.
Then he said, 'I hope you don't mind me calling in like thk, without an appointment.'
When I was in my twenties and living a rather hippy existence, she nuf-up-u,Ehme drifting in
andout of her life.
Nobody can ever recall him firing anybody.

286
 Section3: Vn-inq

anticipate , envisage like 2.r resent

appreciate 3 favour 4 (not) mind 2.I,2 see 8
(cannot) bear I.e fear I picture 8 stand ,7
(not) begrudge 2 forget 4 recall , tolerate ,
contemplate , hate 2 recollect visualize
dislike , (willnot)have 3.,2 remember I want ,
dread I imagine I (not) remember .t

putup with

I.2 THE'REPORT'GROUP
These verbs are concerned with speaking or writing about actions or events.
Parents of children who abuse volatile substances have described them buying fre or six
cans of butane at a time.
Do the neighboursreport anyone else going inor out?

describe., mention , report I

I.3 THE'ENTAIL'GROUP
These verbs are concerned with a logical relation between the process or thing indicated
by the Subiect of the verb and the process indicated by the nbun group and the ,-ing,
clause.
My- iob entaik me driving several thousand miles around the country each month in
all traffic conditions.
A move there would involve him taking a cut in salary.
we get another customer for our hospital, and this iustifies us spending monq on neyy
equipment.

entail iustify necessitate

', involve I mean l.f

I.4 THE'STOP'GROUP
These verbs are concerned with stopping someone doing something, or preventing
something happening.
What they want above all is to avoid it degenerating into a full-scale military conflict.
They.signed an agreement with the National Trust which Uecluded the land being used for
abridge.
The B-etting, Gambling ond Lotteries Act of 1963 ptohibitsany cash bet being struck on a
Sunday.
I think she really would have liked to stop us seeing each other.

avoid I prohibit stop 2

preclude I resist I
prevent ,,2 save 5

I.5 THE'RISK'GROUP
These verbs are concerned with someone risking something happenihg.
Glwer cgvld not risk four men standing up in court and telting the iudge he had
ordered themto kill someone.

287
 Chopter 3: Complex Potterns

chance 4 risk s I

Sructure informotion: Verb with Obiect

a) The noun group and the '-ing' clause together form the Object; they calnot be-
separated from each other. In the first example in the table above, what my husband
ha-tes is me being abusinesswoman; he does not hate me. With this structure you can ask
thequestion Whatdoeshehate?,whichmakesitclearthatmebeingabusinesswomanisa
single grammatical unit.
b) This structure has no passive.
c) There is only one phrasal verb with this structure, put up with, which has two particles.
ThepattemisVPPn-ing.

Structure II: Verb with two Obiects

Activevoice:Vn-ing

I kept her woiting.

She noticed o mon sitting olone on the gross.
Much of the film shows the pointer going obout his tosk.

Possive voice: be V-ed -ing

Polmer wos photogrophed weoring on Afghon coot.

Cons offood and groceries were sent fly,ng.

Verbs with this structure belong to the following meaning groups:

II.1 THE.SEE'GROUP
II.2 THE'BRING'GROUP

II.1 THE'SEE'GROUP
These verbs are concerned with perceiving, finding, or showing someone doing
something.
As she left, she could feel his eyes following her.
Menhadbeenobseryedentering andleaving the housewithlargebags, the policewere
told.
The Subiect usually indicates a human being, but the verbs see and show sometimes have
inanimate Subiects.
The next day saw us rrlaising down endless, cactus-lined straights withvultures circling
overhead.
In the case of catch 8, feel 8, andfind 5, the noun group is always or often a reflexive
pronoun. This pattern is V pron-refl -ing.
I caught myself wondering why we ever imagine children will bring us happiness.
288
 Section3: Vn-ing

She felt herself beginning to cry.

catch 7,8 hear 1,2 photograph 2 (usu possive)

.

feel r,8,9 notice , picture I (usu possive) watch t., ,,

firrd 4,s,6 observe , see 9

_i

II.2 T}IE'BRING'GROUP
These verbs are concerned with causing someone to do something or causing something
to happen. We include here verbs which are concerned with keeping or leaying someone
or something in a particular state.
Widow Edna Lawrence survived a gas blast which brought her home crashing down on top
ofher.
The show generated an electic atmosphere that lit up the audience andhad them cheering
till they were hoarse.
Diffic_ulties of fuel, transport, labour and storage have meant that the grain is left rofting in
the fields.
The explosion sent shrapnel flying through the sides of the car on to the crowded
highway.

bring I keep z send t6 .,

have 3.7 leave 4,3 set 2.4 i

Structure informotion: Verb with two Obiects

a) Both the noun group and the'-ing'clause are Obiects.
b) This structure has a passive, with the pattern be V-ed -ing. The '-ing' clause is the
Obiect. The factthatyou cansay Amanwasnoticed sittingalone on thegrossshows that o
man and, sitting alone on the grass are two grammatical units. However, the verb hove
(group II.2 above) does not have a passive in this pattem, and. watch is very
infrequently passive.

Structure III: Verb with Obiect ond Adiunct

Active voice: Vn -ing

The two families ended the doy devouring pizzos ond hamburgers.
The driver killed time circling the oreo.

Possive voice: be V-ed -ing

Nights were possed nursing horrible sunbums.

A lot of time wos spent talking on the phone.

Verbs with this structure are all concerned with passing time in a particular way, or
starting or ending a period of time in a particular way. The verbs spend and woste are also
concerned with ways of spending or wasting money.

289
 Chopter 3: Complex Potterns
Harry passed the time watching the waitresses as they glided discreetl around the
tables.
Liberal Democrats started thk day making their objections to the Republican plan
clear.
In the case of busy and occupy, the noun group is always a reflexive pronoun. This pattern
is V pron-refl -ing.
Hebusiedhimself rinsing thewashcloth, soaping it again.

" - ..'!:
: begin 3 finish I pass ,0 take 2 13 ::

busy I kiu e spend l,z waste I t::

end 4 occupy 5 start 3,4

Structure informotion: Verb with Obiect qnd Adiunct

a) The noun group is the Obiect, and the'-ing'clause is an Adiunct.
b) Some of the verbs with this structure have a passive, with the pattern be V-ed -ing. The
'-ing' clause is an Adjunct. The verbs that are used in the passive are pass, spend, and
waste.

4 V n to-inf
The verb is followed by a noun group and a to-infinitive clause. The passive pattem is be
v-ed to-inf.

This pattern has two structures:

> Structure I: Verb with Obiect

I need you to be there.
> Structure II: Verb with two Objects
She oersuaded him to leave.

Structure I: Verb with Obiect

Vn to-inf

The English husband hotes his wife to stond out in o crowd.

They would prefer the truth to remoin untold.

Verbs with this structure are all concerned with the way someone feels about a situation,
action, or event, or with what someone wants or wishes to happen.
Treating others as you would like them to treat you is easier said than done .
I\llane her to go into politics or on the stage.
I needyouto do something for me.

290
 Section4: Vnto-inf
I wouldn't wbh you to viat your visit to Parb with any regrets.

In the case of will, the noun group is often a reflexive pronoun. This pattem is V pron-refl
to-inf.
Clenching her fists, she willed herself not to cry.

love 9 warrt 1,4

need , will 2.t
prefer wish I

Sbucture informotion: Verb with Obiect

a) The noun group and the to-infinitive clause together form the Obiect: they cannot be
separated from each other. In the first example in the table above, what fhe English
husband hafes is his wife to stand out in a crowd; he does not hate his lrife. With this
structureyoucanaskthequestionWhatdoeshehate?,whichmakesitclearthat hiswife
to stand out in acrowdis a single grammatical unit.

b) This structure has no passive.

Structure II: Verb with two Obiects

Activevoice:Vnto-inf

I don't flnd it to be true.

My girlfriend nogged me to cut my hoir.
The oppeols court ordered the triol iudge to conduct further heorings.

Possive voice: be V-ed to-inf

Leoders of divided porties ore obliged to do one thing ond soy another,
The price wos reckoned to be too high.

Phrosol verbs
Active voice: V n P to-inf, V P n (not pron) to-inf

I 'm notmoking him out to be o lior.

Time pressure con spur you on to do more.

291
 Chopter 3: Complex Potterns

You should line up o few extro editors to help.

Possive voice: beY-ed P to-inf

He wosbound over to keep the peoce

Verbs with this structure belong to the following meaning groups:

II.1 THE'TELL'GROUP
II.2 ITIE'NAG' AND .COAX' GROUP
II.3 THE.CAUSE'GROUP
II.4 THE'HELP'GROUP
II.5 THE'TEACH'GROUP
II.6 THE'INSPIRE'GROUP
II.7 THE'CHOOSE'AND'USE' GROUP
II.8 THE'BELIEVE' GROUP
II.9 THE.EXPECT'GROUP
.OBSERVE' GROUP
II.TO THE
II.II VERBS WTIH OTHER MEANINGS

II.I THE'TELL'GROUP
These verbs are concemed with communicating something to someone. This includes:
o asking, advising, or telling someone to do somethinge.g. beg, order
o communicatingby gesture e.g. beckon, motion
o challenging someone to do something e.g. dare, defy
o forbidding someone to do something
She looked athim, waiting for him to askherto comewith him.
A retired taxi driver who has a chronic chest disorder challenged a tobacco company
yesterday to admit the linkbetween smoking and ill-health.
My advisers counselled me to do nothing.
I was walking down the haII, looking into rooms, and this gray-haired guy motioned me to
come into his room.
I make no claimtobeing anexpertwiththismachine andl recommendallreaders tofollow
the manufacturer's instructions.
They are expected to be summoned to appear in court next month for a variety of offences.
The first Yankee soldier to ride up threw him his reins and told him to hold the horse.

ri admonish caution 2 forbid ,,2 recommend 2

advise I challenge ;,5 be given z remind 3
be advised I command , implore request 2
approach .l counsel 2 importune summon 1 (usu possive)
ask z dare 2 instnrct 7 Summons 3 (usu possive)
beckon I defy 2 invite ,,2 tell 3
beg I direct ,2 mandate 4 (usu possive) wam 2
beseech enioin I motion 4 wire 5
bid 2.2 entreat otdet 2.1,2
call 5,9 (usu possive) exhort petition 3

bind over (usu possive)

292
 Section4: Vnto-inf
II.2 THE'NAG' AND'COAX' GROUP
These verbs are concemed with trying to make someone do something, usually by talking
to them. This includes more pleasant ways of persuasion, such as cafold and co6t,is well ai
more unpleasant ways, such as badger and,pester.
He kept badgering me to go out with him, so in the end I agreed.
of countries try to coax people to return bottles by insisting on a refundable deposit.
Lots
Over the last three or four years, they have egged each other on to agree a whole series of
initiatives to tighten up immigration aid-asylum laws.
I
Wgedmy fathertotellme awar story, preferably onewithblood andcourage and
dramaandmedak.
My education was the-most important thing to my mother, and she pestered my father to
pay for me to go to the best schools.

.-,.'tl
2 encourage 14 pester prod 2 ,

incite press 5 urSe , ,

na8 , pressure 5
coax , nudge 3 pressurize
e88on

II.3 THE'CAUSE'GROUP
These verbs are concerned with making or causing someone do something. This includes:
o forcing someone to do something e.g. blackmail, coerce
o condemning someone to do something e.g. condemn, sentence
o tempting someone to do something e.g. entice, tempt
o persuading someone to do something e.g. convince, persuade
o causing someone to do something or something to happen e.g. cause, lead
The difference between this meaning group and meaning group IL2 above is that here the
action does not necessarily involve talking, and the implication is that the person
concerned actually does the action indicated by the to-infinitive clause. In this meaning
group, the Subject is often inanimate.

The verb make occurs in this pattern only in the passive: the corresponding active pattern
is V n inf (see page 298).
It's much easier to bribe the children to mow the lawn than to get down on their hands
and knees pullingweeds out.
The forceof her shove caused me to crack my head against someone else,s.
thatwould comryI us to conceat the truth.
There are no vested interests
Fal t9o many handicapped young people have been condemned to operate at a lower lqel
of education and achiqement than their abilities warrant.
It was September 1982 when his love for book drove him to open his own shop.
Kim's gnawing conscience and guilt led her to overeat.
I did nothing wrong, yet I'm beiBgnackto suffer like this.
She and Kath were roryd in to talk to students in Blackpool about the strike.

In^th9 case of bring;-discipline, netye, rouse, steel, and stir, the noun group is always a
reflexive pronoun. This pattern is V pron-refl to-inf.
Even now she couldn't bring herself to teII lohn the whole truth.

293
 Chopter 3: Complex Potterns

I want to discipline myself to write more.

She used to be so shy, she says, she had to steel herself to walk into a launderette.

bind z condition 7 (usu possive) impel pay 4 (usu possive)

blackmail 3 constrain I (usu possive) induce 2 persuade I
brainwash (usu possive) convince 2 lead r.,3 push 6
bribe 2 discipline 5 bemade 2.1,2 louse 2
(cannot) bring ,2 doom 3 manipulate I sentence 3
cause 2 drive ,4 nerve J steel 3
coerce entice obligate stir 5
compel , lotce 1,2 oblige I tempt ,,2
condemn 3 get 1.4 pay 1

rope in

II.4 THE'HELP'GROUP
These verbs are concemed with allowing, enabling, helping, or qualifying someone to do
somethins,
was assisting him to prepare his spech.
I ulia
Hewillhavearitnesstesfon hisgroininjurythismoming,butisunlikelytobeclearedtoplay.
Youhelped me to hold on and to continue to mother my own children at times when I
didn't think I could even go on trying.
Off the east entrance we obediently awaited the signal permi$ins. us to enter.
The basic course does not quali9 you to practise as a therapbt, but it does give you an
adequate foundation.
In the case of permit 4, the noun group following the verb is always a reflexive pronoun.
This pattern is V pron-refl to-inf.
I do not permit myself to be influenced away from what I think is the right thing to do.

clear 19(usu possive) equip ,,2 license

emponrer, frt 1.11 pf]rmit 1,3,4
eIJ.able 1,2,3 free6 qualify 2
entifle I help 1,2,3

II.5 THE'TEACH'GROUP
These verbs are concerned with teaching someone to do something, or with program-
ming or preparing someone or something to do a particular task.
Modem roses are bred to flower more or less continuously throughout the summer
seoson.
There are professional courses whichwill prepare students to teach in secondary schools
from 77 to 75.
A computer can h programmed to keep a record of aII its internal states and then to
trace back through these.
She describesher as a'wonderful, wise,lovingwomanwhotaught meto accePt myself as a
humanbeing'.

bebred s prime r ready 8 tjailr 2.1,4,6

groom 4 (usupossive) program 2 school 8
prepare,,2 programme 4 tailor 2
prilJre 5 (usu possive) prosramme 5 (usu possive) teach 1,2

bringup , gearup (usupossive)

294
 Section4: Vnto-inf
II.6 TIIE'INSPIRE' GROUP
These verbs are concerned with motivating or inspiring someone to do something.
He says the banning of his English play decided him to write something about censorship.
I-eremy Bentham's utilitarian philosophy inspired his followers to promote the greatest
happiness of the greatest number through more efficimt goveriment.

; decide 5 inspire t move ,3 prompt ,

, incline t lead 1.t z persuade 2 spur ,
: influence 2 motivate ,,2 predispose , stimulate 2, j (usu possive)

: spuron >,

II.7 THE'CHOOSE'AND'USE' GROUP

These verbs are concerned with appointing or choosing someone to do something, or
with allocating or assigning something to a particular use.
B-elgium chose her to represent the country again the following year and she became a star
there.
One usher should fu delegated to pay special attention to the bride's mother and the
groom's parents, andto escort them to their seats.
Reliable sources inAlgeria say new menhavebeennominatedtoheadthe country'sthree
largestbank.
lrish prgked up a fallen branch and used it to lift the brambles and profu the area
beneath.
In the case of allocate, budget, andvote, the noun group is often an amount. This pattern is
V amount to-inf.
Presldent Clintonhas allocated f,76 million to expand an innovative lending program
inthe nation's poor communities.

choose I detail 7 intend 2 (usu possive)

commission I dispatch rl nominate ,,2
delegate 3 (usu possive) earmark 1 (usu possive) recruit I
depute (usu possive) employ I use r.7
be designed 8 enlist 2 vote 7

line up l

II.8 THE'BELIEVE' GROUP

These verbs are concemed with thinking, saying, or showing something. Some of these
verbs, such as prove and show, sometimes have inanimate Subjects. The verb that most
frequently occurs in the to-infinitive clause is be.
Tly Frenc! ggvemment is believed to be planning to send transport helicopters to work
alongside the Germans.
The Guardian concentrates on the likelihood that NATO leaders will declare nuclear
wearyns to be'weapons of last resort'.
If Rickmore's as intelligent as I iudgg him to be, by now he'll have had to realize where our
que stions were leadinj.
He distrusted human reason, knqv it to be fallible.
The buyer was. pres.um?4 to be lapanese because telephone bids were negotiated by a
lapanese member of staff.

295
 Chopter 3: Complex Potterns

Islands are seen to offer solitude, relaxation and a safe retreat, awomb of security.
she left the course by ambulance andwas thought to have suffered a neck iniury.
In the case of prove 3, the noun group is always a reflexive plonoun. This pattern is V
pron-refl to-inf.
Yeltsin has above all in the last few days Wqed himself to be a highly skilkd politician.

, acknowledge 1,2 deem (usupossive) prove 23 show 1,7 (usu possive)

, adfudge (usu possive) discover 1 (usu possive) reckon 2,4 (usu possive) take 2.25
:i: allege (usu possive) feel lo report , (usu possive) think I
assume 1 (usu possive) fi'rd 7 be reputed think 2 (usu possive)
r believe 7 iudge l,s berumoured understand 5 (usu possive)
. consider, know, be said ,
:. declarc 1,2 presume 1 (usu possive) beseen 6

make out 7.3

II.9 THE'E)PECT'GROUP
These verbs are concerned with intentions, predictions, and expectations.
He had pinned his hopes on his friend and even after three days he exwcted him to tum up
at any minute.
The bookies are fancying Brown Windsor to take first prize, while the diehard romantics
favour former winner, West Tip.
He had been scheduled to return to Washington, but now he clearly hoped to stay on.
He trusted her to tell the truth because he knew that she always told the truth.
In the case of pledge, the noun group is always a reflexive pronoun. This pattern is V
pron-refl to-inf. The verb trusf 5 often has this pattern as well.
Gatheing fungi is a mystery to most Britons. Few trust themselves to recognise what is
safe, andthey may be wise to er on the side of caution.

, back 3.+ intend 3 proiect j (usupossive) time ,9 ,

' bill 7 (usu possive) leave 7,15 require l,z timetable 4 (usu possive) I

, expect r,3 mean ,.8 schedule j (usu possive) lp t 0 (usu possive) ':

(not) expect 4 mean ,. r, (usu possive) second 3.0 (usu possive) trust 15 .:

fancy pledge be slated I

1.6 3
.i
II.IO THE'OBSERVE' GROUP
These verbs are concerned with someone being heard or seen to do something. These
verbs occur in this pattern only in the passive: in the case of hear, obseve, and see 1 the
corresponding active pattern is V n inf (see page 298).
New mothers have been observed to touch the feet and hands first, then the body, and
then the baby's face.

beheard ,,23 beobserved , beseen ,,4 ::

II.1 1 VERBS WITH OTHER MEANINGS

There are a number of other verbs which have this structure.
Mrs MiIIs said yesterday she was honoured to have been appointed.
In the case of trouble, the noun group is always a reflexive pronoun. This pattem is V
pron-refl to-inf.
'We've got some leads,' Douglas said, not troubling himself to conceal the lie.

296
 Section 5: Vn inf
In the case of do, the noun group is always an amount. This pattern is V amount to-inf. The
'
verb fake often has this patterrras well.
We 've done a lot to improve results, and a lot more will be done.
The treatment takes upto twelve months to produceworthwhile imprwement.

bail 3 (usu pssive) behonoured 5 tum 2

beborn 2 take 2.13
do 2.2 (not)trouble ,0

Structure informotion: Verb with two Obiects

a) Both the noun group and the to-infinitive clause are Objects.
b) This structure has a passive, with the pattern be V-ed to-inf. The to-infinitive clause is
the0biect. The fact thatyoucansay I wasnaggedtocutmyhairshows that m e andtocut
my hair arc two grammatical units.
c) Phrasal verb patterns are the same, except that there is also a particle, P. The first Obiect
comes either between-the verb and the particle, or after the particle. When this Object
comes after the particle, it cannot be a personal pronoun. you say
The court can bind them over to control the offender
or Tlie court can bind over parents to control the offender
but you do not say The court canbind over them to control the offender.

Other reloted pqtterns

Vnn to-inf
See page 279.

5 Vninf
The verb is followed by a noun group and a bare infinitive clause.
This pattern has one structure:
> Verb with two Obiects
I sawhimleave.

Vn inf

The voices bode her go to the Douphin.

Pemberton felt something touch his knee.
She heord the mon lough.

Verbs with this pattern belong to the following meaning groups:

I TIIE'SEE'GROUP
2 THE'I.ET'GROUP
3 THE'HELP'GROUP

297
 Chopter 3: Complex Potterns

r THE'SEE'GROUP
These verbs are concerned with seeing, hearing, or feeling someone or something
perform an action.
He had ooened the door and was about to climb in when he noticed a figure detach itself
fromthti shadows of thebuilding and make itsway towardshim'
It,shard towatchyouth slip away in the minor andrealize thatyou're no longer growing up
but growing old.

In the case of see 9, there may be an inanimate Subiect.

The first half ofthis year saw arrears rise to record lenrcls.

In the case of feel 8, the noun group is often a reflexive pronoun. This pattern is V pron-refl
inf.
Ifeltmyself growcold andmyhandstrembledaslread:Wehaveyour son.Heissafe sofar' If
you obey ordZrs he will soon bb back with you.

notice I see r,9

observe, watch 1.7

2 THE'LET'GROUP
These verbs are concerned with letting someone perform an action, bidding them do it, or
making them do it. If the first Obiect is inanimatt, these verbs are concerned with letting
or making something hapPen.
My advice is to find a knowledgeable professional who is familiar withyour game andhave
him recommend a club that best fits your needs.
If you want to be saved, let others live in safety too-
I wanted to find some way to make her commit herself to the group-
Let's see what people want, and make it happen.

In the case of let l,the noun group is often a reflexive pronoun. This pattem is V pron-refl
inf.
Even during his electoral campaign, he was careful never to let himself be committed to any
definite piomises of freedomfor all.
In the case of let 4,5,6,7,8,9,73, the noun gfoup is always me ot us. This pattern isY me/us
inf. The verb is imperative.
Let us look more closely at what else besides gender comes to us inhermtly at birth.

bid 2.2 let 1,2,4,5,6,7,8,9,1 0,1 1,1 2,1 3i

have 3.6,7 make 2.1,2,4

3 THE'HELP'GROUP
This group consists of three senses of the verb help.
Knowledgeable, friendly staff can help you make your choice from the hundreds of
different ring s available.

: help 1,2,3 ,

298
 Section6: Vnthot
Structure informotion
a) Both the noun group and the infinitive clause are Obfects.
b) Most of the verbs with this structure have no exact passive equivalent: when these
verps-ar9 passive, they behave like the verbs in structure II of V n to-inf; that is, the
to-infinitive is used, and the pattern is be V-ed to-inf, as in the clause He was seenio hit
outwithhiswhip.
There are some exceptions tothis. Ief has a passive with the pattern be V-ed inf. This
is
not very frequent, and is used mainly with go:
His few opponents can safely be let go.

The other exceptions are have, notice, and wafch, which have no passive at all in this
sense.

6 Vnthot
The verb is followed by a noun group and a that-clause. The passive pattern is be V-ed
that.
This pattern has one structure:
> Verb with Object and Clause
I told her that there hadbeen an accident.
Activevoice:Vnthat

She told me he'd plonned to be owoy oll thot night.

I womed her thot I might not lost out my hours of duty

Possive voice: be V-ed thqt

He wos informed thot he hod been disquolified.

His fother wos persuoded thot the boy should stoy in school.

Most.verbs with this pattern are concerned with causing someone to know or think
something.
we are pleased to inform you that your request for tenure has been granted.
I reminded her that on serteral occasions she had remarked on the boy,s improvement.
when called at his studio, she was told that he had gone to Biarritz.
she

The verbs decide and fell 8 always have an inanimate Subject, and are not used in the
passive.
All othe-r indicators tell us that our customers are more satisfied now with our seryice
than thq have qer been.
The verbs convince, remind show, and teoch sometimes have an inanimate Subiect.

299
 Chopter 3: Complex Potterns
By the time he was eighteen years old, something happened which convinced him
that he
was destinedfor great things.
In the case of the following verbs, the noun group is always or often a reflexive
ptol-rour.l.:
remind, satisfy, tell-
iirr", console, convince, iEna", fiatter, kid, pirsudd3, prorytse, reassure,
inir putt"..r is V pron-refl that. These ve'rbs indiciLte that someone has or acquires a
partiiular idea or thought, often a comforting or confident one'
I flatter myself I've done it all rather well.
I have been kidding mysetf that the scorillg records don't matter, but I know they will
cross my mind a fewTimles between now and Saturday -

Remind yourself that the feelings will not last forarcr, and will become easier to cope
with.

assure , delude I ;;;"- ;;;

bet , flatter 2 notifu show I
caution 2 forewam 3 teach 2
persriade
console , guarantee 3 promise 1 tell 1,4,8
convince , inform I reassure wam ,
decide s instruct , remind ,,2

VERBS WTTH OTHERMEANINGS

There are three other verbs which have this pattern.

In the case of lay, thenoun Sroup is always money or odds.

The slcy's the limit and I'tL @ money he will go on to play for England'
In the case of hit and sfrike, the that-clause qualifies the noun thought rather than being
part of a true verb Pattern.
The thought struck me that she was the wrong age for this'

hit 5 lay La strike lo

Structure informotion
a) The noun group is the Obiect, arrd the that-clause is a new clause, with its own
' structure. ftre wora that cin be left out with the more frequent verbs. (See pages
102-103 for more information about omittingthat.)
b) This structure has a passive, with the pattern be V-ed that'

Other reloted Potterns

Vnnthot
See page 279.

7 Vnwh
The verb is followed by a noun group and a frnite wh-clause. The passive pattern is be V-ed
wh.
This pattern has'one structure:

300
 SectionS: Vnwh-to-inf
> Verb with Object and Clause
He showed me where I should go.

Activevoice:Vnwh

Oneboy osked onother whot wos wrong with him.

Yeors of working in Louisiono hove tought him why poor people need unions.

Possive voice: be V-ed wh

Thewomon is being shown how the gas cookerworks.

They hoven't been told whot is plonned.

verbs with this pattern are concerned with asking, telling, teaching, or
showing someone
t^1T-"-,li"f.. subject may_ be human or inan-imate, "*ith the Exieption of"the verbs
aav$e and, The as/<, which always have human Subjects.
About seven vears aoo she fett she had to ask herself whether really wanted to spend
her tife teathing. '
she

lglitiga! lcongmy nay lnstruct us how a nation may become rich; it does not teach us how
to get rich as individuals.
Chemobyl mercilessly us what all of us would suffer if a nuclear thunder-
stormwas unleashed.
@d
The authors wrote to them last week to warn them what was about to come out in the
Press.

i advise t instmct , teach ,,2

ask , remind 1,2 tell ,,8
inform I show 3,.5 warn ,

Structure informotion
a) The noun group is the Object, and the wh-clause is a new clause, with its own structure.
b) This structure has a passive, with the pattern be V-ed wh. The wh-clause is a new clause.

8 V n wh-to-inf
a.1oun group and a to-infinitive clause introduced by a wh_word.
T*::P,i:-f9l-lgwed.by
lne passive pattern is be V-ed wh-to_inf.
This pattern has one structure:
> Verb with two Obiects
I 'll show you how to do it.

301
 Chopter 3: Complex Potterns

Active voice: V n wh-to-inf

.:.i:.:,.:.i,..rllltii:h, r:irr.,..'.-:
@ett, ,::.,:':,,':':l.
'i::'':::'i
He hos instructed millions of PeoPle how to roise their children.
I 'll show you whot to wotch out for'

Passive voice: be Y -edwh-to-inf

She wos shown how to cleonse her skin.

He needs to be told whot to do.

verbs with this pattern are concerned with asking, telling, tqaching, or showing someone
ro-"tni"g. fn6 SuUlec[ may be human or inariimate, with the exception of the verbs
advise arrd ask, which always have human Subjects.
The nursewill adviseyou how to clear upthe infection quickly and easily-
Republicans in Congress are asking themselves hwv best to use their n*v-found
political
capital.
The Health Secretary, Mr Kenneth Clarke, said the aim was to inform the public how to
get
thebest out of the ner*t arrangements.

,r advise I instruct , teach 1,2

, askt remind ,,2 tell ,,8
inform I sholrr 1,5 wam,

Structure informotion
a) This structure has two obiects. The noun group is the.first.obiect, and the wh-word
and the to-infinitive clause together form the second Obiect'
b) This structure has a passive, with the Plttern be v-ed wh-to-inf. The wh-word and the
to-infinitive clause together form the Obiect'

9 Vnwithquote
passive pattern
The verb is followed by a noun Sroup and is used with a quote clause. The
is be V-ed with quote.

This pattern has one structure:

> Verb with Obiect and Clause

'I'm used to it,' I told him.

302
 Section9: Vnwith quote
Active voice: V n with quote
The Subject, verb, and obiect can come after, within, or before
the quote clause.

Ve&group nqun grollP

,,:,,r 'ehtrsc,, ,, Ob+ert
'Absolutely, Cross ossured her
'We'll do it,' she promised him.

,qr(rtr€husr,.. Yerbgroup noun grrouF ..quote clause

ehllse... Subiatt Verb Obi€st ...Clause
'As you hove soid,' Dovid reminded him, 'the truth is the truth.'
'At one point,' she told me, 'Sof,o left the room.'

Verbgroup rxrun Eroup quote clause

9ubiect VBfb Obiect elause
He osked D€, 'Who ore these people?'
My troiner hodwomed me: 'This guy meons business.'

Possive voice: beY-edwith quote

The Subfect and verb can come after, within, or before the quote clause. They
most
frequently come after it, as shown below.

quotedause Verb group

Cfaurc Subitrt Verb
'Only include relevont ochievements,, I was odvised
'This is considered unocceptoble,' he wos told.

verbs with this pattern are all concerned with telling and asking. The person being
addressed is indicated by the noun group.
'It's oK,' shewas assured. 'I know the fishermen from here and I will exptain andpay.,
'A suite is always kept ready for me,' Loveday informed him with a little laugh.
'It changed me,' she told me.
'Don't move,' I warned him and took out my clasp knife.
In the case of tell 4, the noun group following the verb is always a reflexive pronoun. This
pattem is V pron-refl with quote. This verb indicates that someone thinfs something,
usually something encouraging.
'I am going to make it,, I told myself.

admonish cable s implore promise ,

advise I command, inform f remind ,
ask t correct 6 instruct t tell 1,4
assure I entreat interrupt / urge r
beg I exhort order 2.1 wafit 2

303
 Chopter 3: Complex Potterns

Most of the verbs with this pattern also have the pattern V with quote' The exceptions
are
assure, inform, remind, and tell.

Structure information
noun group is the obiect. The quote clause is a new clause, with its own structule'
-' The
a)
It ;ilil3ne ,io.a, irch'asyes, or il maybe much longer. The Subject Tgr-"I]nE
fr"q"t"tfy the
come after clause, but they can also come before it or in the
{uote
middle of it.
b) This structure has a passive, with the pattern be V-ed with quote'

Other reloted Potterns

V n quote
The verb is followedby a noun group and a quote clause. The position of the quote clause
is not variable. The passive pattern is be V-ed quote.

Verbs with this pattern belong to the following meaning groups:

1 THE'CAPTION,GROUP
2 THE'PRONOUNCE'GROUP

r THE'CAPTION'GROUP
These verbs are concerned with labelling or inscribing. The noun group indicates the
thing that is labelled or inscribed.
The photograph is captioned'Farnborough, Friday, Sth September 7952''
Too often he merely read a report, marked it'seen' and took no action'

The quote clause often occurs after an '-ed' form used to qualify a noun. This pattern is
V-ed quote.
The churchyard was full of headstones of wartime sailors whose bodies had fetched up on
Cinis"y bLaches, some named a"O *nnt rrtt.r:.*O simply'A Sailor''

caption 2 beheaded 18 label 3

enSrave be headlined mark 4
beentitled 2 be inscribed 7,2 be subtitled ,

2 THE'PRONOUNCE'GROUP
These verbs indicate the way a word is pronounced or spelt'
'This your own Tuesday phone-in,' the Dl intoned, Wonouncing.it Chewsday
is '

limmy Savile, you see, he spells his name S A V I L E.

pronounce , spell ,

V n as quote
The verb is followed by a noun group and a prepositional phrase which consists of as and
a quote clause. The passive pattern is be V-ed as quote.

Verbs with this pattern indicate the way something is translated or phrased.
The Chinese didnotknowwhat a'naga'was so theytranslatedtheterm as'dragon'.

304
 SectionL0:Vn-ed

gloss r render 4
phrase 3 translate ,,4

LO Vn-ed
noun group and an ,-ed,
I:::ll1.J19*.{ ?yj clause (a clause introduced bythe,_ed,
torm ot another verb). The passive pattern is be V_ed _ed.
This pattern has three structures:
> Structure I: Verb with Oblect
I had my car repaired.
> Structure II: Verb with two Objects
I 've heard the word used.
> Structure III: Verb with Object and Obiect Complement
I couldn't make myself understood.

Structure I: Verb with Obiect

Vn -ed
vtSgrcrtp noun grouF -edclaure
s*lrct Obicct
I must get the cor serviced.
Rose hod oll her shops decoroted in pink.
I hod three wisdom teeth extrocted.

Verbs with this structure belong to the following meaning groups:

I.1 THE'T{AVE'AND'GET' GROUP

I.2 'ORDER'
I.3 'I{A\'E'
I.4 'GET'1
I.5 'GET'2
I.6 THE'LII(E'GROUP

I.I THE'TIAVE' AND'GET' GROUP

There are o-nly two verbs with this meaning, have and get.These verbs are concerned with
arranging for someone to do something foi you.
I've got to go down to the drugstore and gda prescription filled,
A home owner who is advised to have a roof overhauled, when only
replacing, can now sue the builder with a real prospect of succeiss.
- '' a-- couple of tiles need

get ,.J have 3.s

There are a larg_e_ number of verbs whose '-ed' forms_are typically used with have a nd get
in
this structure. They include all the verbs concerned witri thingi that someone else can do
tor you rather than your doing it yourself. This includes:

305
 Chopter 3: Complex Potterns

othingswhichsomeonedoesforyouinordertoimproveyourphysicalconditionor
appeatance e.8. cap (teeth), cuf (hair), pierce (ears)
meOicat operaiions o, pro."tt"t *hich a professional does for
you because they are
.
necessary e.g. amputati (a limb), extract (atooth), Iance (a boil)
your Car' or SOme
o repairs, s"-i."s, or valuations which someone does to your house,
otiher piece of property e.g- decorate, re'wire, selice, value
than
where the action being done is a necessary medical opelation, have is used rather
get.
Despite a series of operations, the finger he had iniured was never very
useful again, and he
nruilly nad t amputated.
We had the house done up iust before Chistmas'
to
A businessman who retumed a pair of squealcy shoes after weaing them for a year expeded
get them fixed; he got a brand-new pair instead'
Ford believed that Violet might have had him followed there by a private detective'
some things I forgot about altogether,-particularly emergencies, such as having
the car
repaired,br nee[ing tne bathroom roof fixed.
Anastasia's parents wouldn't let her have her ears pierced. Not till she was thirteen,
they
said.
If youwantto sell nmethingtrytogrnitproperlyvaluedby agenuine dealeror askafriendor
relative for their advice.
get and
The following list shows which noun Sroups and verbs are frequently used after
have in this Pattern.

have a limb amputated get/have something,overhauled

get/have yourtEeth caPPed have someone Paged
get/have a job costed get/have your hair Permed
set/have vour hair cut iet/have your ears Pierced
Eet/have vour house decorated ietlhave 3omething Printed
have your stomach PumPed
[etlhave your windows double-glazed get/hhve something remade
have a tooth extracted
get/have a PrescriPtion filled Eetlhave something rePaired
iet/have something fixed fetlhave your house rewired
have someone followed Eet/have your car serviced
getlhave yourself immunized have someone tailed
have a boil lanced
get/have somethingmade
get/have somethingmended
get/have an animal neutered
I get/have a iob costed out
, get/have your house done uP
: get/have I washing machine Plumbed in

I.2 'ORI)ER'
else to do
This sense of the verb order indicates that someone in authority.orderssomeone
unpleasant; the
t;"fiing t"i tt ira p.rio".-it " ttting th-at is done to them is usually
;;;;i,ti;;6ttrii is oiaering someonelo be released from detention. The noun group
referi to the third person.
A Philippine judge has ordered her arrested for boycotting a series of court proceedings
against her.
ihry *"r" illiterote Mafiosi. At the Commonwealth Hotel, Capone ordered them assassin-
ated.
Theywere arrested by immigration officials on Monday iusf hours after a High Coutt iudge
had ordered them ireed from detention'

306
 Section 10: Vn-ed

otder 2.2

I.3 'TIAVE'
This sense of the verb have is used to indicate that something happens
to you which is
caused by someone is usualry, though not arways, un"ptea's'ant. rhe nou" gioup
indicates something "k".ulg
which is affected by wtrit trappenr 6ii"i ir""Jln what t upp.ii. -
Freddie escapedabanbutwas finedf,l10 andhadhis licence
endorsedwiththree penalty
points.
Better to ask for help now than to have it thrust upon you later.

- '* *''
The insurance comoanies say that a rider under 28 is five times
more likely than a 4O-year-old
biker to have a mdtorcycti'si;l;;

I have 3.0
',

I.4 'GET' I
This sense of the verb gef is concerned with causing something to happen.
group indicates the person or thing affected by what [appens The noun
I now know that inadeqt nte legal representation can get a man
killed and so I must see that
every death-row inmatb has a-deceit attomey fo, niffiiaii.
'Anything at aII that can get you noticed is good news-in this business,,
said Ms swan.
It .may well be that this bookwiil get you hooked on astrology and you,Il
, want to leam more
about it.

:, set t- z '.

I.5 'GET'2
This sense of the verb gef is concerned with achieving something positive.
It usually takes ten years.,to get a drug approved, which means if alr goes weil this
could be
used around the tuin of the ieitury .
How will I ever gptall that cooking done?
As a young elecutive, I was always impatient to get things done and
often felt I could do them
better myself.
The noun group is often an amount. This pattern is V amount _ed.
From a girl's point of view it is easier to concentrate on our work without
boys yelling out and
intemtpting the class. As a result we get a lot more done.

, get ,.3

I.6 THE'LIKE'GROUP
These verbs are concerned with liking, wanting, or needing something to be done.
The soonerthe elections areheld, the bettertheoartywilldo, andthat,sone ofthe reasonsthey
would like them brought forward.
she came into the shop with a package saying: 'I don't need it changed, only re-wrapped.,
I! a new idea,emerges and you yant it investigated further, ask
necessary calls, get the infoimation andthen dislcuss it withyou. 'iour -
--' doctor to maie the

' like 2.1 need , want , i

307
 Chopter 3: Potterns

Structure informotion: Verb with Obiect

a) The noun group and the'-ed'clause together form the Object'
b) This structure has no Passive.

Structure II: Verb with two Obiects

Vn -ed

I heord him colled Bill.

They sow their fother swept to his deoth.

These verbs are concerned with feeling, hearing, or seeing something happen.
,Do you remember much of the language?' Danny asked.'No, but I love tohear it spoken''

He watched while the slings were attached to the crate, saw it lifted, su'ung
towards the
ietty and lowered onto a Ford truck'
waswatching her wheeled away to an owrating theatre while we waited and
The worst part
stared at the walls.

In the case of feel,the noun group is often a reflexive pronoun. This pattern is v pron-refl
-ed.
Ronnie felt himself dismissed, and retumed to the reception desk'

:', feel 7,10 see 1,4,9 j

heat 2 watch ,.7 ,'

Structure informotion: Verb with two Obiects

a) Both the noun group and the'-ed' clause are Obiects'
passive, they
-' This
b) Structure has no exact passive e-qrrivalent. When these verbs are
the
U"t ulr" like the verUiin Siruc'ture II of V n -ing: the pattern is be-V-ed -ing, where
fi"g ifi"i" is passi"e, as in S,he was seen being whbeted away'The exception is feel'
whiih has no passive at all in this sense'

Structure III: Verb with Obiect ond Obiect Complement

Activevoice:Vn-ed

She found him murdered.

They kept their hoir cut short.

308
 Sectionl0:Vn-ed
Possive voice: be V-ed -ed

A stockbroker wos found stobbed to deoth

You should be kept detoined.

rh9 yerps find and keep are concetned with finding or keeping someone or something
particular condition or situation. The verb moke ii conceined with in a
causing yourself to be
heard or understood. The.verb report is concerned witt, r"p.iti"itua
ro.
that people are dead or iniured, oi have been arrested or d6tained. ""#r, "*impte
The avid fisherman can carry his or her day's catch straight to the chef andfind it prepared
to perfection at dinner thai evening.
Eight years before he had cruised the Caribbean
with his mother, and he was careful to keep
her informed of his progress.
At leas.t three people were reryrted killed when police opened fire in three areas
capital. of the
In the c-ase of make, the noun group is arways a reflexive pronoun. This pattern
pron-refl is v
-ed.
naa tu1,tght me a few words of his language and I was able to make myself understood
!9
now andthen.

find 4 make 2.5

keep I report 7 (usu possive)

structure informotion: verb with obiect ond obiect complement

a) The noun group is the object, and the'-ed'clause is the obiect complement.
b) This structure has a passive, with the pattern be v-ed -ed. The ,-ed,
clause is the
Complement.

309
 Chopter 4: CoFPlex Potterns
witli Prepositio-ns ond Adverbs
is followed by-a noun
In this chapter we describe complex verb patterns in which the verb
and a prepositioi;ip#;;.iriaaverb group. In S.ections L to 4 we describe
sroup
3;ilffii; ih;;;it
;{i.fr ii rouo*ea by a noun glouf and either a prepositional phrase
ff*:ileo6;;ie; variety of preposiiions or in adverb group. In Sections 5 to 27 we
a prepositional
t"t.-rin" pitttrns in *hi;ilih;'""i6 it followed by a- nou-n grbup and
preposition, such as about, to, or with. These sections are
,tiur" introduced by a specific
brdered alphabetically, by preposition.

1. Vn prep/ordv,V nodv/PreP
The verb is followed by a noun group and a prepositional phrase or
adlerb group, or by an
;a;;b F;tand a noun gtori. tht passive pattern is be v-ed prep/adv'

The verbs described in this section are used with both adverbs and
prepositional phrases,
or with a varietY of Prepositions.

Here we treat all verbs with this pattern as having one structure:

> Verb with Obiect and Adiunct

They fixed the shelf to the wall.

Some verbs with some prepositions have other structules, however. For examplel lomg
prepositional
oreoositional phrases bdgirining with to are prepositional Obiects and some
Ueginiring with is are piepositional obiect Complements'
it,.'uies
manner, time, ot
In English, most verbs with noun groups can be followed by Adiunctsof
nlace. When information about m"annir, time, or place is not essential, the Adiunct is not
ortypicallyused
ilri-.;rri," plii;;.th;""rbs dealtwithbelow are thosewhich are always
with an Adiunct.

Active voice: V n PreP/odv, V odv n

Andrew chained the boot to the bridge.

con't picture you in o skirt.
Stir the figs in.
You swirl the oround gloss.

310
 Section 1.: Vnprep/odv , Vn odv/prep

..-:&& rt,'- .,,,,,@gg: ,,,,

She bonged down the cup.
Themon spot out o streom oftobocco juice
They wired back o long list.

Possive voice: be V-ed prep/adv

The design is printed on linen.

Animols ore reored in troditionol woys.
I wos steered owoy from dongerous sports.

Phrosol verbs
Active voice: V n P prep/odv, V p n (not pron) prep/odv

i.
:.::i,.-5{l&, ..,..., OU1ic1.,,. .,;YgS,, : ,....:..4ldr*rr(t
Ihe school bus dropped me off there.
Annette got herself up like o shepherdess

:no+ngrg$P PTEF: 9-r:flrB

--:--:.|i+
. obFet,
George brought up his fomily there.
They hove hived off o lot oftrode to their own office,

Passive voice: beY-edP prep/odv

The results ore being posted up on school noticeboords.

Their bodies were woshed up on the shore.

Verbs with this pattern belong to the following meaning groups:

I THE'FASTEN'GROUP 4 THE'THROW'GROUP
2 THE'PUT'GROUP 5 THE'MOVE'GROUP
3 THE'WRITE'GROUP 6 THE'BROADCAST'GROUP

311
 Chopter4: Complex Potterns with Prepositions ondAdverbs

7 THE'DRIVE'GROUP 17 THE.FOLLOW'GROUP

8 THE'KICK' GROUP 18 THE'DIVERT'GROUP

9 THE.BEND'GROUP r9 THE'APPORTION' GROUP

10 THE'BATTER'GROUP 20 THE'EXPRESS'GROUP

1I THE'HOLD'GROUP 2I THE'CONDUCT,GROUP
12 THE'LODGE'GROUP 22 THE'END'GROUP

13 THE'MEET,GROUP 23 THE.WANT'GROUP

14 THE.CARRY GROUP 24 THE'BRING'GROUP

15 THE.SWEEP'GROUP 25 THE'TIANDLE' GROUP

16 THE'INVITE'GROUP 26 VERBS WITH OTHER MEANINGS

1 THE'FASTEN'GROUP
These verbs are concetned with attaching one thing to another. The prepositions
most
frequently used with verbs in this g_roup ate into, onto, and to. The adverbs are adverbs ot
,fut", r"it as in, down, on, and,up."Some verbs in this group,,when- they ar-e used with an
Iar.iU,ii" t"itt only one adverb. These adverbs are indicated in the list below'
"i"a though they are bolted on'
fit
It can easily take tvvo days or more to iust one front wing even
Two vertical steel pins protrude from the headstone and are cemented into matching
holes
inthebase.
As we got closer, I could see that they were fastening a ring to the bird's leg.
Apply glue to the back of this piece and nail it to the wall.
He had pinned uP a maP of Einland.
Screnr down anY loose floorboards.

affix, couple 5 (usu possive) lock I staple 4

anchor 3 fasten 2 nail 2 stick 2.4
attach 1,4 fixl padlock z stitch ,
batten 2 (usu possive) glue 2 paste 3 strap 2
bind 3 8um 4 peg 4 string z
bind 5 (usu possive) harness 4 (usu possive) pilr 2,i,7 tack 2,5
bolt 2 (on) hitch 3 post r.5 tap 2
cement 6 (usu possive) hook z scfew 2,4 tape 7
chain a ioin 5 seal 1.2 (in) tte 1,2,3
clamp 3 knit 2 Sellotape z weld I
clip 2 lash 2 sew 1,2
connect ,,23 link 9 solder I

post up > 1.5

2 TIIE 'PUT'GROUP
These verbs are concerned with putting something somewhere. This includes:
o placing something so that it is positioned in a particular way e.g. balance, loop
. puttin! something somewhere carelessly or with force e'g' bang' bung
. puttin[ something somewhere using an implement e'g'.Iadle.
. p.rtti.t[ somethini somewhere in a particular way e'8' dab, drape
on, and
The prepositions most frequently used with the verbs in this Sroup are in, into,
onto. The adverbs are advdrbs of place such as across, down, and in' Some verbs in this
group, when they are used with an adverb, are used with only one adverb' These adverbs
are indicated in the list below.
His deputy premier balanced a dark green turban on his head'
in the
Her furious husband bundled her belongings into bin liners and chucked them
garden.

3L2
 Section l.: V n odv, V n adv/prep
Then he crammed a hat on hb head and Ieft the room.
Ladle the hot soup over the noodles.
completewithout queuing inabankorbuilding societytopay
!:r:*y..y:*ingswouldnotbe
,n cneques.
Place the mixture in a saucepan and boit for L minute.
Bring a small pan of water to the boil, plunge the eggs in for one minute, then
run the eggs
under coldwater.
I fillthe boxwithvarioustoys andhe spends ahappy hour taking themout, playingwith
them,
and thenNttrngtthe toyi back aga)in.
The receiverwas slammed down violently.
To deter cats invour oarden, save your orange peel. Cut it up finely and then sprinkle it on the
garden.
As soon as KeIIv was alone, she tookthe chair from the desk andwedged it against the door
so that no one'could get ii.
In the case o! b}tu 7, embed, ells.co\ce, install, perch, plonk 2, seat, settle, and stotion, the
noun group following the verb is always or often a r'eflexive pronoun.'This pattern is V
pron-refl prep/adv. The verb embedhai an inanimate Subiect.
A steel knife blade
embedded itself in the wallbehind him.
I was surprised when Philip ensconced himself in front of the television set.

air-drop 2 float , plop 3 smack 2

balance I fold ve 6n1 plug vP2 (in) smear I
bang s force 4 plunge z1rn) smooth 9
bundle 5 fork z plunk 1 (downS spatter
bung 2 gather , pop 6 splash z
bury t,4,6,7 grind z position -l sptay 3,4,s,7
channel J group 6 pour 7 strew
clap z hammer 2 pour vP (in) spoon 3
cram 7,3 hang I press , spread t,.t
dab I heap 2 prop 7 sprinkle 2 @su possive)
daub heave t plJt 1,12 stamp 3
deposit 47 implant , tam 2 (in) stand 6
dig vPt (in) install -l replace + stash ,
dip 2 (in) iab r rcst 2.5,6 stir I (in)
dock 3 iam z rub I store 2
drape , lumble z run.' stow
dribble , ladle z seat 3 stuff 2
drip I lay 1.1 secrete 2 superimpose 1 (usu possive)
drive 8 lay ve @own) send I su/eep 2
drizzle 3 (ove) lean 2 set 2.1 thread 8
drop l,s,e load. 1,6 settle 7 throw 3
dump I locate 2 shove 2 thrust /
dust 5 loop 2 shovel 3 thump 3
embed I nestle ,,2 site 4 (usu possive) tip 3
ensconce pay 8 (in) slam 2 (down) tuck ,
feed 6.2 perch I slap 3 tttck vP2 (in)
fit 1.s,6 pile -i slather 1on) twine 2
firm rt pivot 2 sling z wedge 2
flash 7 place lo slip I wotk Vp 0n)
fling a,s plonk ,,2 slot 2 wrap 3

drop off >9 jumbleup >z propup >,

Some of the verbs in this-meaning group also occur in the pattern V n with n, where
the
prepositional phrase indicates-the thing that is put somtwhere (see pages 442-443).
Examples of both patterns are Hewould sriear some-oilonhisfingertipianasri"* tn"d""it

313
 Chopter4: Complex Potterns with Prepositions ond Adverbs
qam, dab, daub,
with oit.The verbs in this meaning group with these two pattems atei
d;"p;,-;;;;lr, iust, fit, hing, laad, pYitd, sniner, smear, spatter-, splash, spray, spread, sprinkle,
strew, stuff, thread, andwraP.

3 THE'WRITE'GROUP
These verbs are concerned with writing or painting something somewhere. The
pr-"p.ritir"i most frequently used with th&erbiin this [roup are in and on' The adverbs
inoit frequently used are adverbs of place such as fhere'

He entered atl timings in a big diary and nothing was missed'

He nodded from time to time, iotting down unnecessary notes on the yellow, lined legal
padbeforehim.
I was entered into the log as captain; I wrote it there myself'

, enter 8 leave 5 print 1,4 (usu passive) tYPe VP (in)

jot 7 paint 5 scrawl I write:1
iotdo*-r, o, writedown
,
4 THE'TTIROW'GROUP
These verbs are concerned with making something move away ftom you, often
with
force. The adverbs used with the verbs inlhis group are adverbs of direction such as away-,
down, and out. Some verbs in this group, whenlhef are used with an adverb, are used
with
only one adverb. These adverbs are indicated in the list below'
Most of the doors have been blasted off their hinges .
Anne wasn't sure what to do with the documents. She was afraid to bum them or to flush
them down the toilet.
I hurled awaY the fruit.
Pardew noddedtheball over the line.
lamie Hoyland shot the ball past Paul Gerrard.
The airbag is fully inflated as the driver begins to be thrown fonvard'

r: bash 3 flick I parachute 3 spew ,

beat 12 fling 7 pass I spit 3 (out)
blast 2,3,6,8 flip t pitch 3 (usu possive) spout ,
: blow 1.2,4,8 flush I pitch 4 syndicate 2 (usu possive)
boot 3 head lc propel 7 throw ,
i, cast 6 hurl I push I toss ,
catapult 3,4 kick 2 scatter , volley
,, chuck , knock z shoot 4 vomit 1 (up)
' curl5 lob1,2 slice I waft
i: dash 5 nod 4 sling I
dive 8,9,12 parachute 2 (usu possive) sling 3 (usupossive)

5 THE'MO\/E'GROUP
These verbs are concerned with moving something or someone somewhere' This
includes:
o moving something in a particular direction e.g. lower, raise
o using an implement to move something e. g. rake, winch
o pushlng someone out of your way e-g. elbow, shoulder
o pulling or pushing something on wheels e.g. pull, trundle
o iending a letter somewhere e.g. dispatch, send
o movinj one thing so that it touches another e'g' brush, rasp
314
 Section 1.: V n prep/ odv, V n odv /prep

The adverbs used with the verbs in this group are adverbs of direction such a s aside, in, out,
and, round. Some verbs in this group, when they are used with an adverb, are used with
only one adverb. These adverbs are indicated in the list below.
.is as thoug.h yy.husband was bamed up into space and an alien came back instead of
It
him, using his body and wearing hk clothes.
I waited while she drent tobacco smoke in and out of her mouth, but she said nothing.
If the attention is not on him at a dinner table, he wiII put a pat of butter on his napkin and
flick it at the ceiling.
It's a straightforward job to lower down one anchor.
He mailed the stolen things back straight away.
Ifyo.u have a greenhouse, move the plant to a pot in September and keep it almost dry for the
winter.
piwd harmlessly into the atmosphere.
The nitrogen is left in the form of gas, and is
Wooden chairswere ranged against onewall.
Someone rasps his spikes on the dugout's concrete floor.
He ran forward, but the policemen rushed past him, shoulderinghim aside.
Rod iust had to settle down in the back seat as porters trundled out a trolley-load of gear.

aim 7 lever 3 run5 sweep 5

. arrange 4 lifil scrape 2 swing 2
, bounce ,,6 lower 4 send ,,5 swirl
brush s magnetize 2 (usu possive) shake 8 swish t
deflect 3 mail 4 (usu passive) shift , swivel I
diffuse I manoeuvre 7 shoulder 6 (oside) tamp
. discharge 3 move , shove I tip 3
dispatch 2 pass 4 shovel 2 toss 5
, divert 2,3 pipe 2 (usu possive) shunt 2 transfer ,
draw 4 pour , siphon 3 transpose 7
g,VPi (in) pull t,t
', draw slide , trundle 2
elbow 2,4 (oside) pu.mp 2,4 slop I tu.rn 2,4
' flick 3
, flip3
push I slosh , waltz 3
raise , spill I wave 3
fork I rake 3 spread r whirl ,
. funnel +,s Jan$e 6 (usu possive) squeeze 4 winch 2
ierk I rasp 2 squirt , wrestle 3
.r knock Z4 roll I suck 2 yank
' beam down (usu possive) beam up (usu possive) wash up j (usu possive)

6 THE'BROADCAST'GROUP
These verbs are concerned with sending information or light somewhere. The adverbs
most frequently used with the verbs in this group are general adverbs of direction and
place such as back and there.
The news of Presley's death was beamed around the world.
I presented a programme on satellite TV whichwas broadcast throughout Europe.
The moon cast a pale white light on the ground.
KAL's manager in Bangkok flashed the message across the airline's communication
system.
Ilfou take a glass prism and shine a beam of light onto one face, it will be deviated away
from the apex, with blue light being deviated morb than red.

, beam 3 cast 5 focus .z shine 2

' broadcast 2 (usu possive) difftrse 1 (usu possive) route 6 spill s
cable s flash a send 4 wire 5,6

315
 Chopter 4: Complex Potterns with Prepositions ond Adverbs

7 THE'DRTVE'GROUP
These verbs are concerned with controlling a vehicle. We include here catch and take,
which indicate that the Subject is a passenger on a vehicle. The adverbs used with the
verbs in this gfoup are general adverbs of direction such as around, back, and there.
He drove the truck into the barn and parkedit.
He fle$l the helicopter back last night.
H e walked back to the main street and eqght a bus to St. Paul's.
The pilot taxied the aircraft. right into the hangar and the doors closed behind him.

back 3.2 nose 5 slew 2 take 2.30

catch 6 fide 1,2 steer , taxi 2
drive t row 2.0 swing 3 tow ,
flyt sail 3 tack 4 wheel 5

8 THE'KICK'GROUP
These verbs are concernedwith moving a part of the body. The noun Sroup indicates the
part of the body. The adverb group or prepositional phrase indicates the direction of
movement.
Tuming to Henry , she flung her arms round his neck and hid her face on his shoulder .
I kicked my right leg back and swept his legs clear of the ground.
Charles poundedhis fist into the palm of his hand.
She tilted her head to one side.

In the case of drape, fling 2, hoist, pull, throw, andwrench, the noun group followingllre
verb is always or-often a reflexive pronoun. This pattern is V pron-refl prep/adv._The
phrasal verbstretch out has the pattern V pron-refl P prep/adv only. These verbs in these
patterns indicate that the whole body is moved.
By stepping on the stone blocks and grabbing the window bars to hoist himself up, he could
Iook out of the tiny window.
Moira stretched herself out on the lower bench, lying on her side.

cast 4 hoist , pound 6 throw 2

catch 5 hold 1.2 pull 4 tilt 2
cup 5 hook.l rub 2 toss 2
curl 5 ilt 2 run 6 tum,
drag s kick 3 spread 2 twist Z3
drape 3 lash a stamp 4 wag,2,3
flilrg 2,3 plant 5 sweep ,4 wave ,,3
hide 3 poke + thrash 3 wrench 2
stretch out ,

9 THE'BEND'GROUP
These verbs are concerned with changing the state of something. This includes:
o changing the shape of something e.g. bend, twist
o changing the configuration of something relative to something else e.g. align, space
. causing damage to something e.g. pull, rip
o changing a date or value e.g. move, push
o adfusting a machine e.g. set, wind
o changing the surface of something e.g. slic( smooth
The adverbs used with the verbs in this group are adverbs of direction such as back arrd
sideways.The verb alignis used with a prepositional phrase but not with an adverb.

316
 Section 1: V n Vn odv/prep
You need a compass to align the map with the sun's direction.
The muscle bmds the spine or the pelvis sid*vays.
The date of the talkswas mwedforward.
Take a vegetable peeler or small knife and poreback the skin.
When the y_oung fan-shaped tree is trained against awall, the well-placedbranches must
be trained out to form the foundation of the main branches.

align z move 9 set 2.J tip 2

, bend 4 parc 1,2 slick 5 (usu poswe) ffain 2.6
carve 5 (usu possive) pull 7 (opott) smooth 8 twist ,
fastforward 2 push 4 snap 2 whip z
flip I ip 4 (oport) space 9 wind, 2.2,4
fold I roll 8 tear 2.1
lock I tound 4.2 tilt ,

IO THE'BAITER'GROUP
These verbs are concerned with doing harm to someone. The prepositional phrase
indicates which part of the person is harmed. The adverbs most frequently used with the
verbs in this group are around and about.
Sara had been battered several times on her face and head.
He knifed his attacker through \he heart.
'If anyone slaps me around again, I'm gonna kiII 'em,' says the girl.

bash z hit , slap I whack I

batter 2 knife 3 strike 3
butt 6 skewer 2 wallop

rT THE'HOLD'GROUP
These verbs are concerned with keeping or holding someone or something in a particular
place, state, or situation. The adverbs used with the verbs in this group are adverbs of place
such as in and there.
Three fans were injured as they were crushed against baniers at Greenwich, south London.
She sat rigidly upight, holding her handbag to her chest.
You're the one who'Il need to be kept out of trouble if you go around soying things like that.
He left his bike there.
The verb leave 10has an inanimate Subiect.
In Niruana, time stops and leaves you in a static state of bliss where nothing happens .

In the case of banicade, the noun group following the verb is always a reflexive pronoun.
This pattern is V pron-refl prep/adv.
When I retired to my room that night I banicaded myself in.

barricade I hold 1 .1,4,8,3.6 manacle 2 (usu passive) station 5

crush 4 (usu possive) keep 2,i,10 maroon 2 (usu possive)
dangle 7 leave 4,10,13 slrttt VPI (in)
have 3.1 leave VPI (off) squash 1 (usupossive)

12 THE'LODGE'GROUP
These verbs are concerned with finding a place for people or animals to stay. The adverbs
used with the verbs in this group are general adverbs of place such as fhere.
A further 68 prisoners were accommodated temporarily in the prison hospital.

3t7
 Chopter4: Complex Potterns with Prepositions qnd Adverbs

An infantry battalion, decimated in the all-day battle, was billeted there.

His publishers have lodged him in an expensive flat offPark Lane.
By October, 120,000 Polish troopswere quartered in 265 camps in Great Britain.

accommodate 2 (usu possive) house ,2 lodge o station 4 (usu Nssive)

billet , (usu possive) lodge 5 (usu possive) quarter 10 (usu possive) winter 2

13 THE'MEET'GROUP
These verbs are concerned with seeing or meeting someone or something in a particular
place or situation. We include here cafch .13, which indicates that something happens
that somone is not prepared for. The adverbs used with the verbs in this group are general
adverbs of place such as there.The verbs ccfch and meet are used with a prepositional
phrase, not with an adverb.
The fact that the President has taken the initiative has caught them by surprke.
I could feel a pistol against my head, because I was blindfolded.
I might have the astounding good luck to find him there now.
We used to all go up and meet him off the train.
Thousands of admirers at Dhaka airportwelcomedhome the man known as TheTiger.
In the case of find 5, the noun group following the verb is always a reflexive pronoun. This
pattern is V pron-refl prep/adv. It indicates that the Subiect is surprised at being in that
place or situation.
In no time at all, they were throwing their scarcely clad bodies into freezing sea water. They
emerged to find themselves on an isolated island, without even sheep for company.
The verbs find 6 and see have Subiects that indicate a point of time.
Dawn found us on a cold, clammy ship drifting past the even colder iron sides of the
Blacktail Spitbuoy.
The last night ofthe course saw a group ofus nearly in tears os we said our goodbyes.

The verb catch 16 is usually used in the passive with get.

When the group split up, the three men got caught in a spring snwvstorm that brought
to zero and hampered search efforts.
visibility down

catch 7,13 fittd 1,4,5,6 welcome I

catch l6(usupdssive) meet 5
feel r see 9

catch out

14 THE'CARRY GROUP
These verbs are concerned with carrying something or someone somewhere or ac-
companying someone somewhere. The adverbs used with the verbs in this group are
adverbs of direction such as around, away, and down.
I will bring the tape to Paris and they will be able to check what is on it.
They were building a ramshackle flotilla to carry them to Miami.
They use aluminum bags to cart away the oil-encrusted sand.
Carl drove him home at 1 2 . 1 5 and I saw him in .
An altemative to fuggigg a ladder around is the new ' step-stool' .
The injured man had to be manhandled painfuIly across the soft snow.
Ring leaderswere identified andtaken offto Hong Kong's main prison at Stanley.

318
 Section 1: Vn prep/odv, Vn odv /prep

accompany , drive 2 lift e smuggle

aitlift 2 (usu possive) escort 3 lug sneak 2
beat 1.1 ferry z manhandle ,,2 spiit 12 (usu possive)
bing t,z,t flys parade 4,5 (usu possive) stretcher 2 (usu possive)
bus 2 freight 3 (usu possive) run 18 sweep 6
bus j (usu possive) frog-march rush 7 take 2.2,3
cafiy 1,3,6 8.ltide 4,2,8 schlep I transfer ,
caft 2 haul I scoop I transport 4
chauffeur 2 hoist 7,2 see 13 truck j (usu possive)
convoy 2 hump I shepherd 2 (usu possive) walk z
dtag 1,2 lead 1.t,2 ship 2 (usu possive)
take off o

15 THE'SltrEEP'GROUP
These verbs are concerned with removing something from somewhere. This includes:
o removing dirt and obstructions e.g.brush, scrub
o removing something from a surface e.g. peel, shave
o taking something from somewhere by force e.g. snatch, tear
The adverbs used with the verbs in this group are adverbs of direction such as o,fa nd away.
Some verbs in this group, when they are used with an adverb, are used with only one or
two adverbs. These adverbs are indicated in the list below.
Dry-shampoos are an effective means of removing grease and brushing out everydoy
pollutiondust.
He dashed the tears from his eyes.
Just Wcl off the adhesive backing and fix it neatly to the wall.
His dadwould prize bullets out of old dead trees.
The Los Angeles River broke its banks and swept away homes and cars.
One price of this high-intensity farming is water pollution, as rainwashes the fertilizers off
the land and into rivers, sometimes endangering fish.
Fifteen policemen leapt from jeeps andya*ed otrmy ruckack.

bteak vPt (off) peel 3 (off/owoy) skim 1,VP@A trjm VP(owoy/oo

brush Zr pick + smooth 9 twist 5
clean 4 prrze 5,6 stap 1@A wash ,,3
clear 9 pry2 snatch 7 wlrip 5 (off/out)
cross YP(off) pnll z srrip t (off) wipe 2
cut I rip 3 suction 2 wrench r
dash s rubn sweep ,,2 wrest I (owoy/bock)
drain 7 scoop r,2 sweep 5, I 0 (owoy/oside) wrest 2 (oway)
draw l2(out) scrape , take 2.7 yank
flush 5 scrlu'b 2 (off/owoy) take vP8 @n
knock vez pr1 shaYe 1,2,4 (ofl tear 2.1,3,5
peck I siphon 7 tip 2 (out)

hive off

16 THE'IT{VITE'GROUP
These verbs are concerned with causing someone or something to go somewhere. The
adverbs used with the verbs in this group are adverbs of direction or place such as along,
back, out, and there. The verb call9 is used with a prepositional phrase, not with an adverb.
The verb check VP is used with the adverbs in and out and the prepositions into and, out of.
The verb show VP is used with the adverb around and the prepositi ot around.
Pugh was assigned to an oryn work camp at Clermont.
I waited to be called before the magistrate.

319
 Chopter 4: Complex Potterns with Prepositions ond Adverbs

Several train-loads of mine workers arrived at dawn determined to drive the students from
the square.
Many foreign-bom residents are Qeing grltiged back to their country of origin through
homesickness or because their family needs help.
Some Democratic members of the IIS Congress have been invited there by the govemment.
He motioned Arnold to a chair.
This was the man who ptrt.me in hospital for four days.
I never saw Daddy again. Three months later I was summoned home to his funeral.
The verb take has an inanimate Subject.
Work took me away from my children a lot when they were growing up.
In the case of drag 4,the noun group following the verb is always a reflexive pronoun. This
pattern is V pron-refl prep/adv.
lf you manage to drag yourself awoy from the luxury of the best hotel in which I have
erter stayed) there are also some very cheap local restaurants.

allow I (usu possive) dive vP (owoy/of| let vPl (out) show VP(oround)
ask 7 (ou) entice lure , shunt t (usu possive)
assign .i (usu possive) exile 4 (usu possive) march ,,4 shuftle 3
beckon , flush 6 (out) motion 4 sit 3
boo , force I move 6 steer 3
book vp (in) gallop I nudge z summon I (usu possive)
call 6 get ,.8 order 2., take 2.4
call 9 (usu possive) help 3 persuade 7 tempt 2
check 5,YP herd.t,l post 2.2 (usu possive) throw 4
chiwy hurry J post 2.4 throw vP3 (off)
coax 1,3 hustle I put 2 transfer t
direct 9 invite , route5 (usu possive) utge 2
dispatch, iostle t second j.0 (usu possive) usher I
divert t kick vP2 (off) settle 6 war,r VP@A
dtag 3,4 let 2,3 shoo I wave 2
drive 72 let VP (in) show 4 whisk ,

sit down >3

17 THE'FOLLOWGROUP
These verbs are concerned with going somewhere, physically or metaphorically. The
noun group indicates a road, sign, or person. The adverbs used with the verbs in this
group are adverbs of direction such as northwards, round, and there.
Tum Ieft when you leave here and follow the road round.
From Liverpool take the A567 Halsall Road towards Southport.
She refused to answer questions as photographers trailed her into the VIP lounge of
Moscow airport.

follow ,,r8 take 2.27 trail t

18 THE'DIVERT'GROUP
These verbs are concerned with guiding someone through a conversation or situation, or
making them think in a particular way. The noun group indicates either the person or
their thoughts or attention. These verbs are most frequently used with a prepositional
phrase, not with an adverb.
The government is trying to divert attention from more serious issues.
In his latest book on the deepest and most fundamental problems in physics, he auidestne
reader through the science with skill and flair.

320
 Section 1: Vn Vn odv/prep
There is a feeling that the powers of the presidenq should be whittled down somewhat, that
the emphasis shouldbe shifted more towards Parliament.
T-hey-fear the-.female vote would. Iean to conseruatism, tilting parliament towards
fundamentalism.
The preposition is sometimes followed by an '-ing'clause.
Theproiectmight divertthemfrom doing other activities that might notbe so goodfor
their future.
In the caseof align, the noun group following the verb is often a reflexive pronoun. This
pattem is V pron-refl prep.
Britain had to align itself in some degree with other European currencies.

align I guide ll push 5,6 steer 2

divert 4 pull lo shift 2 (usu possive) tilt 4

19 THE'APPORTION' GROUP
These verbs are concerned with placing blame on someone or something. They are most
frequently used with a prepositional phrase or with an adverb such as eliwherL.
Often these women will give feeble excuses that are no more than a way to unfairly apportion
blame elsewhere.
His father has laid the blame for his son's criminal behaviour at the door of the social
serttices.
Everybody is trying frantically to shift theblame onto someone ebe.

apportion place la
lay 1.2 shift -l

20 THE ryISUALIZE'GROUP
These verbs are concerned with interpreting, reacting to, or expressing something in a
particular way.
The verdict was greeted with uprisings over three nights from rebellious youth.
I rate Tracey very highly and he wiII be back.
Provided politicians in the democracies read the warning signs correctly, they should have
several years to get ready to meet any new challenge.
It situate Marx's economics in its philosophical context.
is helpful to
He takes bad news in much the same way as he takes good.
Visualizethe Court of Arthurbeforeyou as amighty stronghold.
In the case of express 2, the noun group following the verb is always a reflexive pronoun.
This pattern is V pron-refl prep/adv. The Subject is inanimate.
His passion for engineering was to express itself in motor racing.
The phrasal verb in this meaning group, look on, has two patterns. The particle, p, always
comes after the verb, not after the noun group, but the adverb group may come either
after the noun group or between the verb and the particle. The noun gr6up may be a
personal pronoun. These patterns are V P n prep/adv and V adv P n.
Some people look on things differently fromyou, Madame Femet.
Employers lookfavourably on applicantswhohave anyworkexperience, no matterwhat
it is.

32L
 Chopter4: Complex Potterns with Prepositions ond Adverbs

construe list 4 rate 6 summarize (usupossive)

express z3 phrase 3 read 8 take 2.22
frame ,o picture 8 receive 4 (usu possive) view 3
generalizd 2 pitch 8 slant j (usu possive) word II
greet 2 (usu passive) place 79 subsume (usu possive)
look on

2T THE'CONDUCT'GROUP
These verbs are concerned with behaving in a particular way. The adverbs used with the
verbs in this group are adverbs of manner such as badly and well. The noun Sroup
following the verb is a reflexive pronoun. This pattern is V pron-refl prep/adv.
These battalions went on to acqait themselves with great distinction during the First and
SecondWorldWars.
The Americans comported themselves like the pained guardians of an inconigible
adolescent.
The children of mariages contracted on this day wiII conduct themselves badly.
It is also important to Wsentyourself in away that is meaningful to an employer.

acquit 2 carry 13 conduct 3

beat 1.14 comport present 4.5

22 TFTE 'END'GROUP

These verbs are concerned with starting, passing, or finishing a period of time in a
particular way. The adverbs used with the verbs in this group are adverbs of manner such
asweII.
Philipbegins each day with half anhour's meditation.
OnIy tvvo public theatres in Britain expect to end the year without a financial deficit.
If you had the cash, Sarasota was a congenial spot in which fo p(us the time through
constant eating out and shopping.
The teamhad startedthe day well.

The preposition is sometimes followed by an'-ing'clause.

I had passed the timebyworking loose allthe rivets on one of the back door panels.

begin z,.l finish I spend 3

end 4 pass ,0 start 3

live out YP7

23 THE'WANT'GROUP
These verbs are concerned with wanting or needing someone or something to be in a
particular condition or place, or wanting something to be of a particular type. The
prepositional phrase or adverb indicates the condition, place, or type.
We need him back as soon as possible.
Given that people who like driving fast also like changing gear I thought she would prefer the
car in a manualversion instead of the automatic.
Some people were poisoning the toads because they did not want them in their gardens.

(would) like 2.8 (would) prefer

need , wallt 4,10

322
 Section 1: Vn prep/adv, V n odv/prep

24 'THE 'BRING'GROUP

These verbs are concerned wit! causing something or someone to be in a particular state,
physically or metaphorically. The prepositional phrase or adverb indicatei the state.
Cover the soup and bring it to the boil slowly.
Their cPntinuing overweight and resultant diabetes plaeethem at significantly increased
riskof heart disease.
The Gold Coast winter bowls camival has been thrown into turmoil after rain forced
yesterday's programme to be abandoned.
In the case of declare, the noun.group following the verb is always a reflexive pronoun.
This pattern is V pron-refl prep/adv.
Army leader GeneralRaoulCedrashas declaredhimself incontrotof Haiti attheheadof
a military junta.

bring r get ,.3 push + throw 7

declare tincarnate 4 (usu possive) put 3 transfer 5
draw VP2(in) place tz set 2.4 (usu possive) transport 5

25 THE'HANDLE'GROUP
These verbs are concerned with doing something in a particular way or in particular
circumstances. This includes:
o dealing with a situation well or badly e.g. handle, treat
o performing an activity in a particular way e.g. hold, rear
o looking at someone in a particular way e.g. eye, regard
o dressing someone or decorating something in a particular style e.g. do up, get up
o managing a conversatione.g. lead, take
The adverbs used with the verbs in this group are adverbs of manner such as carefully,
properly, and'well. The verbs bulldoze andpush are used with the prepo sition through or the
adverb through.
It was notin his nature just to 'dive in'. It was his custom to approach every problem
ob liquely and c aut iou sly.
All people shall have the right to live where they choose and to bring up their families in
comfort and security.
The op-positio! parties have accused the Govemment of bulldozing through the new
constitution in spite of their complaints.
The child's darkhairwas doneup in athousand shining ringlets.
You wait in an anteroom where armed secuity men Ee you suspiciously.
When I'm tired-that'swhen I handle everything least weII.
This car doesn't hold the road too well in the wet.
Fleck led the conversation into personal affairs.
Mr Scott has had experience of picking up underualued assets and has timed the market well
in the past.
In thecase of get up and rig ouf, the noun group following the verb is always a reflexive
pronoun. This pattern is V pron-refl P prep/adv.
Annette used to have to get herself ,uplike an old-time shepherdess.

approach I handle + pay 4 steer 4

bulldoze 3(through) hold r.,4 push VP (through) take 2.23
carry 7 lead ,.,4 put 9 time ,9
eye 2 leave rg tear 4 (usu possive) treat I
feed, manoeuvre 2 regard 3 wear 2

323
 Chopter 4: Complex Potterns with Prepositions ond Adverbs

bringup I dressup 7 rig out

do out 2.0 (usu possive) getup 3
do up 2.3 (usu passive) goabout ,

26 VERBS WITH OTHER MEANINGS

There are a number of other verbs which have this pattern. There are two Sroups of these
verbs.

(i) The adverb group or prepositional phrase indicates the degree of something or the
ciiteria for som6thing. The verbs measuie and secure are used with a prepositional phrase,
not with an adverb.
Such a systemwould divide the country on tribal lines.
A robber whose accomplice was stabbed to death by their victim was let off lightly yesterday .
A grammar school's success was measured in terms of the number of pupils who got into
university and the professions.
ls the loan to be secured onyour home or other assets?
I thinkl'leworkdyouhardenough andl wouldliketothankyouvery muchfor coming and
giving me this interYiew.

divide s seatre 9 (usu possive) work ,9

measure , stretch 1 2 (usu possive)

let off 2 setup 4

(ii) The adverb group or prepositional phrase indicates a physical or metaphorical place,
or a time. We include herc make, where the noun group indicates a place. Some verbs in
this group, when they are used with an adverb, are used with only one or two adverbs.
These adverbs are indicated in the list below.
I was brought up in Shanghai.
Protein is found in a wide variety of both animal and plant foods.
I do like to communicate even though it isn't going to get me anwhere.
Shellshad gougedholes out of the main squaretower.
Can we just leave it for another two weeks?
The tanker was gulping two tons of fuel an hour in order to make New Orleans by nightfall.
They tookthe problem to the general secretary ofthe Society ofAuthors-
He attractedattentionfor thebrightness ofhisvirtuosity andthevividnessofhis dramatic flair:
qualities which quickly took him to the top of his profession.

In the case of present, the noun group following the verb is always a reflexive pronoun.
This pattern is V pron-refl prep/adv.
Perhaps I ought to present myself at his door.

dangle z 8ou8e I reat 4 (usu passive) swig (down/bock)

enrol leave 18 be represented n take 2.5
factot vP (in) make 5.2 segregate take 2.6
befound 3 partner 5 situate take 2.10 (awoy)
Eet 1 .14 present 4.8 spread 8

bring up 1 (usu passive)

324
 Section 1: Vn Vn odv/prep

Structure informqtion
a) The noun group is the- Obiect, and the adverb group or prepositional phrase is usually
an Adjunct, alhough some prepositional phrases are- prepositi6nal obiects or
prepositional Obiect Complements (see page 310).
b) This pattern-has a passive,. with the pattern be v-ed prep/adv. The adverb group or
prepositional phrase is an Adjunct.
c) The adverb group comes before or after the noun group. The prepositional phrase
usually comes_after the noun group. Sometimes, however, the prepositional ihrase
comes before the noun group, especially when the noun group is a long one.
A few states began to cram into their constituttons detaik better left. to legislation.
d) Phrasal verb patterns are the same except that there is also a particle, P. With most
verbs, the Object comes either between the verb and the particle or after the particle. If
the Obiect comes after the particle, it cannot be a personal pronoun. You say
He wsted it up on the board
or He psled_upthe notice on the board
but you do not say He posted up it on the board.
Some phrasal verbs have other restricted patterning, and these restrictions are
mentioned under the meaning groups concerned.

Other reloted potterns

V n odv prep
The verb is followed by a noun group, an adverb group, and a prepositional phrase. The
passive pattern is be V-ed adv prep. Many of the verbs in meaning groups L,2,4,5,6,7,9,
ll, 14,15, 16, and 17 above have this pattern.
Some time in lanuary he asked me out for a drink and l went.
He wiII have to ask us to bring our rubbish down to the main road.
The recordwill be mailed out automatically to fan club members.
I picked up the cot and plonkeclmyself down on the sofa with him in my lap.
Hundreds of millions of dollars have been stashed away in private bank accounts.
It was part of my job to go and stick the notices up on the door.
Wilderthrent the script back at him.
They took the nextbus backto town.
At the fence, she broke up the bale of hay and tossed it over to the waiting cows.

V n prep prep
The verb is followed by a noun group and two prepositional phrases. The passive pattern
is be V-ed prep prep. Many of the verbs in meaning groups 4, 5,7 , 14, 15;16, 17,-and 19
above have this pattern.
I have driven my little convertible over the AIps to ltaly and back again three times.
The banisterswere trying to shift the blame from one to another.

V odv n prep
The verb is followed by an adverb group, a noun group, and a prepositional phrase. The
passive pattern is be V-ed adv prep. Some of the verbs in meaning groups 1,2,4, 5,6,7 ,8,
and 9 above have this pattern.
He would be glad to discuss moving up his retirement date to the middle of 7988.

325
 Chopter 4: Complex Potterns with Prepositions ond Adverbs

Vnord
The verb is followed by a noun group and an ordinal such as first, second, or last. The
passive pattern is be V-ed ord.
tJnemployment remains the main concem for voters. The National Health Service is second.
The economy is ranked third.

place 20 (usu possive) tate 8 (usu passive)

rank j (usu possive) seed 5 (usu possive)

V n ord in/out of n
The verb is followed by a noun group, an ordinal, and a prepositional phrase beginning
with in or out of. The passive pattern is be V-ed ord in/out of n.
In addition to her photographic work, McKinlay writes fiction; she has just been placed third
in the Dillons Shorf Story Competition.

place 20 (usu passive) tate 8 (usu possive)

rarrk 3 (usu possive) seed 5 (usu possive)

2 Vnwithadv
The verb is followed by a noun group and an adverb group, or by an adverb group and a
noun group. (In this pattern, the word 'with' indicates that the adverb occurs in either
position.) The passive pattern is be V-ed adv.
This pattern has one structure:

> Verb with Object and Adjunct

Carol tumed the radio off.

Active voice: V n odv, V odv n

The nome hos served me well.

Swill your mouth out.
He switched the television on.

flicked on the lights.

She whipped her skis.

326
 Section 2zY nwith odv
Possive voice: be V-ed odv

.1.:r;:ta:.: i:

The system is flushed out.

The fomily is known well in this town.
Street lighting hos been switched off.

Verbs with this pattern belong to the following meaning groups

I THE'SLIP'GROUP
2 THE'CUCK'GROUP
3 THE'EMPIT GROUP
4 THE'IOIOW'GROUP
5 VERBSWITHOTHERMEANINGS

I THE'SLIP'GROUP
These verbs are concerned with putting clothes on or taking them off. They are used with
the adverbs onandoff.
Erica sliPed her damp headband offwith one hand, shook out her wet curls, and replaced
the headband.
Frank grabbed a paddle while Chet tore offhis shirt and used it to plug the hole in the canoe.

:. pltt VPI (on) slip I (on/of1 tear 5 (off)

ip 3@n take vP@A whip s 1off1

2 THE'CLICK'GROUP
These verbs are concerned with turning machinery or equipment on or off. They are used
with the adverbs on and otf We include here tum (down) andtum (up), which indicate that
the machine or piece of equipment is being adiusted.
He clicked on the lamp.
Are yougoiaglo turn the machine offnow?

click I (on/otf) pllt vP (off) switch YP(on) tullr vPl (on)

flick 4 (on/off) put VP4 (on) ttttrr vP2 (down) trrrn VP3 (up)
flip t (on/off) switch vPt @A tuxn vP2 @A

3 THE'EMPTTGROUP
These verbs are concerned with emptying a container. They are used with the adverb out
Finally, she emptiedthe purse out onto the sofa.
Every few weeks the tankwas flushed_out.
Having finished his coffee, he *ttilled out the mug and left it on the draining board.

empty 5 flush vp swill 3

327
 Chopter4: Complex Potterns with Prepositions ond Adverbs

4 THE'KNOWGROUP
These verbs are concerned with knowing or remembering someone or something. They
are used with adverbs such as well.
Didyouknow the house prettYwell?
it clearly, as if it were
I can remember iust yesterday.

k,row 2,6 remember I

5 VERBSWTTH OTHERMEANINGS
There are two other groups of verbs which have this pattern.
(i) Three verbs are used with the adverb well. These verbs are not used with the pattern V
adv n.
If Robyn was neruous, she hid it well.
He qualified as a lawyer in 1944 and his colourfuI language sented him well for 40 years.
I don't regret joining the society and I genuinely feel very sorry to be leaving. I wish them well
in the future.

' hide a serve J wish 8

(ii) Three verbs are used with the adverbs in and out.
Myers puts his feet up on his cluttered desk and breathes out a svvirl of cigarette smoke.

breathe 1 (in/out) cou'rft VP (in) cou.,It VP2 (out)

Structure informotion
a) The noun group is the Object, and the adverb group is an Adiunct.
b) This structure has a passive, with the pattern be V-ed adv.

3 V pl-n with together

Theverbisfollowedbyapluralnoungroup andtogether,orbytogetherandapluralnoun
group. (In this pattern, the word'with' indicates that together occurs in either position.)
The passive pattern is be V-ed together.
This pattern has one structure:
> Verb with Oblect and Adiunct
We stuck the pieces together.

Active voice: V pl-n together,Y together pl-n

tIer{}greuF Flurd noun griruF l
twe#,tr
5u$e<t Vcrb Adunqt
The two electrons bind the two nuclei together.
He loshed her honds together.

328
 Section 3: V pl-n with together

He is editing together excerpts of some of his films.

Whisk together the egg yolks ond sugor.

Possive voice: be V-ed together

Two pieces were glued together

The two holves were soldered together

Verbs with this pattern belong to the following meaning groups:

I THE'TIE'GROUP
2 1I{E'GATHER'GROUP
3 THE'COBBI-E'GROUP
4 VERBS WITH OTHER MEANINGS

r THE'TIE'GROUP
These verbs are concerned with fastening two or more things together, physically or
metaphorically.
The Town HaII columns themselves are made up of individual drums that are clamryd
together in the ancient manner.
Two plastic sheetswere sandwiched together, with a film of wax in between.
They pushed me down on a bed and tied my hands together so that I couldn't get at the
blindfold.
Bragg weaves together the histories of his main characters and links in some strong
personalities ftom the fields he knows best.
Paul strips the ftames of the two standard bikes, welds them together and reassembles the
finishedproduct.

bind ,,3,5 fasten 2 (usu possive) tope 2 (usu passive) tie 1,2
bolt 2 fuse + sandwich z weave 6
bond 3 (usu possive) glue 2 (usu possive) sew , weld 7,3
chain I (usu passive) ioin 5 solder I (usu possive) yoke -r
clamp 3 (usu possive) knit 2 stick 2.1
clip 2 knot 2 stitch ,
couple 5 (usupossive) lash 2 tack 5

2 TIIE'GATTIER'GROUP
These verbs are concerned with collecting a group of people or things together so that
they make a single entit/, physically or metaphorically. We include here bracket and
lump, which indicate that two or more people or things are thought of as being very
closely connected.
Chicago and gangsters wiII always be bracketed together.
t'legathqed together six girl dancers, six boy dancers, and a nine-piece band.
There are many thick liquids that have to be mixed together.
The first time I went to a yacht club I felt really uncomfortable. In those days I couldn't string
threewords together.

329
 Chopter4: Complex Potterns with Prepositions ond Adverbs

The verbs get, hold, and scrape are sometimes used with a singular noun group. This
pattern is V n with together.
He had to scrape together the money to finance his latest film.

bracket j (usu possive) group 5 mix I throw vP2 (usu possive)

edit 3 hold vP pull YP3 whisk 2
gather 1,2 jumble 2 scrape yP
get vP3 lump ve string YP

3 THE'COBBLE'GROUP
Theseverbs are concernedwith making something, usuallyslowlyor roughly. Usuallythe
verb is used with a singular noun group. This pattern is V n with together. The noun group
indicates the thing that is made.
Even if the politicians monoge to cobble together a Wace deal, what hope is there for
refugees?
He denied that the govemment was patched together iust for a transition peiod.
In the case of cobble, piece, arrd puf, the verb is sometimes followed by a plural noun group
which indicates the things that go into making something.
We got tapes of all our radio interviews and fueed those together to form the base of the
soundtrack.
t mgpiagjg-M tqether.the bits I've assembled for a Christmas frieze.

r cobble VP patch YP prlt VPl,VP2,VP3

':: piece vP|,vP2 throw vPI
$et VP2

4 VERBSWITH OTHERMEANINGS
There are three other verbs which have this pattern.
You're going to add these numbers together.
The spacious kitchen was achieved by knocking together three small rooms
Stretch and shake your hands, then rub them together to warm them.

:. add 2 knock 3 rub s

Structure informotion
a) The noun group is the Obiect, and together is an Adjunct.
b) This structure has a passive, with the pattern be V-ed together

4 V way prep/ordv
The verb is followed by a noun group which consists of a possessive determiner, such as
my, his, her, or their, and the noun way. This is followed by a prepositional phrase or adverb
8roup.
This pattern has one structure:
> Verb with Obiect and Adjunct
She elbowed her way through the crowd.

330
 Section 4: Y way prep/odv

Y way prep/odv

She ote herwoy through o pound ofchocolote.

He is feeling his woy into the role of successful outhor
Lobour is its woy bock.

This pattern is very-productive and most of the verbs which are used with this pattern are
not used with it often. In this section we include many of these verbs and lie in;ic;i;
which verbs most frequently have the pattem.
This pattern is often used with a word that is normally a noun or an adiective, but which
in this patternis a verb, for example I /?n ally crowbaned. my way in. Some of theie verbs are:
crowbar, cudgel, fltpper, helicopter; pickrykit, scam, strong-ari.
Verbs with this pattern belong to the following meaning groups:

r THE'TALK'GROUP rO THE'WND'GROUP
2 THE'MUMBLE'GROUP rT THE'BORROW'GROUP
3 TI]E'GOSSP'GROUP 12 THE'CHEAT'GROUP
4 THE'MAKE'GROUP 13 THE'EAT'GROUP
5 TIIE'FIGHT'GROUP 14 THE'WORK'GROUP
6 THE'THREAD'GROUP 15 THE'MUDDLE'GROUP
7 THE'CHUG'GROUP 16 THE'IAUGH'GROUP
8 TI]E'CRAWL'GROUP r7 THE'REASON'GROUP
9 THE'OOZE'GROUP 18 VERBS WITH OTHER MEANINGS

r THETAIX'GROUP
These verbs are concerned witfr talking persuasively, often dishonestly, in order to get
into a good situation or out of.an unpleasant one. The verb in this gioup which m6st
frequently has this pattern is folk.
Men wiII not admit that they do not know something but will either blufftheir way through
or go and find out about it.
At the end of that month, unmasked as an academic fraud who had lied her way to the top
ofher profession, she resigned.
The only chance was to allay the._officials' suspicions: to try and somehow talk our way out of
it, or see if they were open to bribery.

argue 3 bullshit 2 lie 2.2 sweet talk

blag caiole negotiate , talk I
bluff 3 charm + plead I wheedle
bluster con , reason 4 whinge

2 THE'MUMBLE'GROUP
These verbs are concerned with talking, singing, or playing a musical instrument in a
particular way. The no rn group is most frequently rblowed by a prepositional phrase
beginning with through. The prepositional ph-rase indicates somettring s,rch as a spiech, a
son8, or a concert. The verbs in this group which most frequently hlve this patlern are
croon, grunt, mumble, mutter, rap, shout, sing, slur, strum, whiitle, and, yell.
Bono ha! iust crooned_his way through 'satellite of Love', aided by a croaking image of
Lou Reedon the huge TV screens.
Our chairmanmumbledhisway through a couple of prayers.

331
 Chopter 4: Complex Potterns with Prepositions ond Adverbs

After pauline stammered her way through an introduction, Nicola explained she was
Ryman'swife.
Mark, energetically strumming his way through the irresistibly wistfitl 'Molly Malone',
Iooks saintly.

ad-lib 7 Sroan , pipe 4 squeak t .

babble I growl z purr 3 stammer ,

bawl I grunt I ramble 3 strum
belt vP holler tap 2 tinkle ,
blow 1.: hoot I shout t toot
bray z howl + shriek I wail I r

croak 2 hum 2 sing I warble 2

croon , jam 9 slur 2 whinge
curse 7 lisp 2 snap 4 whisper I
drawl moan I snarl 2 whistle ,,2
drone 2 mumble sneer wisecrack
enunciate, mutter splutter I yell I

3 THE'GOSSIP'GROUP
These verbs are concerned with talking in a particular way. The prepositional phrase or
adverb group indicates a period of time that the talking is done in, a place where someone
is moviilg wirile talking, 6r a situation that the person talking is trying to get into or out of.
I didn't want to hear another one of his tired excuses. He couldn't apologise his way out of
this.
You should feel good enough to commu4icgte your way through whatam problem
presents itself, andbring about afast resolution.
They lived on the same street, went to the same schools, and gssslped their way through
their teenageYears.
Watching him wisecracklng his way round the yard, it was difficult to take his claims of
immineit di s a st e r se riouslY,

apologize communicate , haggle rationalize I

bicker debate 3 joke z verbalize
bitch 3 gossip 2 natter wrangle
blather grumble I protest ,

4 THE'MAKE'GROUP
These verbs, when used withway, are concerned with managing to get somewhete, either
physically or metaphorically. The verbs in this group which most frequently have this
pattern arcfindandmake.
Most polymers find their way into the electrical or electronic industries as insulators.
An innovation that should be making its way into gift. shops before Christmas is a Tooth
Fairy pillow.
Let the lad go . Let him take what food we've got left and try to make hb way home .
young artists must pave their way t-o art by drawing pictures for magazine stories that young
authors write to We their way to literature.
It was not long before they could no longer see theirway out of what they had started.

findls pave 2 retrace sniff 2

make 1.2 ply 4 see , trace 2
move 2 pursue 2 smell 6 wend

332
 Section 4: Y way prep / adv

5 THE'FIGTIT'GROUP
These verbs are concerneq.*iq moving somewhere with force or with difficulty, either
physically or metaphorically. This includes:
o moving with energy e.g. burst, forge, storm
o harming people or things as you move e.g. batter, elbow, fight, shove
. moving with difficulty because of tiredness or obstacles e.g. claw, plod, scramble, work
o cutting or burrowing a path through somethin g e.g. bore, burrow, tunnel
The verbs in this group which most frequently have this pattern are claw, fight, force, push,
smash, and.work.
Withnothing to do, the mindis unable toprevent negativethoughtsfromelbowingtheirway
to center stage.
They're trying to fight theirway towards the besieged army camp.
The p.rotesters forced their way into the police headquarters, setting fire to parts of the
building.
h9 turye.d professional 7L years ago, Christie was expected to storm his way to a world
\h9n
cnamPronsntp.

barge 2 crowbar labour 3 smash 2

bash 23 crush , muscle yP stampede 2,1
' bafter 2 cudgel I nudge 2 steamroller 2
, battle 5 cut 7 plod I storm 4
beat 1,11 dig I plough vR stxeak 4
blast 5 drag + poke -l strong-arm
: blaze 6 drill 2 F,owet 7 struggle 6
blitz t elbow 3,1 press , stumble ,
bludgeon explode I pummel stutter 3
. bomb 3 fiEht 2,4,2 punch I sweat 2
, bore J force 23 push z sweep Z9
break 6 forge 2 scrabble , tear 2.7
' bulldoze 3 gatecrash scramble 2 thrust 2
burn ,,3 grab I scrape 2 toil I
burrow 2 Srapple 2 scratch 2 trudge
burst 5 grasp, shoot 2 trundle 3
, butt 6 hack z shoulder 6 tunnel 2
, chase 6 hammer 27 shove I whack I
chip o haul l shovel 2 win 4
chop I heave 7 slam + worm 4
claw 5 hurry , slash z wrestle 3
cleave , iab I slog I zap 1
. crash 3 iostle r slug 3 zoorn 1

6 THE'THREAD'GROUP
These verbs are concerned yith moving carefully or avoiding obstacles, either physically
9r Sellfhorically. The verbs in this group which most frequently have this pitiern ari
feel, pick, ar,dthread.
He edgedhisway along abeamhighup inthebarn.
She reached the bottom of the stairs and, with her back pressed against the wall, inched her
way towards the captain's cabin at the end of the conidor. -
He threaded his way among the desk that cluttered the office area.

dodge I inch 2 pize s twist 2

ease 5 manoeuvre , sidestep 2 weave 4
edge 3 navigate 3,J squeeze 4
feel 5 nose 5 steer 4
grope 2 pick ,3 thread 6

333
 Chopter 4: Complex Potterns with Prepositions ond Adverbs

7 THE'CHUG'GROUP
These verbs, when used with way, are concerned with moving in a way that makes a
particular noise.
The launch chugged its way through the brown water, past a solid wall of multicoloured
trees.

btrzz t crunch 3 scrape 2 wheeze I

chug grind + scrunch , whirr
clang growl 3 splutter 2 whisper .l
clank rattle I tap 2 whizz
clunk z roar , thump 3
' crackle rustle thunder +

8 THE'CRAWL'GROUP
These verbs are concerned with moving in a particular way, physically or metaphorically'
This includes:
. particular modes of transport e.g. pedal, row, sail
o walking in a particular way e.g. flounce, hobble, march, shuffie
. moving in some other way e.g. sutim, wing
North of Port Douglas, we Ieft the metalled roads behind us and bumped our way into the
Daintree rain forest.
An injured womon caver was crawling her way to freedom last night after spending two
days trapped inside a freezing mountain.
A few small privately run buses meander their way down roads strevwt with piles of
rubbish.
Ordinary lapanese people had to Pedal their way about on bicycles.
Miriam stepped over the side, moving slowly as she splashed her way to the bank.
In northem Europe bats have never been the most_ popular of cre-atures-- _they're-widely
regarded as rathdr creepy and even sinister as they wiig iheir way through the dusk air.

back 3.2 helicopter row 2.0 strut 7

balance 7 hike z run, swaSSer

bob I hitch 2 sail 3 swim ,
bounce 7 hitchhike shuffle I tiptoe ,
bteeze 2 hobble , skim z trample 3
brush 5 iack-knife skip I twirl z
bump r leap I slide 2 wade ,
bustle , liIJrp 1,2 slink walk I
churn 2 lurch ,,2 slither I waltz 3,4
clamber march 3 slosh 2 wander ,
climb I meander 3 slouch 2 wiggle
crawl ,,3 mince 3 sneak , wind t
creep 23 mooch speed s wing I
flap z nazzle spiral 2 wobble t
float 1,2 paddle z splash I wriggle z
flounce , paw 3 squirm I zigzag 2
gallop t,z pedal z stagger ,
glide I prance 7 straggle ,

9 THE'OozB'GROUP
These verbs typically have an inanimate Subject and indicate how something such as a
liquid or an idea moves or sPreads.
Thetears drippedtheirway onfo his vesf.

334
 Section 4: V way prep/odv
H-e cSuld seek instant guidance on complicated social issues fhat now take months to ooze
theirway through journalistic fiIters and political processes.

,.drip , melt , percolate 3

: filter s ooze 1 waft

rO THE'\tyIND'GROUP
These verbs are concerned with the shape or direction of something such as a road or a
river. The verb in this group which mosifrequently has this pattern iswind.
The road climbed and curled its way through skinny teak trees and tidy villages.
They followed apath thatwound itsway through the trees.

carve 5 snake 2 thread 6 weave 4

: curl 5 spiral Z twist 5 wind 2.1

rI THE'BORROW'GROUP
These verbs, when used wlt\way, are concerned with achieving something by means of a
legitimate activity. This includes:
o doing something to achieve success in sports and arts e.g. bat, paint
o doing something to achieve success in business, in money matters, or in a career e.g.
borrow, spend
You must not take the _route of trying to bonov, your way out of trouble when over-
bonowing got you into this state in ihehrst place.
Britain's capacity to grow itsway out of recession is severely limited.
She possessed a powerful forehand and a disconcerting ability to hit her way out of crises.

adapt 7 dive I merge , ski z

automate earn 7 network 2 spend I
barter export , organize I swim,
bat 2 finance , paddle z tax 2
borrow 2 fund -i paint 4 think I
bowl 8 8row r7 play z trade 2
box 9 hit 7 produce 2 train 2.1
build I invest 7,2 rrde 1,2 walk I
busk iump 3 save 2 wrestle 2
buy 7 kick z sell 7 write 2
cook , manage I shrink z
dance , market 5 skate 3

12 THE'CHEAT' GROUP
These verbs, when used withway, are concerned with achieving something by means of
illegal, immoral, or underhand activities.
We are stillsaddledwiththe comtpt, incompetent, dkhonest group ofpoliticianswhocheated
theirway to government ayear ago.
WiIIiam had watched disapprovingly as Brtan insinuated his way into lohn's inner circle,
becoming, in time, one of lohn's favourite companions.
A fo.rmer-paramedic tricked his way into a iob as a hospital doctor and killed a woman
patient tirough tact< of care

335
 Chopter 4: Complex Potterns with Prepositions ondAdverbs

bamboozle f,ddle I massacre 2 scheme 3

bribe 2 flirt t mislead steal ,
bully 2 gamble 3 murder 2 trick 2
burgle grovel , pillage wangle
butcher 5 hustle 3 pimp z weasel
cheat , insinuate 2 plot 2 wheel and deal
dominate , inveigle plunder I
dupe I kill , rape ,
fake 2,4 manipulate ,,2 rig ,

13 THE'EAT'GROUP
These verbs, when used with way, are concerned with consuming the whole of
something. This includes:
. eating and drinking e.g. chew, eat
. smoking e.8. gasP, Pufi smoke
The verb in this group which most frequently has this pattern is eot.
Mrs Lorimer chewed her way through a large helping of apple tart.
If one home-owner takes steps to kiII the termites, the colony simply eats its way through
another building.
Fiona amazed onlookers by puffinS.her way through three cigarettes and swigging red
wine and schnapps.
yes, he slurps his way through a glass or two as he cooks for us on the television. Why not?

booze 2 feast 2 munch slurp ,

chain-smoke gasp 2 nibble I,3 smoke 3
chew ,,4 8nartr , nosh 2 taste 5
chomp gruze 1 peck 7 work 39
drink I gwzle I puff I
eat 7 lick I slice 2

14 THE'WORK'GROUP
These verbs, when used with way, are concerned with completing a long task carefully,
such as reading a book or listening to a record.
Mackenzie has made the congregation into a real family simply through preachigs.his way
through the Bible.
Leaphomwasthumbinghiswaythroughthenotebookasecondtime, making notes in his
ownnotebook.
In afar comer of the bar, apianist with aportable synthesiserworks his way through some
requests.

leaf vP read 7 work 39

listen , sifrt 2
preach 7 thumb YP

15 THE'MUDDLE'GROUP
These verbs are concerned with doing something in a stupid or inefficient way,
Mclver had bumbled his way toward success by making the right mistakes.
I guess somehow or other we muddled our way through and things worked out.

botch I bungle muddle YP

bumble fumble I

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 Section 4: V wayprep/adv

16 THE'IA,UGH'GROUP
These verbs, when used withway, indicate that someone gets somewhere or gets through
a period of time while malring a sound or putting on in expression, or irnit" aoiig
something involuntarily. This includes:
o laughing and smiling e.g. grin, smile
. crying e.g. sob, weep
o showing a feeling in some other way e.g. blush, shiver
His favourite.expression is: 'There are two ways to die: you can laugh your way to the grave
or cry yourselfthere.'
The procession pantgd its way up the steep hittside.
He was_trembling 1v!en he opened the car door, when he ordered his steak, when he blew his
nose. He quakedhisway throughthe entire *ening.
Bitain is set to shiver its way through one of the coldest winters this century.

blush I guffaw shrug tifter

chortle laugh I shudder tut 2
chuckle pant sleep 2 twitch
cry I pout , smile weep I
gasp 2 puff s snore yawn,
grggle quake 2 sob ,
gnn 7 shiver sulk

17 THE'REASON'GROUP
These verbs, when used with way, are concerned with solving a problem by thinking
about it.
She's lied to the little girl andcan't figure herway out of it.
He gnd Dr Watson had reasoned their way to the structure of DNA on only the barest of
evidence.

, agonize Suess ,,2 reason 4

: (cannot) figure II rationalize , will 2.3
:

r8 VERBS WITH OTHER MEANINGS

There are a number of other verbs which have this pattern.

The film is about four ltalian Americans who brawl their way throuqh lifu in Neint york,s
Lower East Side.
They can also shop theirway into serious debt.

barnstorm meditate 2 shop z .,

brawl 2 pafty 3
dream 2,1 preen 2

Structure informotion
a) The noun Sroup following the verb is the Obiect and the prepositional phrase or
adverb group is an Adjunct.
b) This structure has no passive.

337
 Chopter 4: Complex Potterns with Prepositions ond Adverbs

Other relqted Potterns

Y way odv prep
The verb is followed by a noun group with woy, at adverb group and a prepo^sitional
phrase. Many of the ve'rbs in this section, especially in meaning groups 4,5,6,7 ,8,9 , and
10, also have this pattern.
The ferry edged its way out into the river.
Sam had shown that he could negotiate a complicated system of highways and waterways to
find his way back to Seattle.

Y way prep prep

The verb is followed by a noun group with way and two prepositional phrases. Many- of
the verbs in this section, especially in meaning groups 4,5,6,7 ,8,9, and 10, also have this
pattern.
He limping his way down the path to the river-
saw Benedict
Such exclamations wafted their way from the telephone area onto the floor of the
exhibition.

Y way to -ing
The verb is followed by a noun group which consists of a possessive determiner and the
rrourr way. This is followed by iprepositional phrase which consists of to and an '-ing'
clause.
I very much hope you will see your way to advising your client to sign it .

see il

5 V n oboutrt
The verb is followed by a noun group and a prepositional phrase which consists of about
and a noun group. Wiih some verbs, the preposition is sometimes followed by an'-ing'
clause or by a wh-clause. The passive pattern is be V-ed about n.

This pattern has one structute:

> Verb with Object and Adjunct
I wamedhim about the danger.

Active voice: Y naboutn/-ing/wlr

rir::r,,:.rrr.rr$iiiib;::.r,rrr.l,:'l

He advises senior monogers obout getting the best out of their teoms.
I osked him obout whot his record compony is like.
We used to wom him obout the dongers ofeoting too quickly.

338
 Section5: Vn aboutn

Passive voice: be V-ed about n/-ing/wh

Severol stors hod been contocted obout toking port.

Ployers were grilled obout methods of poyments.
They were lectured qbout how to beqt crime.
He should be notified obout her condition.

Verbs with this pattern belong to the following meaning groups:

r TI{E'TELL'GROUP
2 THE'TACIOE'GROUP
3 THE'FEEL'GROUP
4 THE'IOIOW'GROUP
5 THE'REVEAI'GROUP
6 THE'FOOL'GROUP
7 VERBSIMTHOTHERMEANINGS

I THE'TELL'GROUP
These verbs are concerned with verbal communication \ rith someone about something.
This includes:
advising
telling
teaching
warning
asking
nagging
scolding
teasing
Their husbands were interrogated about separatist activities.
His father played fiddle and taught him about country music.
They constantly teased her about her look, mocking her hairstyle and the clothes she wore.
I liked people to tell me about the books they were reading.
The preposition obouf is sometimes followed by an '-ing'clause or a wh-clause.
He dated the decline of their maniage from the time when she had stopped neq)figthim
about neverbeing home.
They
*fihlessly quest--ioned him about why he hadn,t bothered to see Chrbtopher or
arcn find out our address.

advise
ask,
7
sn5
inform I
pester
press 5
, taunt
teach 2
brief 6 interrogate , pump 9 tease I
caution 2 intenriew 4 question 2 tell ,
chide kid 5 qt,iz 2 warn ,
consult t lecture J reassure
cross-examine na8 , remind 3
forewarn notify scold

339
 Chapter 4: Complex Potterns with Prepositions ond Adverbs

2 T:HE'TACKLE'GROUP
These verbs are concerned with approaching someone about a topic, often a sensitive or
controversial topic. This includes challenging and fighting someone about something'
The other women confronted her about the distorted view she has of herself.
The preposition abouf is sometimes followed by an '-ing' clause or a wh-clause.
One of the network apProached him about hosting a science show'
I tackled him about how one could live amidst so much poverty.

I approach r confront 5 fight 5 ,i

I challenge + contact 3 tackle 3 r

3 THE'FEEL'GROUP
These verbs are concerned with someone's thoughts or feelings about something. They
often occur in questions such as What do you like about...? and clauses such as What I hate
abouthim is...; they do not often have ordinary Obiects.
What I loved about Gloria was her talent and her independence.
What do youthink about this threatened strike by professional footballers, then?
The preposition abouf is sometimes followed by an '-ing' clause.
Thisiswhat Ihateaboutmowingthelawn.I don'tmindmowingthelawnbutit'srakingup
the grass clippings afterwards.
The preposition abouf is sometimes followed by a noun group and an '-ing' clause.
She asked me'Whatwould your husbandfeel aboutyouworking overseos?'

., distike I hate 2 love5 ',

. feel 12 like 2.1,3 think I ,'

4 THE'KNOWGROUP
These verbs are concelned with knowing or finding out about something. The noun
group following the verb is always an am_ount, and the- paltgm is v amount about n.
iVtre^n these verbs are used in the passive, the amount is the Subiect.
She frequentedthe library to find out aII she could about the disease'
At the end of the conference there was general agreement that much more needs to be found
out about the donkeY.
The preposition abouf is sometimes followed by an '-ing' clause or a wh-clause.
He may be a brilliant 'personality', but he knows nothing about producing a play.
Welekarned a lot about how to travel with kids and how not to.
The preposition about is sometimes followed by a noun group and an '-ing' clause. This
pattern is V amount about n -ing.
I heardWally didn't know anything about me going to Canbena and that he was upset
about it.

hear 7 know 4 learn ,

.: findout I

340
 Section5: Vn aboutn
5 THE'REVEAL'GROUP
These verbs indicate that something reveals a lot or a
little about someone or something.
The noun group following the verb is always an amount, and the pattern is V amourit
aboutn.
Household interiors from the past rarcal quite a lot about the people who lived in them.
The way you present information says a lot about the way you do business.

. reveal 1 say t,z

6 THE'FOOL'GROUP
These verbs are concerned with having the wrong idea about something. The noun group
following the verb is always a reflexive pronoun, and the pattern is V pron-refl dUoit
n/-ing/wh. The preposition cbout is usually followed by an 'ling' clause oi a wh-clause.
In our swvey, nearly a quarter agreed they deceived themselves about what they ate.
Were they fooling themselves about being in love in order to justif what they were doing?

deceive z fool i kid 5

7 VERBS WITH OTHER MEANINGS

There are three other verbs which have this pattern.

In the case of trouble, the noun group following the verb is always a reflexive pronoun.
This pattern is V pron-refl about n.
He seemed on the whole to be anaturally solitary person, troubling himself about only a
fen, friends.
In the case of do and. scy, the noun group following the verb is always an amount. This
p-attern is V amount about n. The preposition about is sometimes foilowed by an ,-ing,
clause.
T-oo mgly childr-ey are dyrng_ftom malnutrition, preventable diseases, and neglect, and too
few adults are doing enough about it.
She didn't say anything about seeing a doctor.
Also in the case of do and, say, the preposition about is sometimes followed by a noun
group and an '-ing'clause. This pattern is V amount abouf n -ing.
He doesnlt really say much about me having HIV, but I think it makes him feel better
knowing I'm going through this with him.

do 2.s say , (not) trouble I0

Structure informotion
a) T!9 noun group following the verb is the Object, and the prepositional phrase is an
Adiunct.
b) This structure has a passive, with the pattern be V-ed a bout n. The prepositional phrase
is an Adjunct.

c) There is only one phrasal verb with this structure , find out, which has the patterns V P
amount cbout n/-ing/wh and V amountP about n/-ing/wh.

34L
 Chopter 4: Complex Potterns with Prepositions ond Adverbs

Other relqted Potterns

Vn omount about n
The verb is followed by a noun group, an amount, and a prepositional phrase beginning
with obouf. The passive pattern is be V-ed amount about n.
She taught me a lot about Plants.
The preposition abouf is sometimes followed by an '-ing' clause or a wh-clause.
He was a good man who taught me a lot about living on the planet and making the
most of it.
In the case of trouble, the noun group is always a reflexive pronoun. This pattern is V
pron-refl amount obout n.
The ordinary Frenchman troubles himself very little about politics.

6 V n agoinstln
The verb is fotlowed by a noun group and a prepositional phrase which consists of against
and a noun group. With some-verbs, the pieposition is sometimes followed by an '-ing'
clause. The passive pattern is be V-ed against n.
This pattern has two structures:
> Structure I: Verb with Obiect and prepositional Obiect
We il havsJo rrtslghthe responsibilities against the retnards.
> Structure II: Verb with Obiect and Adiunct
We insured the house against fire.

Structure I: Verb with Obiect ond prePositionol Obiect

Active voice: Y nagainstn

The chompionships will motch the professionols agoinst the omoteurs.

We hove to weigh the pluses ogoinst the minuses.

Possive voice: be V-ed againstrr

Press freedom hos to be bolonced ogoinst the right to privocy,

Villoge ls ogainst

Verbs with this structure are all concerned with considering or dealing with two or more
different things, people, or groups. We include here the verbs match, pit, and plgy off,
which involvdmiking two oi moie people or Sroups compete with or fight each other.

342
 Section 6: V n against n

The prospects of better j9b in a higher housing cost areo would have to be balanced
_a
against a significant and inqitable fall in living standarils.
Between 1688 and 1945 Britainparticipatedintwelve warsinwhich shewas pitted against
one or more great Wwers.
Union leaders have been playing off one bid against another to try to secure the best
possible deal.
Nobody ever said being a porent was easy. You have to weigh the responsibilities against
the rqyards.

Sometimes the noun gtoup following the verb is plural and the noun group following the
preposition is one another or each other.ln the passive, the subiect is plurai.
The select committee and the judicial inquiry are being played offagainst one another.

balance 5 pit 4 (usu passive) weigh 3

r cross-check (usu possive) set VPI (usu possive)
match 8 set vP2
: play off VPP trade off t

structure informotion: verb with obiect ond prepositionol obiect

a) The noun group following the verb is the Obiect, and the prepositional phrase is the
prepositional Object.
b) This structure has a passive,_ with the pattern be v-ed against n. The prepositional
phrase is the prepositional Obiect.

c) Thoughthe prepositional phrase in this structure usually comes after the noun group,
it sometimes comes before it, especially when the noun group is a long one.
He has a-compulsive need to play olf against each other the centres of'power that
surroundhim.
d) There are only two phrasal verbs with this structure , play off and trade off. The active
patterns are v n P against n and v P n (not pron) againsf n. The obiect comes either
between the verb and the particle, or after the particle. If the Obiect comes after the
particle, it cannot be a personal pronoun. You say
She played them qffagqinst each other
or Sheplayed_offenemies against each other
but you do not say She played offthem against each other.
The passive pattern is be V-ed P against n.

Structure II: Verb with Obiect and Adiunct

Active voice: Y nagainstn

:!&rb..grq4q Eot|rr]gtqtFl :tru&,rt: ::n3{r&!pqlil

r;;.tismt:. ':
'OH€ct
She clinked her gloss ogoinst his.
Your policy insures you ogoinst redundonry

343
 Chopter 4: Complex Potterns with Prepositions ond Adverbs

Possive voice: be Y -ed against n

The protests were directed ogoinst the centrol govemment,

Children should be voccinoted ogoinst meosles.

Verbs with this structure belong to the following meaning groups:

II.T TTIE'PROTECT' GROUP

II.2 THE'STRII(E' GROUP
II.3 THE'LEVEL'GROUP
II.4 THE.WARN'GROUP
II.5 VERBS \^/ITH OTHER MEANINGS

II.1 THE'PROTECT' GROUP

These verbs are concerned with protecting someone or something against disease or any
other unpleasant event, either physically or metaphorically.
The family provides stability and support, which cushions members against the disturbing
effects ofchange.
The pot or container in which the plant is growing may be vulnerable to frost and it should be
insilated against the cold.
He urged people to go to the city centre to Wket their government against what he
called a coup attemPt.
In the case of cover, defend, insure, and protect, the prepositiort against is sometimes
followed by an '-ing' clause.
Policies will normally cover you against having to call offyour holiday because of a
maior crisis at home.
There is no need for people who live in tower blocks to be insured against being struck by a
juggernaut.
In the case of insure 2, the noun group following the verb is always a reflexive pronoun.
This pattern is V pron-refl against n. The verb defend 1.,2 oft.en has this pattern as well.
Women can now insure themselves against contracting breast cancer.

cover 9 immunize (usupossive) insulate r,2 spray 7

cushion 4 indemnify insure ,,2 vaccinate (usu possive)
defetd 1,2,3 inoculate protect ,,2

II.2 THE'STRIKE'GROUP
These verbs are concerned with striking or putting one thing against another.
The Commissioner Dropwlhis walnut cane against the bed and sat down.
Naomi grabbedher hair, slammedher against the car and started slugging her.
He lashed out just once, Dean feII and struck his heaC against the bannister.

In the case of broce, the noun group following the verb is always a reflexive pronoun. This
pattern is V pron-refl against n. The verb flatten of11en has this pattern as well.
She staggered over to her chair and slumped into it, Ieaning forward and bracing herself
against the table.
344
 Section 5: Vn againstn

bang r dash s lean 2 slam 4

brace 2 drum 6 press 7 strike J
clink flatten 3 prop ,

II.3 THE'I EYBI' GROUP

These verbs are concerned with attacking someone or being hostile towards someone.
The prepositional phrase indicates the person or people involved.
The French c!ryrypagne producers brought an action against the producers of the
elderflower drink to stop them calling it champagne.
Child abuse allegations are the worst that can be levelled against an entertainer.
Dr Spencermakes=e-uthis case agginst SirArthur in abookcontaining new evidence bosed
on documents andletters heldby the Natural History Museum.

bring 9 hold yPs,o perpetrate (usu possive) ;

direct 7 (usu possive) level 72

make out 4

II.4 THE'WARN'GROUP
These verbs are concerned with warning someone against something. The preposition
against is usually followed by an '-ing' clause.
Many of his advisers had Vamgd him against involving himself in trying to settle a
complicatedforeign conflict that was of little interestto most Americans.

' caution 2 warIr 2 ',

II.5 VERBS WITH OTHER MEANINGS

There are three other verbs which have this structure.
She feared that hewould tum her daughter against her.
In the case of steel, the noun group following the verb is always a reflexive pronoun. This
pattern is V pron-refl against n.
She waited for the batons to strike, steeled herself against the tear gas, and said a Hail
Mary.

decides steel3 tum VP

Structure informotion: Verb with Obiect ond Adiunct

a) The noun group following the verb is the Object, and the prepositional phrase is an
Adjunct.
b) This structure has a passive, with the pattern be V-ed against n. The prepositional
phrase is an Adiunct.
c) Though the prepositional phrase in this structure usually comes after the noun group,
it sometimes comes before it, especially when the noun group is a long one.
We want only to defend against its enemies that which is our priceless heritage:
freedom.
d) There is only one phrasal verb with this structure, make out. The active pattern is V P n
(not pron) against n. The Object comes after the particle, and it cannot be a personal
pronoun. You say

345
 Chopter 4: Complex Potterns with Prepositions ond Adverbs

I made out a case against him

but you do not soy I made out it against him.
The passive pattern is be V-ed P against n.

7 Vnasodi
The verb is followed by a noun group and a prepositional phrase which consists of the
preposition as and an adiective group.The passive pattern is be V-ed os adi.

This pattern has two structures:

> Structure I: Verb with Obiect and prepositional Obiect Complement

I saw the question as crucial.
> Structure II: Verb with Obiect and prepositional Complement
Thqt strikes me as ight.

Structure I: Verb with Obiect ond prepositionol Obiect

Complement
Active voice: V n os odi

We accept this premise os fundomentol.

She perceived him os

Possive voice: be V-ed as odi

,':,'.'.,r.:..i.. rrr,l,.Y.Qihlir,,.: i:',, ri:, :.'':,fQQ1

Such protection could be considered os adequote.

A womon oged twenty is described os criticolly ill.

Verbs with this structure are all concerned with labelling, interpreting, or regarding
someone or something as having a particular quality. The prepositional phrase indicates a
description of thb Object.

Some verbs, such as brand, condemn al:d scom, indicate that you regard someone or
something as bad. Others, such as misrepresent, indicate that you disapprove of the way
someone else labels, interprets, or regards someone or something.
There are many famous and successful people in this world who have tattoos - it doesn't
brand them as unfit to blend into society.
A childwho considers himself at least as good as other children is one that we might
regard as having a reasonable measure of self-esteem.

346
 Section 7: V nas odi
The man gave a murmur that could be construed as polite only by a leap of the imagination.

Qhickn, cheese, Iamb, beef, liver - all have in tum been denounced as dangerous to
health.
Depending upon your circumstances, you might interpret redundanq os welcome or
unwelcome.
Her diamond rings marked her out as seriously rich.

In psychiatric practice much care is taken to make sure that the occasional physical illness is
not passed offas psychological.
The growth of ftee trade intemationalismwas presented as crucial to the progress of the
working man in Europe.
His govemment supports the idea of defining common criteia to use in deciding whether to
recognize states as independent.
One man regards a glass of water as half fuII while anothervi*tts it as half empty.

accept 2,4,5 construe (usu possive) portray 3

acknowledge t decry present 4.5
acknowledge 2 (usu possive) denounce I rank 4
attack 2 depict 2 tate 6
bill 8 describe 2 tead I (usu possive)
brand 3 designate , recognize ,4
certify , diagnose (usu possive) regard I
characterize 2 dismiss , remember 6 (usu possive)
cite , expose 2 represent 8
class / interpret, reveal I (usu possive)
classify label
3 (usu possive) scom 2
conceive 2 mention 3 (usu possive) see 5
condemn t misrepresent stereotype 2 (usu possive)
confirm 7 perceive 2 tortt I (usu possive)
consider I pigeon-hole 2 (usu possive) view 3

mark out 2 passoff veR write off J

Structure informotion: Verb with Obiect ond prepositionol Obiect

Complement
a) The noun group is the Obiect, and the prepositional phrase is the prepositional Obiect
Complement.

b) This structure has a passive, with the pattern be V-ed as adi. The prepositional phrase is
the prepositional Complement.

c) Though the prepositional phrase in this structure usually comes after the noun group,
it sometimes comes before it, especially when the noun group is a long one.
Adomo set out to expose as false all claims that the'good' or'iust' society had been
achierted.

d) There are only three phrasal verbs with this structure, mark out, pass off, and, write off.
The active patterns are V n P as adj and V P n (not pron) as adj. The Obiect comes either
between the verb and the particle, or after the particle. If the Obiect comes after the
particle, it cannot be a personal pronoun. You say

347
 Chopter 4: Complex Potterns with Prepositions ond Adverbs

Iwrote it qffcs useless

or I wrote off my attempt as useless
but you do not say I wrote offit os useless.
The passive pattern is be V-ed P as adj.

Structure II: Verb with Obiect ond prepositionol Complement

Vn as odi

She impressed the boord OS competent enough.

He struck me OS young, vigorous, interesting.

Verbs with this structure are concemed with the impression that someone or something
makes on a person. The Obiect indicatbs that person. The prepositional phrase indicates a
description of the Subiect.

Mr. White has impressed scores of acquaintances as capable of selling anything.

,'.] 4
,i impress strike l1 r
::'j -, :.'.,,1

Structure informotion: Verb with Obiect ond prepositionol

Complement
a) The noun group is the Objea, and the prepositional phrase is the prepositional
Complement.

b) This structure has no passive.

8 Vncsn
The verb is followed by a noun group and a prepositional phrase which consists of as and
a noun group. With some verbs, the preposition is sometimes followed by an '-ing' clause.
The passive pattern is be V-ed as n.

This pattem has two structures:

> Structure I: Verb with Obiect and prepositional Oblect Complement

They chose her as their representative.
> Structure II: Verb with Obiea and prepositional Complement
He struck me as avery sensible person.

348
 Section 8: V n os n

Structure I: Verb with Obiect ond prepositionol Obiect

Complement

Active voice: V n as n/-ing

Yerbgrolry 6oungFflrp al noun group/-lng dause

, &&i$6 Verll', Obi€rt prGp. OryedCamphmant

loonna did not dismiss Moude OS o froud.

Goodliffe mentions this os being o sofe oltemotive.
The govemment hos presented these chonges os moior reforms.
He regords himself os being too old for the post.

Possive voice: be V-ed as n/-ing

AJ

A person's life should be considered OS beginning ot the moment of birth.

A life sentence is deflned os being twenty-five yeors.
He hod been mentioned os o possible new Foreign Minister.
The liberotors were reveoled OS oppressors.

Phrosol verbs

Active voice: V n P as n/ -ing, V P n (not pron) as n/ -ing

Vcrhgroup llsrngroup Putiele et rmun gtoup/-ing claure

$*QFS Verb... oblq_t ...Verb prup. Ohpct Comfllef4cnt

She possed the child off OS her own.
You con put him down OS o sort of eorly idol.
They won't show themselves up os being ploin dumb.

tQltgrouo Parttcle nounlFoup ot ' nouhgroupliqg {Urel

.$@q tr&t*i,',-r'.',r,:,;,.i I --, Obie6.t. ,'-.,,. .ppp;@ect{onlplqtFqlt
They hove morked down Field os the moin donger.
He hos written off his colleogues os being unsuitoble for promotion.

349
 Chopter4: Complex Potterns with Prepositions ond Adverbs

Possive voice: be V-ed P as n/-ing

Ver& gro{rp Pq(trde u5 noun gror4/-lng danrc

St blect
He wos morked down os one of the brightest offlcers.
The stote of Kentucky wos singled out os being on the cutting edge of reform.

Verbs with this structure belong to the following meaning groups

I.1 THE'NAME'AND'CONSIDER' GROUP

I.2 THE'STAMP'GROUP
I.3 THE'USE'GROUP
I.4 THE'QUOTE'GROUP
I.5 VERBSWITH OITIER MEANINGS

I.1 THE'NAME' AND'CONSIDER' GROUP

These verbs are concerned with:

o thinking of someone in a particular way e.g. conceive, consider
o giving someone a role or position e.g. appoint, ordain
o choosing someone to have a role or position e.g. elect, nominate
o putting someone or something into a class e.g. classify, pigeon-hole
o talking to someone in a particular way e.g. address
o criticizing someone because they have particular qualities e.g. denounce, reiect
o representing someone in a particular way e.g. expose, stereotype
o talking about someone in a particular way e.g. brand, dub
The Subject always indicates a human being.

Within this group some verbs have a positive meaning, such as acclaim, hail, laud, and
lionize. Some verbs, such as condemn, dismiss, scom, and vilif indicate that you regard
someone or something as bad. Others, such as caricature and misrepresenf, indicate that
you disapprove of the way someone else labels, interprets, or regards someone or
something.
The president is likely to Wgintawoman as secretary of the nauy.
I would characterize the space station as a technology project, not as a science
proiect.
I consider him as afriend.
A Home Office spokesman has described reports of deaths inside the prison as
speculation.
It's difficult to express concem about it without being labelled as a rackt or a fascist.
An obscure engineer had been awarded a remarkable patent, naming him as the inventor
of the first microprocessor.
Carter is remembered as the president who wore a heavy wool suteater in the White
House.
The popular press tencls to represent him as an environmental guru.
The whole story shows him up as a near-criminal.
The preposition os is sometimes followed by an'-ing' clause.

350
 Section 8: Vn os n
Importshavetobe certified as coming fromholdingsthat havebeenfree ofBsEfortwo
years.
I think it's too easy for bands to be written off as sounding like other pople.
In the case of announce, class, disguise, establish, fancy, arrd project, the noun group
following the verb is always or often a reflexive pronoun. This pattern is V pron-rifl a3
n/-ing. The verb pass offhas the pattern V pron-refl P as n/-ing.
She couldn't travel as a woman, so she disguised herself as a man.
Like most joyriders, Stuart fancied himself as an expert driver and a match for the
police.
The medieval mind was fascinated by the thought of a woman passirug herself dff
successfully as a man.

accept 2,4,5,6 denounce , parade l0

acclaim 1 (usupossive) depict 2 perceive 2
acknowledge I describe 2 pigeon-hole 2 (usu possive)
acknowledge 2 (usu possive) designate ,,3 pinpoint ,
address 5 designate 2 (usu possive) portray 3
adopt I diagnose (usu possive) present 4.5
announce 1,2 dignify 2 (usu possive) proclaim I
anoint I,2 disguise z proiect 4
appoint dismiss t rank 4
aftack 2 dub I rate 6
authenticate , elect , tead I (usu possive)
bill 8 enthrone 1 (usu possive) be rebom
brand I establish I rccognize 1,3,4
caricature 2 expose 2 re-elect (usu possive)
cast 3 express 2.3 regard 7

categorize falcy 1.4,5 reiect ,

certify , give 1.3 remember 6 (usu possive)
certify 2 (usu possive) hail , represent 8
characterize 2 herald 3 (usu possive) reveal , (usu possive)
choose 7 identify 2 scorn 2
cite 7 install 2 see 5
class 7 intend 3 select ,
classify interpret , stereotype 2 (usu possive)
commission 8 (usu possive) kIrow to,tt,t2 stigmatize
conceive 2 label j (usu possive) tag 5
conceptualize laud term 4
condemn , lionize (usu possive) tout 1 (usu possive)
confirm 7 mention , trumpet 2
consider I mention 3,4 (usu possive) typecast (usu possive)
construe misrepresent view 3
count ZB Irame 4,6 vilify
decry nominate ,,23 visualize
define z ordain I

build up r mark out 2 single out

holdup s pass off vRR write off 3,5
mark down 2 put down YPP
mark off 2 showup z

I.2 THE'STAMP'GROUP
These verbs are used to indicate that something shows the nature of someone or
something. Unlike the previous group, the Subiect never indicates a human being.
Itwas aperformance that stampedhim as the starwehadbeen searching for inaseason
of relative mediocrity.

351
 Chopter4: Complex Potterns with Prepositions ond Adverbs

The preposition as is sometimes followed by an'-ing' clause

The card identified him as having brown hair and eyes.

identify I
mark ,5

I.3 THE'USE'GROUP
These verbs are concerned with the role that is assigned to something in the course of a
particular action.

This is a productive use. There are a lot of verbs which are often concerned with assigning
a role to something, for example: We bought the house as an investment, They sold the waste
as fertilizer. The verbs listed here are the ones which are most frequently used in this way.

One recent development is the creation of lots of factorieswhich illegally employ children as
cheap labour.
People have been keeping parrots as indoor pets since Egyptian times.
If a substance is marketed as a dietary or nutritional aid, it falls outside the regulations
which control medicines.
She had moved the peanut butter jar from office to office and used it as a pencil holder.

In the case of promote and treat, the preposition cs is sometimes followed by an '-ing'
clause.

Parents should treat their children as being able to understand the ideo of using
ac c e nt s app ro p r iat e Iy.

employ z market 5 (usu possive) trailr 2.1

intend 2 package 5 (usu possive) heat ,
keep ,5 promote 2 (usu possive) use r.,

I.4 THE'QUOTE'GROUP
These verbs are concerned with quoting someone. The preposition as is always followed
by an '-ing' clause.
The Washington Post today cited a senior Pentagon official as saying only 25 percent of
the unguided bombs were accurate.
You, in fact, quoted her as saying,'My friends say I'm the white Aunt lemima of the
women's movement'.

cite, quote,

I.5 VERBS WITH OTHER MEANINGS

There is one other verb which has this structure.

He fled to France after he was deposed as president

352
 Section 8: Vn as n

depose (usupossive)

Sfucture informotion: Verb with Obiect and prepositionol Obiect

Complement
a) The noun group following the verb is the Obfect, and the prepositional phrase is the
prepositional Object Complement.
b) This structure has a passive, with the pattern be V-ed as n. The prepositional phrase is
the prepositional Complement.
c) Though the prepositional phrase in this structure usually comes after the noun group,
it sometimes comes before it, especially when the noun group is a long one.
He dismissed as scare stories reprts that teachers were being sacked because schools
didn't have enough to pay them.
d) Phrasal verb patterns are the same, except that there is also a particle, P. The Oblect
comes either between the verb and the particle, or after the particle. If the Obrect comes
after the particle, it cannot be a personal pronoun. You say
She passed him gtras her own
or the child as her own
She passed_off

but you do not say She pcssed offhim as her own.

Structure II: Verb with Obiect qnd prepositional Complement

Vnasn
Yc6grq4 rlflrft ryqP s$ ftqrfrlrQqp
,@fq!, Vpfe loeFqt F ?Forlfunel. Cor@Errient
He begon his coreer os o wedding photogropher.
She impressed me os on interesting ond sensitive person.

Verbs with this structure belong to the following meaning groups

II.1 THE'STRIIG'GROUP
II.2 THE'BEGIN'AND 'END' GROUP
II.3 THE'REPI.A,CE' GROUP
II.4 VERBS WITH OTHER MEANINGS

II.1 THE'STRIKE'GROUP
These verbs are concerned with the impression that something or someone makes on a
person. The Object indicates that person.
He always struck me qs q very dispassionate and calculating sort of man.
The preposition os is sometimes followed by an'-ing'clause.
The bride has impressed me as being equally pleasant and obviously fitted to the noble
calling she has chosen.

353
 Chopter4: Complex Potterns with Prepositions ond Adverbs

impress 4 strike Il

II.2 THE'BEGIN' AND'END' GROUP

These verbs are concemed with beginning, continuing, and ending something. They
usually have a human Subject. The prepositional phrase indicates what someone or
something was at the beginning or end of their life or career, or what they continue to be.
Lloyd Wright began his career as a landscape architect .
Stephen Demainbray (1710-1782) was a Huguenot Londoner who mded his life os His
Miiesty King George III's Astronomer in charge of the Obseruatory at Kew.

begin ;,s end I start 4

continue 6 finish I
start off >4 startout I

II.3 THE'REPIACE' GROUP

These verbs indicate that one thing or person takes the place of another,
Turkish replaced Arabic as the language of the ruling elite.

replace, supplant

II.4 VERBS WTIH OTHER MEANINGS

There is one other verb which has this structure.
He lookedfor afallen branch thatwould serve him as a crutch.

serve 3

Structure informotion: Verb with Obiect ond prepositionol

Complement
a) The noun group following the verb is the Object, and the prepositional phrase is the
prepositional Complement.
b) This structure has no passive.
c) There are only two phrasal verbs with this structure , start offand sfarf ouf. The pattern is
V P n (not pron) as n. The Object comes after the particle, and it cannot be a personal
pronoun. You say
He started out his career as a clerk

but you do not soy He started out it as a clerk.

Other productive uses

A prepositional phrase beginning with os is used with two additional meanings. These
uses are productive, that is, they occur with a wide variety of verbs.

1 The prepositional phrase has the meaning 'because someone or something has a
particularrole'. An exampleisTheybumedherasawitch, which means that theyburned
her because (they thought) she was a witch.

354
 Section,9: Vnasfowh
2 The prepositional phrase has the meaning'in his, her or its capacity as'. An example is
The book is widely consulted as an authoritative source on tenorisi movements worldwide.

9 Vnostowh
The verb is followed by a noun group and a prepositional phrase which consists of. as to
and a wh-clause or a noun group. The passive pattern is be V-ed as fo wh/n.

This pattem has one structure:

>Verb with Objea and Adiunct.

I informed him as to what his legal rights were

Active voice: V n as towh/n

A couple ofreoders haveenlightened me os to stondord proctice.

He wos interrogoting them os to whot they did in the wor,

Possive voice: be Y -ed as to wh/ n

He wos quizzed qs to how he would odapt to the chollenge.

Ployers were womed os to their future conduct.

This pattern is rather formal, and is used in writing more often than in speech. Verbs with
this pattern belong to the following meaning groups:

I THE'ADVISE'GROUP
2 THE'LIMM'GROUP
3 VERBS WITH OTI{ER MEANINGS

I THE'ADVISE'GROUP
These verbs are concerned with asking for or giving advice or information.
They shouldbe advised as to how to minimize the risks.

Our attempts to consult him as to what would be a suitable site have been met evasively.
A second jury would have to be carefully educated as to how and why thk soft-spoken
mother of five hadbr:en able to kill thefather of her children.
Mr Bridge has been informed as to the full extent ofthe seriousness of hk violation.

355
 Chopter4: Complex Potterns with Prepositions ond Adverbs
Some directors were apt to take him aside and question him as to the seriousness of his
commitment to the theatre.

advise 7 consult , inform I mislead

answer , counsel 2 instruct , question 2
ask I educate 2 interrogate quiz z
challenge 4 enlighten misinform warn ,

2 THE'LIMIT'GROUP
These verbs are concerned with limiting or restricting someone in a particular way.
Since 1883, parliamentary candidates have been limited as to their election spending.
A politically appointed person can make an order against somebody, restricting them as to
wherethey can go andwhat they cando.

3 VERBS WITH OTHER MEANINGS

There are two other verbs which have this pattern. The noun group following the verb is
always a reflexive pronoun. This pattern is V pron-refl as to wh/n.
George's contract expires in the summer and he's yet to commit himself as to what the
future holds.
The buyer should satisP himself as to the condition of the bird before buying it.

. commit 4 satisfy 2 ,

Structure informotion
a) The noun group following the verb is the Object, and the prepositional phrase is an
Adjunct.
b) This structure has a passive, with the patterns be V-ed as to wh and be V-ed as to n. The
prepositional phrase is an Adlunct.

L0 Vn otln
The verb is followed by a noun group and a prepositional phrase which consists of at and a
noun group. The passive pattern is be V-ed of n.
This pattern has three structures:

> Structure I: Verb with Object and prepositional Obiect

He shot a glance at her.
> Structure II: Verb with Object and prepositional Obiect Complement
I put the price at f,l,0O0.
> Structure III: Verb with Oblect and Adjunct
She shoutedinsults at him.

356
 Section 10: V n at n

Structure I: Verb with Obiect ond prepositionol Obiect

Vnatn
u*gqq4' noungrqup st ,lloaE:{tFELrP

&ryeti $cttt Qqied preposlthnalOhiect

He floshed o loving smile ot his new bride.
She sneaked o glonce ot Mox.

Verbs with this structure are concerned with directing a look or a smile at someone or
something.
The maid backed out, throwing one last cautionary look at her mistress.

dart 2 flash g sneak 3

direct 8 shoot 5 throw ,o

Structure informotion: Verb with Obiect ond prepositionol Obiect

a) The noun group following the verb is the Object, and the prepositional phrase is the
prepositional Obiect.
b) This structure has no passive.
c) Though the prepositional phrase in this structure usually comes after the noun group,
it sometimes comes before it, especially when the noun group is a long one.
Wemer at times shot at Anthony a lookwith a sly smile behind the eyes.

Structure II: Verb with Obiect ond prepositionol Obiect

Complement
Activevoice: Y nat omount

Ve&gryup Iloungrorry qt amount

Subh{t ,,Obie(t plep. O{ectComphrnent
The NewYorkTimes put the purchose price ot obout $2OO million
The mogozine reckoned his personol weolth ot €,2.L billion.

Possive voice: be Y -ed,at omount

Verhgru.p at afflount
lubirct Verb p'reposhlonal Coqry*anrent
Sovings on oll the progrommes ore estimoted ot two million dollors.
The shore price wos set ot LL.75.

357
 Chopter4: Complex Potterns with Prepositions ond Adverbs

Verbs with this structure are all concerned with estimating, fixing, or maintaining the
price, value, or size of something.
The interim dividend for the six months to lune 3O has been pegged at 7p and the company
has promised to maintain the final dividend at 2p.
The number of child workers was put at more than 4.E million.

estimate 1 (usu possive) peg 5 (usu possive) reckon 4

maintain 3 put ,, set 2.6 (usu possive)

Structure informotion: Verb with Obiect ond prepositionol Obiect

Complement
a) The noun group following the verb is the Object, and the prepositional phrase is the
prepositional Obiect Complement.
b) The structure has a passive, with the pattern be V-ed at amount. The prepositional
phrase is the prepositional Complement.

c) Though the prepositional phrase in this structure usually comes after the noun group,
it sometimes comes before it, especially when the noun group is a long one.
The resolution sets at thirly percent the ceiling of future oil rarcnues payable into the
compensationfund.

Structure III: Verb with Obiect ond Adiunct

Active voice: V n at n

sold my house ot o profit.

shook my flst ot him.

Possive voice: be V-ed at n

His remorks were oimed ot Indio ond Isroel.

The students'onger is directed ot the govemment.
Bombs were thrown ot shops in the copitol

Verbs with this structure belong to the following meaning groups:

III.T THE'POINT'GROUP
tll.2 THE'THROW'GROUP
III.3 THE'SHOUT'GROUP
III.4 THE'BUY'GROUP
[I.s \.ERBSWTH OTHER MEANINGS

358
 Section L0: Vnatn
III.I THE'POINT'GROUP
These verbs are concerned with pointing or aiming something at someone or something.
The thing that is aimed may be:
o a part of your body such as your fist or finger
. a weapon
o a torch or other instrument
Sometimes, as in the case of jab and, sfob for example, there may be physical contact
involved.
Alan iabbecl a finger at me.
The l9-year-old was outside a Birmingham health centre when the boys burst into the phone
box and pinted the gun at her.
He swung ahammer at herhead but missed.

aim 5 iab t point 15 stab z

direct 6 level 73 shake o swing s

III.2 THE'THROW, GROUP

These verbs are concerned with throwing something at someone or something.

He stepped away from his father and picked up a few stones, started chucking them at the
train embankment.
They set fire to the prison garage and to a wood store of a carpentry shop, and hurled roof
tiles and other missiles at firemen and riot police.
Separatists threw a bomb at a house owned by a woman they have accused of being a
police informer.

In the case of fling 2, the noun group following the verb is always a reflexive pronoun. This
pattern is V pron-refl ot n.
Suddenly, she flung herself at Andrew and buried her face in his shoulder.

chuck 7 hurl I
fling 1,2 throw 7

III.3 THE'SHOUT'GROUP
These verbs are concerned with directing remarks at someone, criticizing or insulting
them, or shouting at them. This is a productive pattern: a large number of verbs which
involve communication of some kind, usually angry or unpleasant, can be used with this
pattern. The verbs listed here are the ones which are most frequently used in this way.
These last remark were directed at a small boy who had been impatiently tapping on
the counterwith a coin to interrupt the shopkeeper's flow of talk.
The Defence Minister stormed out of govemment in lune after allegations of comtption were
levelled at him and his family.
As several hundred soldiers advance up the hiII, they shout and scream insults at the
guerillas.
I should never have told you that. I knew you'd throw it back at me.
359
 Chopter4: Complex Potterns with Prepositions ond Adverbs

airn 4 (usu passive) growl 2 level 72 yell I

: bark 2 holler scream 2
I bellow 7 howl + shout ,
direct Z8 hurl 2 shriek z
: throwback,

III.4 THE'BUY GROUP

These verbs are concerned with buying, selling, or putting a value on something.
Administration of the department is budgeted at 3.9 billion Wunds.
Estates may sell prcperty at a discount to raise money quickly for taxes.

The noun group following the preposition is often an amount. This pattern is V n at
amount.
One day Carret was able to buy some bonds at $89, which he then sold at a profit.

price 3 (usu possive) value 4 (usu possive) :.

qtlote 6 (usu possive)

sell I :

III.5 VERBS WITH OTHER MEANINGS

There are three other verbs which have this structure. In the case of be aimed, the
preposition af is usually followed by an '-ing' clause rather than a noun group.
A great deal of research has been aimed at darcloping a safe tobacco cigarette.
In the case of clock, the noun group following the preposition is usually an amount. This
pattem is V n ot amount.
Top winds in the storm have been clocked at about 5O miles an hour.

be aimed 3 clock 5 (usu possive) pitch 7

Structure informotion: Verb with Obiect ond Adiunct

a) The noun group following the verb is the Object, and the prepositional phrase is an
Adiunct.
b) This structure has a passive, with the pattern be V-ed af n. The prepositional phrase is
an Adjunct.

c) Though the prepositional phrase in this structure usually comes after the noun group,
it sometimes comes before it, especially when the noun group is a long one.
Over the years they had hurled at each other every curseword they knew.

d) There is only one phrasal verb with this structure, throw back. The active patterns are V
n P at n and V P n (not pron) af n. The Object comes either between the verb and the
particle, or after the particle. If the Obiect comes after the particle, it cannot be a
personal pronoun. You say
Hethr*tt itbackatme
or He thrent back my admission at me
but you do not say He threw back it at me.
The passive pattern is be V-ed P ot n.

360
 Section 1L: Vn between/amongpl-n

1.L V n between/among pl-n

The verb is followed by a noun group and a prepositional phrase which consists of between
ot among and a plural noun group. The passive pattern is be V-ed between/among pl-n.
This pattern has one structure:
> Verb with Obiect and Adiunct
He dividedhis money among hk children.

Active voice: Y n between/among pl-n

UN offlciols hove medioted o meeting between the two sides.

I would rote him omong the fostest bowlers.

Possive voice: be Y -ed. between/among pl-n

Profits ore distributed omong the poliry holders of the tund.

The should be shored between you ond your portner.

Verbs with this pattern belong to the following meaning groups:

I THE'DTVIDE'GROUP
2 THE'FORGE'GROUP
3 THE'SANDWCH'GROUP
4 THE'NUMBER'GROUP
5 VERBSWITH OTHER MEANINGS

I, TIIE'DIVIDE'GROUP
These verbs are concerned with dividing something between two or more people or
groups. When only two people or groups are involved, the preposition is usually between
rather than among. When more than two people or groups are involved, you can use
either between ot among.
Drain the noodles and divide them among the individual seruing bowls.
The tips are divided up equally between the staff, and then added on to their wage packet.
Election coverage on radio and television will be split between the party in power and the
opposition parties.

distribute 1 (usu passive) divide 2 split 7 (usu passive)

distribute 3 shate 2 (usu possive)

divide up 2 (usu possive) share out split up 3

2 THE'FORGE'GROUP
These verbs are concerned with forging an agreement between two people or groups'
361
 Chopter4: Complex Potterns with Prepositions ond Adverbs

The programme aims to forge links between higher education and small businesses.

forge I mediate ,

3 THE'SANDWICH'GROUP
These verbs are concerned with putting something between two or more things, either
physically or metaphorically. In the case of sandwich, only the preposition between is
used.
The liquid crystal is sandwiched between two glass plates, each of which carries a
polarising filter.
In the case of interpose, the noun group following the verb is often a reflexive pronoun.
This pattern is V pron-refl between/among pl-n.
Police forces had to interpose themselves between the lwo rival groups.

interpose r intersperse sandwich 2 ',

4 THE'NUMBER'GROUP
These verbs are concerned with considering someone or something to be in a particular
group. The prepositional phrase indicates that group. Only the preposition among is used
with these verbs.
He numbered several Americans among his friends.

: number 8 rank 4 rate 6

5 VERBS WITH OTHER MEANINGS

There is one other verb which has this pattern. Only the preposition between is used with
this verb. It is sometimes followed by two co-ordinated'-ing'clauses.
Mothers are caught between wanting their girk to grow up into lovely women and
hating to grow older themselves.

becaught lz

Structure informotion
a) The noun group following the verb is the Oblect, and the prepositional phrase is an
Adiunct.
b) This structure has a passive, with the pattern be V-ed between/among pl-n. The
prepositional phrase is an Adiunct.
c) There are only three phrasal verbs with this structure , divide up, share out, and split up.
The active patterns are V n P between/among pl-n and V P n (not pro n) between/among
pl-n. The Obiect comes either between the verb and the particle, or after the particle. If
the Oblect comes after the particle, it cannot be a personal pronoun. You say
He split it Wbetweenthe children
or He split up the money belween the children
but you do not say He split up it between the children.
The passive pattern is be V-ed P between/among p!-n.

362
 Section 12:Y nbyn
Other reloted potterns
V n odi among pl-n
The verb is followed by a noun group, an adjective group, and a prepositional phrase
which consists of. among and a plural noun group. The adiective is usually high or low.
The paradox of the schools' success is that their teaching staff probably rate academic
results relatively low among their priorities.

rank 4 rate 6

V n ord among pl-n

The verb is followed by a noun group, an ordinal number, and a prepositional phrase
which consists of among and a plural noun group.
One suley rankedher fifth among prefened presidential candidates.

rank 4

12 Vnbyn
The verb is followed by a noun group and a prepositional phrase which consists of by and
a noun group. With some verbs, the preposition is sometimes followed by an '-ing' clause.

This pattern has one structure:

> Verb with Obiect and Adiunct
He began the day by taking a cool shower.

The passive pattern be V-ed by n is dealt with in this section when it is a genuine passive of
aV i by n structure. Note, however, that be V-ed by n may also be the passive of V n. See
page 58.

Active voice: Y nby n/-ing

He begnn the day by loying o wreoth otthe Nqtionol Memoriol.

He grobbed her by the shoulders.

Possive voice: be Y -ed, by n

Even rst-time visitors

fi were colled by their first nqmes.
Some locol troins will be reploced by buses.

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 Chopter4: Complex Potterns with Prepositions ond Adverbs

Verbs with this pattern belong to the following meaning groups:

1 THE'BEGIN'AND'END' GROUP
2 THE'GRAB'GROUP
3 THE'CALL'GROUP
4 THE'RAISE'AND'LOWER'GROUP
5 VERBSWTH OTHER MEANINGS

I THE'BEGIN'AND'END' GROUP
These verbs are concerned with beginning or ending a task, session, career, or period of
time. The prepositional phrase indicates what someone does at the beginning or end of
this period. We include here the verb preface, which involves saylng something before
making a remark or a speech; answer, which involves answering a question in a particular
way; and crown, which involves finishing your career in a particularly successful way.
With these verbs, the preposition by is usually followed by an '-ing' clause rather than a
noun group. Verbs with this meaning do not often occur in the passive.
He ansnteredthe questionby denying that any unusualtroop movementswere taking
place.
V)lhen ryy father's education finished, he began his engineering career by building ice
factories.
The South Koregq president has ended his visif to lapan by inviting Emperor Akihito to
pay a return visit to South Korea.
The senator_plefaced his roun4 of questions by saying that *eryone makes mistakes
and that the committee should be careful not to set too high a itandard..
He stqrted off this particular intentieu, by saying, 'Yes, I think you,re on to a gud
idea.'

answer ,, crown ,, open 2'

begin 3 end 1,6 preface 2
close 7.7 finish I start 3

finish up I startoff, start out 2

2 THE'GRAB'GROUP
These verbs are concerned with grabbing or holding someone by a part of their body.
He Uabbed Rivers by the shoulders and dragged him out of the car.
Sunny's father took his protesting daughter with him. He had her by the arm and was
propelling her firmly across the gravel to the back entrance to the cafe.

catch 3 have 3.8 take 2.1

grab I hold 1.+

3 THE'CALL'GROUP
These verbs are concerned with calling or knowing someone by their name, or by a
particular name.
In three years I had never called him by name.
For some unexplained reason he seems to have been the only boy in the school who was
knownby his Christianname andnothb sumame.

call 7 know,0

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 Section 12:Y nbyn
4 THE'RAJSE'AND'LOWER' GROUP
These verbs are concerned with:
o raising or lowering a number or value by a particular amount e.g. cut, devalue
. multiplying or dividing a number or amount by another number e.g. divide, multiply
The noun group following the preposition is always an amount, and the pattern is V n by
amount.
The.Irish govemment was forced to dqalue its pound by 7O percent within the European
exchange -rat e mechani sm.
The bank provides customerswith a chart to estimate theiryear's bills anddivide the totalby
twelve.
The.eruption produced so much ash scienfists believe it counteracted the greenhouse effect
andlowered temperatures by one to two degrees worldwide.
Mgny resort town employers have raised salaries by 35 to 5O percent in the post year in an
effort to attract neededhelp.

clJ't 7 lift 10 ralse 4:

devalue 2 lower 5
divide 3 multiply 3

5 VERBSWTTH OTHERMEANINGS
There are a few other verbs which have this pattern.
Ile allege_dly fathered a child by a woman he had met at an equestrian qent in Nerv
Zealand.
I didn't get it. I think you'd better run it by me again.

father 2 run yP
replace 2 surround 4

Structure informotion
a) The noun group following the verb is the Obiect, and the prepositional phrase is an
Adjunct.
b) This structure has a passive, with the pattern be V-ed by n. The prepositional phrase is
an Adjunct.
c) Though the prepositional phrase in this structure usually comes after the noun group,
it sometimes comes before it, especially when the noun group is a long one.
lnflation has multiplied by about 75 the amount of money a family needs to live on.
d) There are only three phrasal verbs with this structure, finish up, start ofi and start out.
The active patterns are V n P by -ing and V P n (not pron) by -ing. The Oblect comes
either between the verb and the particle, or after the particle. If the Obiect comes after
the particle, it cannot be a personal pronoun. You say
He started it utrby greeting us all
or He started offthe party by greeting us all
but you do not say He started offit by greeting us all.

Productive uses
The pattern V n by -ing is productive: you can use it with a wide range of verbs involving
saying or doing something. The prepositional phrase indicates the means by which
something is said or done, as in He escaped the law by fleeing the country.

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 Chopter4: Complex Potterns with Prepositions ond Adverbs

13 Vnforn
The verb is followed by a noun group and a prepositional phrase which consists of forand
a noun group. With some verbs the preposition is sometimes followed by an '-ing' clause.
The passive pattern is be V-ed for n.

This pattern has two main structures:

> Structure I: Verb with Obiect and prepositional Object
She bought a present for him.
> Structure II: Verb with Object and Adjunct
He bqgglhis father for a loan.

Structure I: Verb with Obiect qnd prepositionol Obiect

Active voice: V n for n

troqp

She hos brought o nice present for you.

They hod found a portoble high choir for the

Possive voice: be Y -ed, for n

,br

A room hos been booked for him.

Bison meot ts for potients with food ollergies.

Verbs with this structure belong to the following meaning Sroups:

I.1 THE'BI'Y'GROUP
I.2 THE'EXCHANGE'GROUP

I.I THE'BUY GROUP

These verbs are concerned with doing something for someone.
This is a productive use: any verb that involves doing something for someone can be used
with this pattern. The verbs listed here are the ones which are most frequently used in this
way.
His blue blazer and gray flannel pants had been bought for him at Farmer's boys'
depaftment by Miss Dunn herself.
She knitted socks and slneaters for the troops.
I followed her to the kitchen where she was making coffee for aII of them.
He used to raise money for charity by taking off all his clothes and jumping in the canal.
In the case of carve arrd forge, the noun group following the preposition is always a
reflexive pronoun. This pattern is V n for pron-refl.
Markhas endeavouredto cante an independent career for himself.
In the unrelenting world of Notional Hunt racing, Williamson, 25, has forged a healthy
niche for himself.

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 Section 13: Vnforn
In the case of do, the noun group following the verb is often an amount. This pattern is V
amount for n.

If you are asking others to do a lot for you, ask or suggest what you might do for them.

book 3 do 2.7 knit I prepare 3

bring 3 fetch , leave 8 prescribe I
buy I find. t,z make 3.3 raise 8
carve 4 frx t4 order 2.5 secure ,
collect r forge I play n,12 wangle
cook I get 2.1,3 pour 2 write 2,6

I.2 THE'EXCTIANGE' GROUP

These verbs are concerned with exchanging one thing for another. We include here
mistake, which involves thinking that something is something else.

The shipment is part of a barter deal exchanging rice for coal and cement.
The USA nearly declared nuclear war when its computer mistook the rising moon for a
missile attack.
Someone sutappedthe blankfor a realbullet. He is luclcy to be alive.

barter mistake 3 swap 1,2

exchange 2 substitute , trade J

trade off ,

Structure informotion: Verb with Obiect ond prepositionol Obiect

a) The noun group following the verb is an Object, and the prepositional phrase is the
prepositional Obiect.

b) This structure has a passive, with the pattern be V-ed for n. The prepositional phrase is
the prepositional Oblect. However, the passive is not frequent with any of the verbs in
this group and with some of them, like cook, it does not occur at all.

c) Though the prepositional phrase in this structure usually comes after the noun group,
it sometimes comes before it, especially when the noun group is a long one.
He secured for them all a steady ration ofclothes and beer.

d) There is only one phrasal verb with this structure, trade off. The active patterns are V n P
for n and V P n (not pron) for n. The Obiect comes either between the verb and the
particle, or after the particle. If the Object comes after the particle, it cannot be a
personal pronoun. You say
He traded it qtrfor a reduced sentence
or He traded off information for a reduced sentence
but you do not say He traded off it for a reduced sentence.
The passive pattern is be V-ed P for n.

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 Chopter4: Complex Potterns with Prepositions ond Adverbs

Structure II: Verb with Obiect ond Adiunct

Active voice: Y nfor n/-ing
Verb sup:

I don'tblome you for being upset.

Forgive me for introducing politics into this.
He proised the two leoders for their stotesmonship.
om not going to punish you for whot you hove just done.

Possive voice: be V-ed for n/-ing

, Yir*ignrup : fur notrn groUprl:krg clause

M' A#ffit
He wos opplouded for his exuberant honesty.
Six people were orrested for public order offences.
Corl wos indicted for tompering with public records.
One member wos reprimonded for frolicking in the goldf,sh pond.

Phrosal verbs
Active voice: V n P for n/ -ing, V P n (not pron) for n/ -ing

vFrb$Sry noungrBup ParSde far noun group/iqg cleilre

S$prt Verh..; qbi$t ...Verb A&rtxt

We fined him out for o trip to the Boltic.
Thereso told him off for being such o boby

Verb,gferry Fartide fioqnglqry fq nogngroupl-ir-lgdaue

SuHBCt Verb Ohist Adhmet
They will fork out lorge sums for their pleosures.
I wos poying out good money for his services.
He told off Louiso for fidgeting during the progromme.

Possive voice: be V-ed P for n/-ing

Y€rb lFoup fur

He hos been singled out for disciplinory oction.

Horr,, will be ticked off for coreless with his

368
 Section 13: V n for n

Verbs with this structure belong to the following meaning groups:

II.I THE'ASK'GROUP II.7 THE'SELECT'GROUP

II.2 THE'PRAISE'GROUP II.8 THE'PAY'GROUP
II.3 THE'CONDEMN'GROUP II.9 THE'ALLOCATE' GROUP
II.4 THE'REWARD'AND'PUNISH' GROUP II.TO THE'SCHEDULE' GROUP
II.5 THE'LEAVE'GROUP II.11 THE'SEARCH' GROUP
II.6 THE'PREPARE'GROUP II.I2 VERBS WITH OTHER MEANINGS

II.I THE'ASK'GROUP
These verbs are concerned with asking someone for something, or trying to get money or
information from them.
They asked me for fresh ideas, but I had none.
She begged her father for yet another loan.
The Govemment b being pressed for a speefly raiew of an immigration ban on a
Turkishwaiter.
He pumped her for information.
Britain's biggest leisure group may be poised to tap its shareholders for cash, it was
rumoured last night.

ask 4 implore ptess 5 (usu possive) tap 4

beg I importune pressure 5 touch ,4
beseech pester pump 9

II.2 THE'PRAJSE'GROUP
with talking or thinking about someone in a positive way, ot
These verbs are concerned
talking to someone in a positive way, because of what they are, say, or do. The
prepositional phrase indicates what they are, say, or do.
They have had to accept him for what he is rather than what they would like him to be.
I congratulate him and his family for achiarcments in the past and. wish them continued
success for the next 100 years.
The air force and navy are being praised for the rescue operation.
The preposition for is sometimes followed by an '-ing' clause.
I admired this woman for being so persistent among these contemptuous men.
In the case of congratulate 3, the noun group following the verb is always a reflexive
pronoun. This pattern pron-refl for n.
is V
The President and his fellow leaders congratulated themselves for what they said was the
most success fuI military and diplomatic alliance in the history of the world.

accept 7 admire , commend I laud

acclaim 1 (usupassive) applaud 2 (usu possive) congratulate ,,2,3 praise 7

II.3 THE'CONDEMN'GROUP
These verbs are concerned with talking or thinking about someone in a critical way, or
talking to someone in a critical way, because of what they are, say, or do. The
prepositional phrase indicates what they are, say, or do.
He said the Security Council has a moral obligation to condemn the US for this incident.
Iwas severely scoldedfor my cowardice by Mother andGranny after I got home.
The preposition for is sometimes followed by an '-ing' clause.

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 Chopter4: Complex Potterns with Prepositions ond Adverbs

I thinkyoucan'tfaultanybodyfor saying, OK, Iwant abetterlife, andthere'sgottobe

a better life somqvhere.
She had not even reproached him for breaking his promise by not visiting her the night
before.
Traffic police ticked off a pensioner for jumping a red light but failed to spot a gunman
holding a revolver to his heart.
In the case of reproach 3, the noun group following the verb is always a reflexive pronoun.
This pattern is V pron-reflfor n/-ing. The verb despise often has this pattern as well.
I reproached myself very bitterly for having done so little about the care of this baby.

admonish castigate despise scold

attack 2 censure (cannot) fault 4 slam 3
berate chide rap 7 slate 5
blame I condemn 7 reprimand (usu possive) upbraid
(not) blame 3 criticize reproach t,3 vility (usu possive)

tell off tick off 2

II.4 THE'REWARD' AND'PUNISH' GROUP

These verbs are concerned with reacting to something that someone has done or
experienced, for example by rewarding or punishing them. The prepositional phrase
indicates what they have done or experienced.
The 41-year-old lorry driverwill be reported for careless driving, failing to stop after an
accident and driving without insurance.
I had generously rswarded her for her sentices, which had delighted her.
The way things work in the United States, especially today, you can sue anyone for
anything.
They're wanted for murder and extortion and all other kind of heinous crimes.
The preposition foris sometimes followed by an'-ing'clause.
He told officers he wanted topgythembackfor locking him up threeweek earlier.
point in trying to punishyour cat for hunting
There is really no - it is a part of his nature.
I must thankyou for being so kind to me.
In the case of console, the noun group following the verb is often a reflexive pronoun. This
pattern is V pron-refl for n.
G.enerous helpings of alcohol helped guests console themselves for thefact that he did not
tumup.

arraign (usupossive) excuse 3 prosecute , reward 3

arrest 7 execute 1 (usu possive) punish I sue
commit 7 (usu possive) forgive ,,3 recompense 2 thank 5
compensate , be forgiven z remember 6 try 7 (usu possive)
console, indict (usupossive) teport 7 (usu possive) want 7 (usu possive)
haul up >2 (usu possive) pay back 2

II.5 THE'LEAVE'GROUP
These verbs are concerned with leaving someone or something. The prepositional phrase
indicates the person, place, or thing that you go to instead.
Caroline's maniage ended abruptly when her husband Ieft her for another woman.

desert 5 forsake 2 leave 3

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 Section13: Vnforn
II.6 THE'PREPARE' GROUP
These verbs are concerned with preparing someone or something for a particular task or
purpose. We include here cleor, which is usually followed by the way or the path.
The king is expected to onnounce later today that he intends to clear the way for a
multi-party democracy in his country.
She hastens to note that she was not groomed for a show-business career.
Sara tried hard to build up her daughter-in-law's strength, to Wqareher for motherhood.
She put the house up for sale and moved to one of those army retirement homes.
He has mastered enough of the complexities of anangement to write and score a piece for a
chamber music enseinble
The preposition for is sometimes followed by an '-ing' clause.
Volkwagen have just given the University of Munich an inoedible amount of money to set up
a college to train teachers for teaching gifted children.
In the case of brace, gird, prepare 2, and steel, the noun group following the verb is always a
reflexive pronoun. This pattern is V pron-refl for n.
The security forces will probably have to brace themselves for more attacks and
ambushes.

brace I fit, prcparc 1,2 score 8

clear r0 free 8 prime 5 steel 3
bedesigned a &rd qualify 2 train 2.3
equip 2 Sroom 4 (usu possive) ready 8 transcribe 2
fit .j (usu possive)
1 intend 2 (usu possive) revise 3
fit out putup YPP

II.7 THE'SELECT'GROUP
These verbs are concerned with considering or choosing someone or something for a
particular role or purpose, or with deciding not to choose them.
Miss Halford is claiming sex discrimination after being passed over for promotion to a
higher rank on nine occosions.
There was no evidence that the employer used seminar attendance to select employees for
advancement.
Eiohteen aoolicants were shortlisted for intentients.

audition 2 nominate ,,3 seek 1 (usu possive)

choose , recommend I select I
interview 2 (usu possive) recruit , shortlist 2 (usu possive)
pass over 1 (usu possive) rope in (usu possive) single out

II.8 THE'PAY GROUP

These verbs are concerned with charging or paying someone for something, or with
payrng an amount of money for something. In the case of biII and charge, the Obiect
indicates the person who is asked to pay. In the case of reimburse, the Oblect indicates the
person who is paid. In the case of cough up, fork out, pay out, and shell out, the Object
indicates the amount paid. In the case of poy, the Obiect may be the person who is paid, or
the amount paid.
The agency bills its clients for the employee hours spent on the campaign.
ln 1971 the director of the Natural History Museum of lceland paid nine thousand dollars
for a stuffed Great Auk.
Pay the gentleman for his seruices, please.

37L
 Chopter4: Complex Potterns with Prepositions ond Adverbs

The preposition foris sometimes followed by an '-ing' clause.

Hospitals caring for geriatric patients are reimbursed at a predetermined level for
prescribing set amounts of drugs.
In the case of ask, cough up, fork out, pay out, and shell out, the noun group following the
verb is always an amount. This pattern is V amount for n.
British smokers cough up nearly twice as much for a packet of cigarettes as French
smokers pay for their Gauloises and Gitanes.

ri"'."
, askS charge , reimburse
, bill 2 pay 1,4

I coughup payout,
: forkout shell out

The verbs bill, charge, pay, and reimburse also have the pattern V n amount for n.
He was shocked when the bank charged him f 7 7O for the managel s time.
II.9 THE'AILOCATE' GROUP
These verbs are concerned with allocating time, money, or other resources for a particular
purpose. The noun group is often an amount.
At their own discretion they can allocate monq for research into anything interesting
they think their people will be good at.
The preposition for is sometimes followed by an '-ing' clause.
25 per cent of the funds is designated for buying shares.

, allocate commit 3 earmark 2 (usu possive) ':

r allow 5 designate 2 (usu possive) reserve , (usu possive)

, budget I earmark , vote 7
i.

:i

II.IO THE'SCHEDULE' GROUP

These verbs are concerned with scheduling something to happen at a particular time.
The President has scheduled a news conference for this aftern@n.

slate 4 (usu possive) ,

time ,9

II.IT THE'SEARCH' GROUP

These verbs are concerned with searching somewhere for something. We include here
strip-search, which involves searching a person.
combed the streets for seven-year-old Maria,
Seventy officers and a police helicopter
Many universities say they already scour the country for qualified black undergraduates
to attend graduate school.
Police divers were yesterday searching a remote Scottish mountain loch for two men
missing after a plane crashed on a training flight.

comb 3 scour , strip-search (usupossive)

' explore 3 scout 3
scan 2 search Zl

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 Section13:Vnforn
II.I2 VERBS WITH OTTIER MEANINGS
There are a number of other verbs which have this structure.
He did not ask me for lunch; I cannot have been very attractive.
Sam Smith is a perceptive operator who exacts swift ra,enge for errors.
I wouldn't say the match holds any more fears for us than any other we have played.
Their countries are now peyiLgthe penalty for the neglect into which their water supply
and sanitation systems have fallen.
I was sent for blood tests.
In the case of say 8, the noun group following the verb is always the pronoun this or that.
This pattern is V pron for n.
They've got ingenuity, I'IlSeythat for them
In the case of soy 9, the noun group following the verb is always an amount. This pattern is
V amount for n.
Last weekend the liberals chose a new chairman, Klaus Kinkel, the foreign minister. He joined
the party only two years ago, which says much for its open-mindedness.

ask 7 hold 2.2 sell I touch ,2 ,:

cleat 19(usupossive) insure , send 2 treat2 :

enter 7 name 3 set 2.19 wait , .:

exact 4,5 pay t0 take 2.13 wite j(usupossive) '.

fight r'e sacrifice 2 test 7 (usu possive)
get 2.6 say 8,9 tip 10(usupossive)

put down YPP

Structure informotion: Verb with Obiect ond Adiunct

a) The noun group following the verb is the Object, and the prepositional phrase is an
Adjunct.
b) This structure has a passive, with the pattern be V-ed for n. The prepositional phrase is
an Adiunct.
c) Phrasal verb patterns are the same except that there is also a particle, P. The Object
comes eitherbetween theverb andtheparticle, or after the particle. If the Object comes
after the particle, it cannot be a personal pronoun. You say
He told them qfffor bad behaviour
or He told offthe students for bad behaviour
but you do not say He toldoffthemfor badbehaviour.

Other structures
In the case of two verbs, know and take, the prepositional phrase is a prepositional Obiect
Complement.
After aII these years, do you take me for a fool?

know ,, take 2.25

Other reloted potterns

V n omountfor n
See meaning group IL8 above.

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 Chopter4: Complex Potterns with Prepositions ond Adverbs

14 V n fromn
The verb is followed by a noun group and a prepositional phrase which consists of from
and a noun group. With some verbs, the preposition is sometimes followed by an'-ing'
clause. The passive pattern is be V-ed from n.

This pattern has one structure:

> Verb with Obiect and Adiunct

I borrowed the money from my father.

Active voice: Y nfromn/-ing

[email protected] noffigrorry frottt norur group/-intEfryq

I '..r ftifoffir Oble$ Aqqmt
He borrowed money from friends.
The yeors hove not erosed the signs of wor from the londscope.
The emborgo prevents them from selling oil.

Possive voice: be V-ed fromn/-ing

vr&gtqqp @,!! noun gru.rp/-ing chrse

,i .,,
gtb1FfI, ,,, ,A4h|nct
They should be discouroged from horbouring grudges.
The top seeds hove been eliminated from the World Doubles Chompionship.
He wos extrodited from the United Stotes.
Three foxes were soved from oport.

Phrosol verbs
Active voice: V n P from rt,V P n (not pron) from n

Verb group noun grouP Particle fism n(nrngroup

Sutlect Verb... OUc€t ...I/erb Ad;qnct'
Dorren's hoir style morks him out ftom the crowd.
Whot chorocteristics set US oport from other onimols?

Partkle ncun grsuP nqun

Ozone filters out hormful rodiotion from sunlight.

The block night hod token owoy the colour from oll things.

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 Section L4: Vn fromn

Possive voice: beV-ed P fromn

:rVeifrgruupr Partlclar &onr ne$Bgroup
3rilr{{ct Verb Adiuqrt
The side olley wos wolled off from the bock gorden.
A trowler woswomed owoy from the oreo.

Verbs with this pattern belong to the following meaning groups:

1 THE'DEMAND'AND'GET' GROUP 7 THE'CONCEAL'GROUP
2 THE'REMOVE'GROUP 8 THE'PROTECT'GROUP
3 THE'TRANSFER'GROUP 9 THE'RESCUE'GROUP
4 THE'SEPARATE'GROUP 1O THE'MAI(E'GROUP
5 THE'STOP'GROUP 1I THE'ABSOL\'E'GROUP
6 THE'DEFLECT'GROUP 12 VERBS WITH OTHER MEANINGS

I THE'DEMAND'AND 'GET' GROUP

These verbs are concerned with acquiring something from someone or somewhere. This
includes:
o taking something away from its owner e.g. confiscate
o asking someone for somethinge.g. demand
o trying to get something from someone or something e.g. cocu
. getting information from someone or from somewhere e.g. glean
Police confiscated video tape from telaision crews and prevented photographers and
reporters from approaching the house.
Italian judges and lawyers are staging a one-day national strike to demand more support
fromthe government inthe fight against crime.
It would be dangerous to draw too many conclusions from these statistics.
Angina can occur as the heart finds it difficult to extract enough orygen from the blood it
receives.
Inheritance tax will be cut so people can inherit houses from their parents without large
penalties.
Conclusive evidence emergedthis weekthat money canbe stolenfrom cash dispensers with
forged cash cards.
They took comfort from the familiarwords of the prayer.
The prepositionfrom is sometimes followed by an'-ing'clause.
There are plenty of people in this world who gstpleasure from hurting other pople.
In the case of leam, the noun group following the verb is often an amount. This pattern is
V amount from n.
Well, my father is a carpenter. I learned a lot from him.

acquire I deduce gail) 2 pump 9

borrow 23 demand 7 get 2.1,2,9 salvage 4
cadge derive 7,2 glean seek J
charm 5 distil z hustle -l select 7

choose I distil -l (usu possive) infer I solicit ,

coax 2 draw 10,12,16,17 inherit I,Z3 steal ,
collect 3 exact 4 learn 4 take 2.16
confiscate excerpt 2 (usu possive) make 3.5 wheedle
coniure , extort , milk 5 wrest ,,2
copy 2,4 exttact 1,4,5,6 plunder t wring I
crib 2 extract 7 (usu possive) poach z
cull I extrapolate propagate 2

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 Chopter4: Complex Potterns with Prepositions ond Adverbs

2 THE'REMOVE'GROUP
These verbs are concernedwith removing someone or something from somewhere, either
physically or metaphorically. We include here verbs llke deduct and subtract, which are
concerned with taking something away from a total.
Hewas deportedfromBritain after senting part of a 12-year prison sentence.
He's in a stable condition after having surgery to remove a blood clot from the brain.
The proper way to measure the real interest rate is to subtract expected inflation from the
nominal interest rate.
He stood up and lifted his hand to wipe the rain and the st eat from his brow.
In the case of absent, the noun group following the verb is always a reflexive pronoun.
This pattern is V pron-refl from n. The phrasal verb tear away often has the pattern V
pron-refl P fromn.
He absented himself from the conference debate to visit a local building society.
With a great wrench, he tore himself away from uerything that he held most dear.
In the case of clip 8, cut, deduct, and subtract, the noun group following the verb is always
or often an amount. This pattern is V amount fom n.
If you order three items, you can deduct f,75 from the total.

absent 3 dismiss 2 exile 2 purSe ,

abstract 7 disqualify exile 4 (usu possive) remove ,,3,4
aYert 2 distract expunge roust
banish I divert , extract 2 shave 5
banish 3 (usu possive) drain o extradite (usu passive) skim I
chase n,5 drain 7 (usu possive) flick 2 squeeze 5
clear 9 eject , hound j (usu passive) strike 19
clip 5,8 eliminate , mop 3 subtract
crop 9 eliminate 2 (usu possive) pare , take 2.7
cut 7 erase ,,2 peel : unload 7

deduct evict pluck 1,2 wipe 2

deport (usu possive) excise 2 pize s withdraw ,,2,3
dislodge exclude I,2 pull z
strip away 2 tear away
takeaway t,2 turn out 47

3 THE'TRANSFER'GROUP
These verbs are concerned with moving someone or something from one place to
another. We include here verbs concerned with transferring someone from one iob or
Ievel to another.
Its broadcastswillbe relayed f'rom a transmitter in the Taiwan port of Keelung.
Transferring funds from a Barclays account using a telegraphic transfer would cost a
minimum of f, 1 7 for the first f,4,40o.

divert 2 promote 3 (usu possive) send 1,2 (usu possive) transplant 3

forward /0 telay z transfer 1,2,4,5,7 transpose I
pass 5 (usu passive) rclay I (usu possive) transfer I (usu possive)

All the verbs in this group usually have the pattern V nfr:om n fo n or the pattern V n ftorn
n info n. The verb is followed by a noun group and two prepositional phrases, the first
beginning with from and the second beginning with to or into. The passive pattern is be
Y-ed from n to/into n.
He quickly embraced the American work ethic andwas promoted from the shop floor to the
position of head buyer for the shoe department.

376
 Section 14: Vn fromn

We can even arrange for your bank to transfer funds from your account into the trust
account each month.
4 THE'SEPARATE'GROUP
These verbs are concerned with separating someone or something from something, either
physically or metaphorically.
Unfortunately, he appears unable to distinguish fantasy from reality.
Itis far preferable to isolate young offenders from their own peer group and not put them
in the company of40 or 50 other persistent young offenders.
Her independence of spirit marked her out from her male fellow officers.
While it grieved Elaine to be separated from her son, she had agreed, at least during the
summer holidays, to send him to her family.
An altemative method for smoking cessation is homeopathy, in which you are given capsules
or pills with small quantities of nicotine to wean you from the habit.
In the case of detach 2,3, disassociate 7, disengage, disentangle 2,3, dissociate 7, distance,
shut off, and wean 2, the noun group following the verb is always or often a reflexive
pronoun. This pattem is V pron-refl from n, or in the ofi V pron-refl P from n.
case of shut

It is hard for mothers and daughters to disentangle themselves frqm the emotional web
thatbindsthem.
It's obvious that you're not in a position to shut yourself qff fiom what needs to be faced.

alienate 2 disassociate ,,2 distance 5 part 2.4

decouple disconnect 3 distinguish I,2 separate 3,4,6,7,8
demerge disengage 7 divide 4 tell 5
detach 1,2,3 disentangle ,,2,3 divorce + wean 1,2
differentiate 1,2 dissociate ,,2 isolate 1,2,3,4,5
filter out separate out >z wall off (usu possive)
markoff 2 set apart
mark out 2 shut off 2

5 THE'STOP'GROUP
These verbs are concerned with stopping someone from doing something. This includes:
o trying to stop someone from doing something
o prohibiting someone from a place or activity
The prepositionfrom is usually followed by an'-ing'clause rather than a noun group.
She has been under house anest for nearly a year and is banned from the elections.
Reports allege that the airport ground crew tried to dissuade the pilot from taking off,
fearing problemswith the Ieft handengine.
Senate ethics ruIes prohibit a senator from taking contributions from someone he
knows is trying to obtain his influence.
Always when things are duII, something new tums up to challenge us and to stop us from
settling into arut.

ban j (usu possive) discourage 2 keep I proscribe

bar l0
(usu possive) dissuade preclude 2 restrain 2
debar (usu possive) enjoilr 2 prevent 1,2 restrict 2
deter inhibit 2 prohibit stop 2

warn away

377
 Chopter 4: Complex Potterns with Prepositions ond Adverbs

6 THE'DEFLECT'GROUP
These verbs are concerned with changing someone's focus of attention or course of action
from something.
The war didnot deflect him from the pathhe had long ago taken.
The preposition from is sometimes followed by an '-ing' clause.
'We're not going to allow anything to sidetrack us from achieving our goals,' he said.

deflect2 divert+ sidetrack

7 THE'CONCEAI'GROUP
These verbs are concerned with hiding or keeping something, usually information, from
someone.
She quickly realized that it was virtually impossible to conceal her family background from
her fellow stud.ents.
What is at issue is how much of the information can be disguised and kept from the other
superpower.

conceal 2 keep 5
hide I withhold

8 THE'PROTECT'GROUP
These verbs are concerned with protecting someone or something from danger or harm.
Germany's inter-city trains are sealed and pressurised like aircraft to insulate passengers
from the changes in pressure outside.
Law is designeQ to gotect society from abuses of power and guarantee citizens and their
organizations their rights and freedoms.
A temperature of at least 16 degrees C is needed and the plant must be shaded from direct
sunshine.

cocoon 4 insulate ,,2 safeguard I shade I

cushion 3 protect , shade 3 (usu passive) shield z

9 THE'RESCUE'GROUP
These verbs are concerned with freeing or rescuing someone from danger or difficulty. We
include here excuse and exempt, which involve freeing someone from a particular
payment or obligation.
She has a doctor's ceftificate and has been excused from games.
Thousands of giant clams have. been rescued from a tiny island off the coast of
Queensland in one of the Australian navy's most unusual operations.
The preposition from is sometimes followed by an '-ing' clause.
Fire-fighting ships are still trying to save a Norwegian supertanker from sinking off the
coast ofTexas.

In the case of extricate.l, the noun group following the verb is often a reflexive pronoun.
This pattern is V pron-refl from n.
He was quite confident of being able to extricate himself from the mess he had got into.
378
 Section L4: Vn fromn

. deliver 7 free 3,8 release I (usu passive) spare s(usupassive) :

excuse 4 (usu possive) heal 2 (usu possive) release 3 spare 5

exempt 2 liberate 2 rescue ,
. extricate ,,2 plack 6,7 (usu possive) save ,,5

10 TIIE'MAKE'GROUP
These verbs are concerned with making something from a particular material or thing.
Father explained how to make glassfrom sand.
Neither lapanese, Chinese, nor any other types of chopsticks are manufadured from
har&voods derived from rainfore st s.

carve, fabricate 2 machine 2 (usu possive) print 7

construct 1,2 (usu possive) fashion I make 3.1 (usu possive) produce 2
create , hew 2 (usu possive) manufacture 1 (usu possive)

11 TTIE'ABSOLVE'GROUP
These verbs are concetned with saying that someone is not Cuilty.
She felt that shewas absolvedfrom sin, thatthe entire family hadreceived abenediction and
was ffee.
In his report, lustice Louis Harms exonerates the police from involvement in the alleged
death squads.

absolve exonerate

12 VERBS WITH OTHER MEANINGS

There are a number of other verbs which have this pattern.
Omitting the bacon from the recipe tums it into a simple side dkh'
In the case of rouse 2, the noun group following the verb is always a reflexive pronoun.
This pattern is V pron-refl from n.
Christabelroused herself from her stupor. 'What happened?' she said in a whisper.

deflect I draw 20 rouse ,,2

dispossess omit ,

take away YPP

Structure informotion
a) The noun group following the verb is the Object, and the prepositional phrase is an
Adiunct.
b) This structure has a passive, with the pattern be V-ed from n. The prepositional phrase
is an Adiunct.
c) Though the prepositional phrase in this structure usually comes after the noun group,
it sometimes comes before it, especially when the noun group is a long one.
Try to exclude from your diet anything which contains sugar.

d) Phrasal verb patterns are the same except that there is also a oarticle, P. The Obiect
comes either between the verb and the particle, or after the particle. If the Object comes
after the particle, it cannot be a personal pronoun. You say
Ozone filters it out from sunlight
379
 Chopter4: Complex Potterns with Prepositions ond Adverbs

or Ozone filters out harmful radiation from sunlight

but you do not say Ozone filters out it from sunlight.

Other reloted potterns

Y nfrom omount to omount
The verb is followed by a noun group and two prepositional phrases, the first beginning
with from and the second beginning with fo. Each preposition is followed by an ahount-.
The passive pattern is be V-ed from amount fo amount. The phrasal verb patterns are the
same except that there is a particle following the verb. These verbs are concerned with
increasing or decreasing an amount.
The bank lowered its discount rate from 3.75 per cent to 3.25 per cent.
The pensionable age for men and women was raised from 6O to 65.

decrease , lower 5 reduce,

increase , raise 4 widen 4

whittle down

Y nfrom colour to colour

The verb is followed by a noun group and two prepositional phrases, the first beginning
with from and the second beginning with fo. Each preposition is followed by a colour
word.
Blood turned his suit from beige to red.

turn ,z

Y nfrom n to n
See V n from n into n below, and meaning group 3 above.

Y n from n into n
Th9 vgrb is followed by a-noun group and two prepositional phrases, the first beginning
wit}r from and the second beginning with info. The passive paltern is be V-ed from n into
n. These verbs are concerned with changing something from one thing into another.
Ford was the builder who tralsformed the automobile from an expensive curiosity for
the wealthy into a commodity for the rncsses.

change -i transform , tum ,5

metamorphose translate ,

See also meaning group 3 above.

The verbs change, transform, and tum also have the pattern V n from n to n
She changed her name from Blanca to Bianca.

380
 Section L5: V n in n

L5 Vninn
The verb is followed by a noun group and a prepositional phrase which consists of in and a
noun group. With some verbs, the preposition is sometimes followedby an'-ing'clause, a
wh-clause, a fraction, or a number. The passive pattern is be V-ed in n.
This pattern has two structures:
> Structure I: Verb with Object and prepositional Obiect Complement
We cut the rope in half.
> Structure II: Verb with Obiect and Adiunct
He dipryd a biscuit in his tea.

Structure I: Verb with Obiect ond prepositionol Obiect

Complement
Active voice: V n in n
Ve6grorrp ftoualr'oup Ilt noun grrourylfractton

5r&H Verb O&ct ptp.S*ecEunplematt

You moy split it IN holf.
Tie the rope ln knots.

Possive voice: be Y -ed. in n

YeSgroup ln nurn grcuplfraction

SuHe<t Verb prepositional ComPlement
They willbe divided IN groups of four.
The bronch wos snopped tn holf.

Most of the verbs with this structure are concerned with dividing something into pieces.
The prepositional phrase indicates the result. We include here fold.
Break the cake in pieces and place in a food processor bowl.
The market is split in two halves.
The preposition in is sometimes followed by a fraction or number. These patterns are V n
in fraction and V n in num.
Divide the pastry in half.
Next he tore a blank page from his notebook and folded it in two.

break I cut I slice 2 split ,

carve 3 divide l,l snap I
chop I (usu passive) fold I sort 3

VERBS WITH OTHERMEANINGS

There is one other verb which has this structure.
Itwas tied in aknot.

tie 4

381
 Chopter4: Complex Potterns with Prepositions ond Adverbs

Structure informotion: Verb with Obiect ond prepositionol Obiect

Complement
a) fhe noun group is the Obiect, and the prepositional phrase is the prepositional Object
Complement.
b) This structure has a passive, with the pattern be V-ed in n. The prepositional phrase is
the prepositional Complement.
c) The prepositional phrase usually comes after the noun group. sometimes, however,
the prepositional phrase comes before the noun group, especially when the noun
group is a long one.
He sliced in half the huge lemons with their greenish tinge, and. squeezed them.

Structure II: Verb with Obiect ond Adiunct

li
Active voice: V n in n

Serb,gi ' ,:!${$f!!rp

'sq$ect
,,
Vsib: Ohieqt , , .ddfg;1661

The bolt embedded itself in the turf.

His wife shot him ln the foot.
The bouquet stirred memories in George.

Possive voice: beV-ed in n

in

The coostline wos clooked in mist.

He isconfirmed tn his suspicions.
A hole wos drilled ln the drowers.

Phrasol verbs
Active voice: V n P in n, V P n (not pron) in n

naungro{lP In noirngrouP

She couldn't put it down in writing.

They hove tongled themselves up in o blqnket.

v€fhsryqp Fartkle ncun gfquP ne*Ir! grq!_rp

sublecf Verb- ObiE t Adiurrt
Put down their nomes ln big letters.
I hod been turning over the some thoughts IN mymind.

382
 Section 15: V n in n

Possive voice: be V-ed P in n

Ve$grtoup Partide m noilmgrqrp

Surye€t :'V€?b. 'i&ih{t r,"

They mightbe cought up in fighting.

The ogency wos tongled up ln legol red tope.

Verbs with this structure belong to the following meaning groups:

II.T THE'DRAPE'GROUP II.9 THE'IOIN'GROUP

II.2 THE'IMMERSEYOURSELF' GROUP II. IOTHE'IT{VOLVE, GROUP
II.3 THE'DIP'GROUP II.IT THE'GROUND' GROUP
II.4 THE'INFUSE'GROUP II.12 THE'ENCAPSUIATE' GROUP
II.5 THE'ENSNARE' GROUP II.T3 THE'TRAIN'GROUP

II.6 THE'KICK'GROUP II.I4 THE'AROUSE' GROUP

II.7 THE'BORE'GROUP II.15 THE.SEE'GROUP
II.8 T}IE'CARVE'GROUP II.T6 VERBS w]TH OTHER MEANINGS

II,I THE'DRAPE'GROUP
These verbs are concerned with decorating, coverinS, or enclosing something in
something, either physically or metaphorically.
Although the rocks were bathed in yetlou, light fiffy feet above our heads, we were standing
in deepening gloom.
He rested his head against her, Ietting her cradle him in her arms like an infant.
I told her once that I would like to drape her in black velvet.
Naomi led me to her bedroom on the second floor where she pointed to her desk which was
framed in a patch of wintery light.
The copper piping is itself shesthecl in armoured plastic hosing , so that if there is a leak, it
is contained.

The verb plasfer often has the pattern V pron-refl in n.

Alot of womenthat Il<now, who are reallybeautifulwomen, dcrstelthemselves inmakeup.

bathe s cradle 5 entomb , swathe 3

bind 4 (usu possive) cup 6 festoon (usupossive) take 2.1
catch J douse 2 frame 8 (usu possive) $/rap 7

cloak I drape 2 immerse 2 (usu possive) wreathe 7

coat 3 encase plaster + wreathe 2 (usu passive)

cocoon 4 enclose t seal I.l
cover 3 (usu Possive) enfold t,z sheathe 1 (usu possive)
cover 4 enshroud shroud j (usu possive)

II.2 THE'IMMERSE YOURSELF' GROUP

These verbs are concerned with concentrating very hard on something, so that you do not
notice anything else. The noun group following the verb is always a reflexive pronoun,
and the pattern is V pron-refl in n.
I immersedmyself inthewritings of this remarkable lapanesewriter.
Imaginative children lose themselves in fantasy worlds through stories.

bury 9,10 lose ,5

immerse I submerge 2

383
 Chopter 4: Complex Potternswith Prepositions ond Adverbs

II.3 THE'DIP'GROUP
These verbs are concerned with putting or moving something somewhere, either
physically or metaphorically.
The fighting is apparently concentrated in the west and south-east of the city.
Wash the fish fiIlets and dry them, then dip them in the beaten egg.
You might try to inculcate a few ideas in him, to show him how wrong he,s been acting.
I have had a series of operations to insert metal rods in the bones to strengthen them.
The founding-fathers decreed that all executive power should be vested in the president of
the United States.
In the case of lodge, the noun group following the verb is often a reflexive pronoun. This
pattern is V pron-refl in n.
An unforgettable fragrance has the capacity to lodge itselfin the soul forever.

concentrate 2 (usu passive) frx t0 iot , slot 2

dip I implant ,,4 land s stick 2.2
draft + inculcate lodge s throw 5
dunk 1,2 insert 2 pack z tuck t,vP2
embed l instil place 19,22,25 Yest 3 (usu possive)
enter 8 invest 1,2,3,4 settle 7

II.4 TTIE'INFUSE'GROUP
These verbs are concerned with preparing food. The prepositional phrase indicates what
the food is placed in.
I!yoy W a stro.ng g.arlk flQvoltr, infuse the garlic clove in the lemon juice for an hour or
two before making the dip.
Mix the flour with the spice powder and seasoning, then toss the liver in thk seasoned flour.

dilute 7 infuse 3 marinate

flambee macerate toss 6

II.5 THE'ENSNARE' GROUP

These verbs are concerned with trapping someone somewhere, either physically or
metaphorically.
The tumultuous times naturally.ensnared many ayoung couple in romantic notions
love and duty, which inspired impetuous romaices'and. iil-conteived marriages.
of
'Youwill go upstairs andlockyourself inyour room,,he repeated.

ensnare ,,2 lock -l tangle 2 (usu possive)

entangle 7,2 shut YP

tangleup ,

II.6 THE'KICK'GROUP
These verbs are concerne{ .ltt doing harm to someone. The prepositional phrase
indicates the part of the body that is harmed.
The fiery actress punched him on the nose andkicked him in the shins.
He survived the attack despite being stabbed in the neck, abdomen and arms.
384
 Section L5: V n in n

bite , hit , punch I stab ,

blast 4 kick I shoot , strike 3,5
boot 3 knee 5 slap I thump 2
catch 4 knife 3 smack ,
elbow z poke t smash 2

II.7 THE'BORE'GROUP
These verbs are concerned with making a hole in something, either physically or
metaphorically.
Tobore a hole in a bean, the weevil needs to support itself against a firm surface.
We tookeighteen tyreswith us, having used a sledge hammer toounchthree holes in each.

bore 56 Souge , punch 4

, drill 2 prick I

II.8 THE'CARVE'GROUP
These verbs are concerned with writing or making marks in a surface. In the case of etch 3,
imprint, aud tum over, the meaning is metaphorical.
True to his word, Brian had canted their initials in the tree trunk'
He repeated the names, as if to imPrint them in his mind-
I think that you should put your questions down in writing -

carve 2 etch, imprint 2 (usu possive)

enSrave etch j (usu possive)
putdown I turn over 3

II.9 THE'IOIN'GROUP
These verbs are concerned with taking part in an activity along with someone else' The
prepositional phrase indicates the activity.
Why do younot ioinyour friends in the fight against Fascism?
The preposition in is sometimes followed by an '-ing'clause'
These leaderswill ossist th e Commbsion in identifying which voters are eligible.
The leader strikes a beil three times and leads the others in chanting something in a
foreign language.

assist 2 ioin 3 lead 1.2

II.IO THE'INVOLVE' GROUP

These verbs are concemed with making someone become involved in an activity. The
prepositional phrase indicates the activily. We include here implicofe, which is concerned
ivitir mat<ing sbmeone appear to be involved in an illegal or immoral activity.
The President's habit of embroiling his government in seemingly pointless fights has
isolated him from all except his military chiefs.
In the tape Amos gave to his brother he implicates stewart in the scheme.
Reflexology involves the patient in their own healing.
The preposition in is sometimes followed by an'-ing' clause.
Riding in the car offers a wonderful opportunity to engage your child in obsenting the
sunoundings.
38s
 Chapter4: Complex Potterns with Prepositions and Adverbs

In the case of. involve 3, the_noun group following the verb is always a reflexive pronoun.
This pattern is V pron-refl in n.
He has already started to involve himself in the country's domestic political issues .

embroil engage l include z

employ 1,3 (usu possive) implicate involve 3,4,5
becaughtup j

II.II THE'GROUND' GROUP

These verbs are concerned with providing a physical or metaphorical foundation for
something. The prepositional phrase indicates-what the foundation is.
U. ntil two decales ago, the church's special relationship to the govemment was
enshrined in
the constitution.
Her books sell because she orounls her ideas in everyday realities, draws her characters
compellingly and knows how to teII a good story.

anchor 5 (usu possive) enshrine

embed 2 (usu possive) ground lz

II.I2 THE'ENCAPSULATE' GROUP

These verbs are concerned with representing something or someone in some way. This
includes:
o talking or writing about someone or something e.g. couch, render
. representing the essential nature of something e.g. capture, encapsulate
o showing something e.g. incamate, manifest
The argument-will probably be couched in the pompous language which nanspapers
enjoy so much.
His ideas were later encapsulated in a book called Democratic ldeals and Reatity.
The iniquities of the regime are incarnated in one man.
The trag.edy is rendered in tough, everyday language that assaults the audience with
its realism.

capture 4 couch j(usupossive) encapsulate manifest 2

cast r0 embody 2(usupossive) incarnate j (usu possive) render 4

II.T3 THE'TRAJN'GROUP
These verbs are concerned with teaching someone. The prepositional phrase indicates the
subiect that is taught.
Youwill kindly not instruct me in elementary physics.
Attempting to tutor an adolescent in reading yourself, at home, is not recommended.
The preposition in is sometimes followed by an ,-ing,clause.
Court welfare officers must be trained in communicating with children.
The preposition in is sometimes followed by a to-infinitive clause introduced by a
wh-word.
It is important that people are trained properly in how to use the system.

instruct 2 train 2.1

school 8 tutor 3

386
 Section L5: V n in n

II.T4 THE'AROUSE' GROUP

These verbs are concerned with causing an emotion in someone.
He urged people to avoid any action which could arouse fear or passion in others.

arouse 2 stit 7

II.T5 THE'SEE'GROUP
These verbs are concerned with emotions and qualities. The noun group following the
verb indicates the emotion or quality. This includes:
o finding an emotion such as comfort in an activity or situation
o putting an emotion such as faith in a person or thing
o seeing a quality in a person or thing
We also include here hold, where the noun group following the verb indicates a person or
thing and the prepositional phrase indicates the emotion.
Her parents will find comfort in the fact that they have been blessed with a large
family.
Little by little you'll come to hate me and hold me in contempt.
Smallwonder that little faithhas been placed in the project's findings.
In the case of find and see 6, the preposition in is sometimes followed by an '-ing' clause.
The militants see no contradiction in using violence to bring about a religious state.
The verb see 7 is often used in questions such as What do you see in him?
Mr Meredith, what do you see in DavidDuke?

find t0 place,8 see 6,7

hold 2.s put 5 take 2.16

II.16 VERBS WITH OTHER MEANINGS

There are a number of other verbs which have this structure.
Quite often a fox'll go across the road in front of me and I'_ll just catch it in the headlights.
The experience goined from a master seaman was invaluable, and confirmed him in his
intention to leave school at the earliest opportunity and take to the sea.
Throughout the Seventies shewas ranked inBritain's top ten.
Ken Loach, whose fiIms include Cathy Come Home and Kes, has been rebuffed in his plans
to produce Britain's first left-wing soop oryra.
They toasted one another in champagne.
In the case of assisf, inferest, andlead, the preposition in is sometimes followedby an'-ing'
clause.
The following forms are to assist you in understanding the possible risks.
Some salesmen tried to interest me in buying property here.

assist 3 interest 4 runk i (usu possive) remand ,

catch 20 keep l-l tebaff (usupossive) toast 4
confirm 5 lead 1.t reflect 3 (usu possive)

The verb rank also has the pattern V n ord in n. The verb is followed by a noun group, an
ordinal, and a prepositional phrase beginning with in. The passive pattern is be V-ed ord
in n.
387
 Chopter4: Complex Potterns with Prepositions ond Adverbs
Gul is ranked eighth intheworld.

Structure informotion: Verb with Obiect ond Adiunct

a) The noun group following the verb is the Object, and the prepositional phrase is an
Adjunct.
b) This structure has a passive, with the pattern be V-ed in n. The prepositional phrase is
an Adlunct.

c) The prepositional phrase usually comes after the noun group. Sometimes, however,
the prepositional phrase comes before the noun group, especially when the noun
group is a long one.
Philip now saw in Arthur the means of lohn's downfall.
d) Phrasal verb patterns are the same except that there is also a particle, P. The Obiea
comes either between the verb and the particle, or after the particle. If the Obiect comes
after the particle, it cannot be a personal pronoun. You say
He set it down inwriting
or He set down the ruling in writing
butyou do not say He set downit inwiting.

Phrosql prepositions $rith in

There are some phrasal prepositions which consist of in, a noun group, and another
preposition. The phrasal prepositions in the form of, in the light of, in the role of, and in terms
ofoften follow a verb and a noun group, and so appear to be part of the pattern V n in n.
Surely Magda hadn't now cast Paula in the role of desirable daughter-in-law?
An allergic food reaction can manifest itself in the form ofsickness and vomiting.
Film has to oresent ideas in terms of characters.

The prepositional phrase formed with one of these phrasal prepositions is a prepositional
Complement or a prepositional Object Complement. These phrasal prepositions follow
verbs which indicate that something is expressed in a particular way or that someone or
something is given a particular role, such as cast, manifest, or present.

Other relqted potterns

V qmount in n
See page 73.

Y nin num
The verb is followed by a noun group and a prepositional phrase consisting of in and a
number such as hundreds or thousands. The passive pattern is be V-ed in num.
You could easily believe that his personalfriends are numbered inthe tens of thousands.

number 5 (usu possive)

See also Structure I above.

388
 Section 16: Vn inton
V n in froction
See Structure I above.

Vnordinn
See meaning group II.16 above.

16 Vninton
The verb is followed by a noun group and a prepositional phrase which consists of into
and a noun group. The passive pattern is be V-ed into n.
This pattern has two structures:
> Structure I: Verb with Object and prepositional Obiect Complement
She changed the prince into a frog.
> Structure II: Verb with Obiect and Adiunct
He frightened them into silence.

Structure I: Verb with Obiect ond prepositionol Obiect

Complement
Active voice: V n into n

He will convert the Tudor kitchens into o living museum.

We will divide eorly longuoge development into two stoges.
Shape the dough into on oblong.

Possive voice: be V-ed into n

The course wos compressed into two yeors.

Intent hqs to be tronsloted into oction.

Phrosol verbs
Active voice: V n P into n, V P n (not pron) into n

The drugs chop DNA up into smoll pieces.

Split them up into two groups.

389
 Chopter4: Complex Potterns with Prepositions ond Adverbs

r 3@lsct,r:r, l.':', . r,,r,,1,,,,.,Y+* 1,.,,,'.Wtt,, ,'

You should break down the octivity into simple stoges.

The boord might breok up the group into constituent ports.

Possive voice: be V-ed P inton

The ormy is divided up into obout 50 regiments.

The corbon sample is smoshed up into its constituent otoms.

Verbs with this structure belong to the following meaning groups:

I.T THE'CHANGE'GROUP
I.2 THE'BREAK'GROUP

I.T THE'CIIANGE'GROUP
These verbs are concerned with changing something into something new, or changing its
form or shape. We include here verbs such as amalgamate and, weld, which are concerned
with putting parts together to make a whole. The prepositional phrase indicates the new
thing, form, or shape.
He said he would work to change the alliance into an economic and political grouping.
Brain and offal fissue from sheep is made into meat meal and bone meal, which has been
fed to cattle as a protein supplement.
He tumed away, scren)ed the paper into a ball and tossed it into the fire.
He is well on the way to welding some 73O staffinto an efficient, courteous whole.
In the case of form 8, the noun group following the verb is always a reflexive pronoun.
This pattern is V pron-refl into n.
Diodorus also told of the warrior women of Libya who formed themselves into armies and
invaded other lands.

aSSregate j (usu possive) Sroup 6 process 3 (usu possive) transform ,,2

amalgamate knit1,2 render 4 translate ,
change l,tl knock 3 reorganize translate j (usu passive)
compress 2, j (usu possive) rnake 2.7 roll r transmute
condense ,,2 merSe , screw 2,4,5,6 turn 75
coLert 1,2,3 metamorphose scrunch 2 weave I
distil 3 mould 3,1 sculpt 2 weld 3
dab 2 (usu possive) mutate , shape s,r work 2l
form 3,8 organize 3 sublimate

Many of the verbs in this group also have the pattern Y n from n into n. The verb is
followed by a noun group and two prepositional phrases, the first beginning with from
and the second beginning with info. The passive pattern is be V-ed from n into n.
He has helped to transform Labour from a disorganised, demoralised rabble into a
force which must again be taken seriously.

390
 Section 16: Vn inton
1.2 THE'BREAK'GROUP
These verbs are concerned with breaking or dividing something into smaller pieces.
The impactbrokethe truckinto three pieces.
Traditionally, the English-speaking theatre has been carved up into fairly clear spheres of
influence.
Cut up the lamb into bite-size pieces, reseruing the liver, and start to fry.
The old farms along our roadwere subdivided into two-acre building lots.

break 7 cut , separate l0 sort 3

. carve 3 divide ,,3,4 shatter 7 split t
r. chop I resolve 4 slice 2 subdivide (usupossive)
:, compartmentalize rip+ smash I
: break down 3,4 chopup slice up >3
: breakup I cutup , smashup,
. carveup , divideup I split up 3

Structure informotion: Verb with Obiect ond prepositionol Obiect

Complement
a) The noun group following the verb is the Obiect, and the prepositional phrase is the
prepositional Obiect Complement.
b) This structure has a passive, with the pattern be V-ed into n. The prepositional phrase is
the prepositional Complement.
c) Phrasal verb patterns are the same except that there is also a particle, P. The Obiect
comes either between the verb and the particle or after the particle. If the Obiect comes
after the particle, it cannot be a personal ptonoun. You say
Cut it uo into oieces
or Cut up the lamb into pieces
but you do not say Cut up it into pieces.

Structure II: Verb with Obiect ond Adiunct

Active voice: V n into n
Wa

The cose hos frightened stoff ond students into silence.

His debut olbum sent critics into fits of ropture
The tiger sonk its teeth into his leg.
They him into o confession.

Possive voice: be V-ed into n

:,fdiM V,qt,'.,.
The flrm hos been obsorbed into o much lorger intemotionol flrm.
One side wos being blockmoiled into complionce.
I wos drqfted into the Air Force.
He hosbeen rushed into concessions on politicol plurolism.

391
 Chopter 4: Complex Potterns with Prepositions ond Adverbs

Phrosol verbs
Active voice: V n P into n, V P n (not pron) into n

, 1r .;:tfiiffi. 1 :1,,1 ..'t, .,.,,,,,:.,ttY€Ebriit,.,i,,,,.t,, :,:::,;,,

The govemment is going to plough the money bock into rood building
He worked himself into o temper.

The ringleoder wouldwhip up the others into afrenzy

Possive voice: be V-ed P into n

Religious concepts qre corried over into politicol life.

Stoinless steel operotions were hived off into o ioint venture.

Verbs with this structure belong to the following meaning groups

II.1 THE 'FORCE" 'TRICK" AND 'CHARM'GROUPS

II.2 THE'SEND'GROUP
II.3 THE'PUT'GROUP
II.4 THE'INCORPORATE'GROUP
II.5 THE'BREATHE'GROUP
II.6 VERBS WITH OTHER MEANINGS

II.T THE'FORCE"'TRICK" AND'CHARM' GROUPS

These verbs are all concerned with making someone do something or get involved in
something. The prepositional phrase indicates what they are made to d-o. Many of the
ygrbl il this group_are more frequently found in the pattern V n into -ing (see pages
396-399). They can be divided into five groups.

(i) The'force'group

These verbs are concerned with making someone do something or get involved in
something by using insistent verbal persuasion, force, or violence. -
Behind the kidnappings, it'! thought, is an attempt by the drug barons to force the
govemment into peace talk.
Smith is serving life without parole for goadingLFox into the killing.
He deliberately ?royoke4Wu into ar_gument because he wanted to hear you stand up for the
idealism which he fears the war has destroyed.
fu sucked into the conflict.
The British and the French have been very careful not to
This conversation in L932 seems to have been the last attempt the King made seriously to
influence his son, or to talkhim into marriage.

392
 Section L6: V n into n
Paul Hallbrook spent 15 years in jail for a bombing in Guildford which he did not commit,
because police tenified him into a false confussion.
Occasionally you'd get a ringleader who would whip up the others into a frenzy.

badger 2 coerce na8 , railroad z

blackmail: cow 4 panic 3 scare ,
bludgeon 2 drag ve press 5 stampede I
' bounce 9 dragoon 2 press-8ang 1,2 (usu possive) steamroller 2
. browbeat force 1,2 pressure 5 (usu possive) sttck 3 (usu possive)
bulldoze 3 ftighten YP prod 2 talk vP,
bully 3 goad I provoke I Ernfy 1

' chiwy intimidate push r whip 8

. whipup I

(ii) The'trick'group

These verbs are concerned with making someone do something by tricking or deceiving
them.
Luisa, a small-time crook, inveigles Paco into a plot to stindle Trini out of her savings,
andtomurderher.
The radar will reduce the risk of the intemational community being tficked into military
interuention.

bamboozle dupe I inveigle trick 2

con , entrap lure ,
' deceive , fool 3 tlap 4

(iii) The'charm'group
These verbs are concerned with making someone do something by being nice to them in
some way or by saying something that pleases them.
The ingredient he brought to the job was a talent for marketing his policies and charming his
oprynents info submission.
The govemment has changed the law in order to tempt foreign companies into
exploration for gas and oil.

caiole seduce 2 tempt 2

charm 3 sweet talk

(iv) The'spur'group

These verbs indicate that a petson, situation, or event persuades someone to do

something, or motivates them to do it.
Dealers suggested the market will be soft and sluggish all this week unless unforeseen events
oalvanize it into action.
The friendship could be extremely good for her, for she will catch the enthusiasm and energy
andbe spuned into action.

galvanize persuade I spur I tempt ,

iolt 2 propel 2 steer 2
: nudge 3 seduce, stir 5

393
 Chopter 4: Complex Potterns with Prepositions ond Adverbs

(v) Other verbs

There are a number of other verbs that are also concerned with ways of making someone
do something.
The intention was to shame young drivers into befter behaviour on the roads with the
threat ofa return to L-plates.

chasten (usu possive) manoeuvre 2 sidetrack

condition 7 (usu possive) rash 8 (usu possive)
lull 2,3 shame 5

II.2 THE'SEND'GROUP
These verbs are concerned with putting someone or something into a particular state or
situation.
Vandals had damaged the electricity sub-station, plungingthe streets into darkness.
Because teenagers associate driving withmaturity, the slightest citicismfrom aparent islikely
to send them into a funk.
In the case of fling, insinuate, launch, plunge 4, talk, throw, and work up, the noun group
following the verb is always or often a reflexive pronoun. This pattern is V pron-refl info n,
or in the case of. work up. V pron-refl P into n.
She flyng herself into anti-racist work, picketed town halls, opposed the Vietnam War,
joined the Black Panthers.
He has talked himself into a positionwhere hewill have no optionbut to go.
He glared at him malevolently, thenworked himself 4pinto another rage.

draw VP2 get 7.3 plunge ,4 throw ,,

drive 13 insinuate 2 send 6
fling 0 launch VP talk VP2
workup ,

II.3 THE'PTIT'GROUP
These verbs are concerned with putting something or someone into something, either
physically or metaphorically. This includes investing money in something. The prep-
ositional phrase indicates the place where they are put.
I drove the Cooper and Bruce McLaren beat me into second place in his similar car.
He hadbookedboth of us into the local hotel.
Graham handed her the card and she fed the name into a computer.
She gulpeclair into her lungs and rose to her feet, pressing back despair.
A needlefuI of his white blood cellswas iniected into me.
'lf anyone.can aff9rd to @ their money into furniture, now is a very good time to do so,'
says Charles Walford of Sotheby's.

absorb I (usu passive) dig 3,vPl gulp 3 pack vet

air-drop z dip 1,2 implant , pack vP2 (usu Wssive)
beat 9 dtaft j (usu possive) infiltrate z pay I
book vp dtaft I iniect ,,3 plottgh vP2
build. 2 (usu passive) dtag ver insert 7,2 plug vPt,2,4
channel + draw 9 interpolate (usu possive) plunge z
check vPl dump lo introduce , poke z
copy 3 enter 9 jab I (usu possive) pour yP
crowd 4 feed tz leak I pull vr
decant fold vP load t,e pump &,0
deliver 3 fork z lock : put 7,8,11

394
 Section 16: V n into n

SCaJl 4 (usu possive) stick 2.2 transplant 3 weave 6

shoehorn 2 stir I transpose 3 work yP
sink , ,, ,3 thread z tuck vP2 write YP
slot 2 throw 5 We vP

(usu possive) hive off (usu possive) plough back (usu possive)

II.4 THE'INCORPORATE' GROUP

These verbs are concerned with incorporating or absorbing someone or something into a
system or organization.
One needs to leam how to build enjoyment into what happens day in, day out.
During the patient's fourth week, he/she attends a continuing care group to be hooked into
after-care.
Medical schook are only now beginning to incorporate significant geriatric training into
their cunicula.

possive) build s factor YP induct 2

conscript 2 (usu possive) hook 6 (usu possive) integrate 1,2 ;
co-opt 2 (usu possive) . incor?orate 2 yoke t ',:

II.5 THE'BREATHE' GROUP

with causing someone to have a quality or an idea, or causing
These verbs are concerned
something to have a quality. The prepositional phrase indicates the person or thing
involved.
Tentative efforts were made two or three years ago to breathe some nei, life into these
fos silized organisations.
Now scienfisfs believe that memories are etched into our brains with the help of proteins.
Grace did her best to iniect a note of welcome into her voice.
The massive blast struck terror into thousands of innocent office workers and tourists.

,: breathe 4 hammer 4 iniect 2

;t drum VP (usu possive) implant + instil
I etch 3 (usu possive) infuse I strike ,6

II.6 VERBS WITTI OTHER MEANINGS

There are a number of other verbs which have this structure.
I only had an hour to get-changed into my dress.
They describe how society first victimised them inside its children's homes, which inducted
them into a life of crime.
I can let you into the secret, but don't teII anyone else.
In the case of reod, the noun group following the verb is often an amount. This pattern is V
amount into n.
TheEmploymentSecretary said:'We mustbe carefulnottoreadtoo muchintoonemonth's
figures.'

: getchanged S follow lt let vP

, etch, induct , permit 1 (usu possive) slam 4 .:

': etch 2 (usu possive) initiate Z3 put 6 stretch 5 (usu possive) '

39s
 Chopter4: Complex Potterns with Prepositions ond Adverbs

Structure informotion: Verb with Obiect ond Adiunct

a) The noun group following the verb is the Obiect, and the prepositional phrase is an
Adjunct.

b) This structure has a passive, with the pattern be V-ed info n. The prepositional phrase is
an Adiunct.

c) Though the prepositional phrase in this structure usually comes after the noun group,
it sometimes comes before it, especially when the noun group is a long one.
We must incorporate into the budgets this possible increase in sales.

d) Phrasal verb patterns are the same except that there is also a particle, P. The Obiect
comes either between the verb and the particle, or after the particle. If the Obiect comes
after the particle, it cannot be a personal pronoun. You say
He whipped them Winto a frenzy
or He whipryd up the crowd into a frenzy
but you do not say He whipped up them into a frenzy,

Other reloted pqtterns

Y nfrom n into n
See meaning group L1 above.

17 Vninto-ing
The verb is followed by a noun group and a prepositional phrase which consists of into
and an '-ing'clause. The passive pattern is be V-ed into -ing.

This pattern has one structure

> Verb with Obiect and Adiunct

She nagged him into cutting his hair.

Active voice: V n into -ing

Richord's mother bodgered him into toking o Sponish wife.

She bullied the printers into rushing through the invitotions.

396
 Section l7:Y ninto -ing
Possive voice: be V-ed into -ing

Joon's son wos coerced into giving evidence ogoinst her,

The govemment should not be pressured into moking hosty decisions.

Verbs with this pattern belong to the following meaning groups

1 THE'FORCE'GROUP
2 THE'TRICK'GROUP
3 THE'CHARM'GROUP
4 TTIE'SPUR'GROUP
5 VERBSWITH OTHERMEANINGS
r THE'FORCE'GROUP
These verbs are concerned with making someone do something by using insistent verbal
persuasion, force, or violence.
Scienfisfs use film role models to brainwash fussy youngsters into liking spinach and
broccoli.
His elder brother literally forced him into cutting his hair.
He triedtofrighten people into doing what hewanted.
The advert's principal task is to nag the user into buying a copy of the program.
This ptwoked the team into rethinking their diagnosis and ordering a number of
investigations.
Gretchen realized that it had been a mistake to let MoIIy talk her into coming all the way
down to Nent Orleans.
In the case of talk, the noun group following the verb is often a reflexive pronoun. This
pattern is V pron-refl into -ing.
Whenyou're not feeling asweII asyouwouldlike, at least talkyourself into feeling well.

badger 2 coerce na8 , railroad 2

:rblackmail 3 co-opt 2 (usu possive) panic 3 scane ,
, bludgeon 2 cow 4 pness 5 shock s
. bounce 9 dragoon 2 press-gang 1 (usu possive) stampede 4
. brainwash force 1,2 pressure 5 (usu possive) steamroller 2
. browbeat frighten YP pressurize (usu possive) talk vP,
i bulldoze 3 goad I prod z terrify I
, bully 3 intimidate provoke I
' chiwy manipulate I push r

2 THE 'TRICK'GROUP
These verbs are concerned with making someone do something by tricking or deceiving
them.
We'lc deludedourselves into thinking thatthe actualpoint oflife is tobe comfortable.
Can a machine be built that could fool a human iudge into thinking it was a person?
A small business went bankrupt after being trapped into paying for two machines when
the first one broke down.
It is easy tobe tricked into thinking that iust beccuse twins look alike, their characters
arethe same.
397
 Chopter 4: Complex Potterns with Prepositions ond Adverbs

con , entrap lure , trick 2

deceive , fool : mislead
delude 7,2 hoodwink sucker 3
dupe 7 inveigle ttap 4

3 THE'CTIARM'GROUP
These verbs are concerned with making someone do somethingby flattering them or by
being nice to them in some way.
Henry charmed and caioled people into parting with thousands of pounds.

beguile 2 charm l flafter 7

bribe 2 coarx I sweet talk ,

cajole entice tempt 2

l

4 THE'SPUR'GROUP
These verbs indicate that a person, situation, or event persuades someone to do
something, or motivates them to do it.
Some new acquaintances persuaded us into spending the summer near Kiat.
Dinlng out k a bit of a treat and a psychological boost which can spur you into keeping up
withyour diet the following week.
If you're cleaning the plates of others, don't be tempted into taking arcn the smallest
taste of any leftover uneatenfood.

galvanize nudge 3 seduce , stimulate 2 (usu possive) :.

iolt 2 persuade I spur , stir 5

lead 12 propel 2 steer 2 tempt ,

5 VERBS WITH OTHER MEANINGS

There are a number of other verbs that are also concerned with ways of making someone
do something.
Somehow the authorities have to manoeuvre the markets into demanding a cut in
interest rates.

chasten (usupassive) embarrass , manoeuvre 2 shame 5

condition 7 (usu possive) lull z rush 8 (usu possiue) sidetrack
.fusupossve.)

The verb puf also has this pattern, but it does not have the same meaning as the other
verbs.
The Seychelles have put a lot of effort into training teachers both at home and abroad.

put 5

Structure informotion
a) The noun group is the Object, and the prepositional phrase is an Adiunct.

398
 Section 1.8: Vn ofn

b) This structure has a passive, with the pattern be V-ed into -ing. The prepositional
phrase is an Adjunct.

18 Vn ofn
The verb is followed by a noun group and a prepositional phrase which consists of of and a
noun group. With some verbs, the preposition is sometimes followed by an'-ing'clause.
The passive pattern is be V-ed of n.
This pattern has one structure:
> Verb with Object and Adjunct
They convictedhim of theft.

Active voice: Y nof n/-ing

The settlement obsolved the compony of oll criminol responsibility

Clear your mind of other thoughts.
They suspected him of doing owoywith Beryl.

Possive voice: be V-ed of n/ -ing

People were cheoted of their retirement cosh.

They were convicted of hondling explosives.

Verbs with this pattern belong to the following meaning groups

I THE'ROB'AND'FREE'GROUP
2 THE'INFORM'GROUP
3 THE'ACQUIT' AND'COT{\4CT' GROUP
4 VERBSWTHOTHERMEANINGS

1 TIIE'ROB'AND 'F.REE' GROUP

These verbs are concerned with taking something away from someone, either physically
or metaphorically. These include verbs with a positive meaning, lTke cleanse, cure, and
free, as well as those with a negative meaning, like dispossess and rob. The noun group
indicates the person from whom something is taken.
The family of a sick Nigerian boy are appealing to the public to help them raise funds for an
operation to cure him ofa crippling disease.
The Opposition leaders wamed that the BilI might deprive citizerrs of fundamental rights.
The realization that you truly can't control anyone else's actions or feelings can also free you
ofunnecessary guilt.
They were robbed of their wristwatches and shot during the course of the robbery.
Heart attacks occur because blockages in blood vessels sfcrve heart muscle of orygen and
nutrients.
399
 Chopter 4: Complex Potterns with Prepositions ond Adverbs

In the case of divest 1,3, rid4, andunburden, the noun group following the verb is always or
often a reflexive pronoun. This pattern is V pron-refl of n.
Gilles finally confesses to the affair, unburdening himself of a secret which his wife has
knwtn from the very beginning.

absolve defraud drain 6 (usu possive) id 3,4

break ,, denude 1.2 free ,8 rob I (usu possive)
cheat 3 deprive plunder I rob 2
cleanse I disabuse pvrge 1,2 starve 3
clear t9 dispossess relieve e3 stuip 8
cute 2,6 divest 1,2,3 relieve 5 (usu possive) unburden

2 THE'INFORM'GROUP
These verbs are concerned with talking or writing, for example glving someone
information, warning someone about something, or reminding someone of something.
They seemed mightily pleased, shook hands and assured us of their help if it was ever
needed.
The Prime Minister's new year broadcast totally convinced me of the need to imprare our
education system.
The spokesman saidthat the army was not obligedto informthe federal government of its
actions.

advise 3 convince 7 notify remind ,,4 ,

apprise forewarn persuade 3 warn ,

assure , inform 7 reassure

3 THE'ACQUIT'AND.CONVICT' GROUP
These verbs are concerned with declaring or thinking that someone has or has not
committed a crime. The noun group indicates the person, and the prepositional phrase
indicates the crime.
The preposition ofis usually followed by an '-ing' clause.
His change of fortune began on the day last lune when he was acquitted of assaultin'g a
maninMilwaukee.
She was cleared of attempting to murder and causing grievous bodily harm to a
73-year-old woman and a 7S-year-old boy.
A lS-year-old boy is being held in a special wing at Cardiff prison pending sentence after
Newport magistrates convicted him of breaking a teacher's nose.

accuse I,2 clear 20 (usu possive) suspect 2 .

acquit , (usu possive) convict ,

4 VERBS WITH OTHER MEANINGS

There are a number of other verbs which have this pattern.
If Leo couldmake a truefriend ofVictor, then histieswiththe armywouldbe strong indeed.
The verbs make VP and think 1,14 have this pattern only when they occur in a question or
clause beginning with what.
'What did youthinkof thevideo?''Well, it's not that badreally.'
In the case of avail, the noun group following the verb is always a reflexive pronoun. This
pattem is V pron-refl ofn.
She is unable to avail herself of legal aid senices because her husband's income is taken
into account.
400
 Section 19:Y noffn
In the case of ask2, expect, hear, see, andthink,the noun group following the verb is always
or often an amount. This pattern is V amount of n.
His business was not doing too well so I didn't see much of him, and we were under a lot of
financial pressure.
Theverbs aslg expect, hear, and see are occasionally used in the passive. The pattern is be
V-ed ofn, where the amount is the Subject.
A lot was ?xPerEed of Fernando Redondo in midfietd, but he failed to reproduce the form
with Tenerife.
he showed
why has so little been heard of the 'fundamental raiews' of government spendtng?
The verb fhink also has a passive with the pattern be V-ed amount of
His artistic sketcheswere thought a lot of locally, Tom said.
In the case of think, the amount is often an adverb.
Neil think very highly of him indeed.

ask 1,2 bebom I make 1.2,2.3,9 see 14

assure 2 expect 3 make yP thi,rk 1,10,14
avail 2 hear 7 require 2

The verbs compo se, comprise, and make up do not have the active pattem v n ofn, but they
have the passives be composed of, be comprised of, ar.d be made up of something (se'e
page 15).

Structure informotion
a) Tle noun group following the verb is the Obiect, and the prepositional phrase is an
Adiunct.
b) This structure has a passive, with the pattem be V-ed of n. The prepositional phrase is
an Adiunct.
c) Thoughthe prepositional phrase in this structure usually comes after the noun group,
it sometimes comes before it, especially when the noun group is a long one.
This vain battle for identity and for love made of him a new human being.

19 Vn offn
The verb is followed by a noun group and a prepositional phrase which consists of offand
a noun group.The passive pattern is beV-ed offn.

This pattern has one structure:

> Verb with Obiect and Adiunct
I crossed her offmv list.

Activevoice:VnotTn

I 'll borrow some money off myfomily.

They 'd cleored all the snow off the corpork.

401
 Chopter 4: Complex Potterns with PrePositions ondAdverbs

Possive voice: be Y -ed off n

Light from the lenses is bounced off the mirrors.

Two schools were crossed off the list.

Verbs with this pattern belong to the following meaning groups:

THE'PEEL,GROUP
THE'CADGE'GROUP
THE'REFLECT'GROUP
VERBS WTTH OTHER MEANINGS

1 THE'PEEL'GROUP
These verbs are concerned with removing something or someone from somewhere, either
physically or metaphorically. This includes taking an amount of money or time.off
sorirethirig such as a debt oi a record. It also includes omitting someone or something
from a list.
He threatened to boycott the wedding when his estranged wife was left off the guest lkt.
Leo stoodby the dresser@gtthefoiloffabottle of chamrygne.
shave 5, the noun group following the verb is always an
In the case of clip, cut 7, and
amount. This pattern is V amount off n.
Members of the House and Senate are trying to design a budget which would shave f,SOO
billion offthe federal deficit in five years.

,, break YP, cross YP leave YP, shave 4,5

.' chase 4 cut 7,vPl lop VP2 skim ,,vP
clean 4 flick z peel : strike YP
r clear 9 kick vpl pluck z take vP2.8
olo' knock YPz scrape , trim YP
'

2 THE'CADGE'GROUP
These verbs are concerned with acquiring something from someone.
He's beensedgitrgmeals offme underfalse pretences forthe past two months.

, borrow 2 cadSe ,.

3 THE'REFLECT'GROUP
These verbs are concerned with bouncing or reflecting light or sound off a surface.
Most holograms on public display can be seenwhen white light is reflected offthem.

' bounce 3 reflect 2

i].......

402
 Section 2O:Vnonn

4 VERBS WITH OTHER MEANINGS

There are a few other verbs which have this pattern.
We kind ofbounce ideas offeach other.
Bill's sbter was there to meet them offthe train that aufumn aftemoon.

: bounce 8 pttll VP2 wam yP

, -"lt' throw YP3 wean 1,2

Structure information
a) Tqg noun Sroup following the verb is the Obiect, and the prepositional phrase is an
Adjunct.
b) This structure has a passive, with the pattern be V-ed offn. The prepositional phrase is
an Adjunct.

20 Vnonn
The verb is followed by a noun group and a prepositional phrase which consists of on and
a noun group. with some verbs, the preposition is sometimes followed by an '-ing' clause
or a wh-clause. The passive pattern is be V-ed on n.
With some verbs, the preposition is sometimes upon instead of on. Uponis a more formal
or literary word.
This pattern has one structure:
> Verb with Object and Adiunct
He played a trick on her.

Active voice: V n on n

I don't force vegetorionism on pouents.

The rebels have inflicted heavy losses on govemment forces.
He lovished ottention on her.
We will put pressure on the outhorities.
McCIoren sprqng o new ideo on him.
hove tumed their onger on police.

Possive voice: be V-ed on n

Everydetoil wos imprinted on hismemory.

Hostile octs were being perpetroted on the community.
Cheese can be sprinkled on egg or vegetoble dishes.

403
 Chopter 4: Complex Potterns with Prepositions ond Adverbs

Phrosol verbs
Active voice: V n P on n, V P n (not pron) on n

I con fill him tn on the bockground.

She took her onger out on me.

Pin down suppliers on delivery dotes.

None of them will put down onything on poper.

Possive voice: beY-ed. P on n

This worthless poper wos palmed off on the stote-owned bonks.

The young Humes were thrown bock on their own resources.

Verbs with this pattern belong to the following meaning groups

1 THE'BESTOW,GROUP 8 THE.PATONTHEBACK' GROUP

2 THE'IMPOSE'GROUP 9 THE'CARVE'GROUP
3 THE'QUESTION'GROUP IO THE'BASE'GROUP

4 THE'PIACE'GROUP r1 THE'GAMBLE'GROUP
5 THE'FOCUS'GROUP 12 THE'SPEND'GROUP
6 THE'PULLAGUN'GROUP 13 THE'MODEL'GROUP

7 THE'BANG'GROUP 14 VERBS WITH OTHER MEANINGS

r THE'BESTOW,GROUP
These verbs ale concerned with giving something to someone, or doing something
pleasant to them.
Goodlooks are usedinadvertisements andfilms toconfer prestige andrywer onthosewho
possess them, and fhis is a value that has been absorbed into our system.
lapanese car bosses have heaped praise on British workers who accelerated their
factory into profit ayear early.
It involves a substantial amount of money being settled on that child-
The preposition is sometimes upon instead of on.
The King and Queenbestowed their grateful thanks upon Lancelot.

bestow
confer 2

404
 Section 2O:Y nonn
2 THE'IMPOSE'GROUP
These verbs are concerned with giving something unpleasant to someone, or doing
something unpleasant to them. This includes:
o blaming something on someone
o inflicting or imposing something on someone e.g. dump, perpetrate
o wishing somethingbad on someone
o playing a trick on someone e.g. play, pull
o serving a writ on someone
He said the republics
Wqght trouble on themselves by ignoring his presidential decisions
andby disregarding the Soiiet constitution.
Rob dumped hk children on the grandparents but my family does not live nearby.
Rose grieved privately with her immediate family and did not impose her grief on friends.
I. did not bring this case to lay blame on my husband. It was the only way to get the
,nsurance.
There are consistent reports of electrical torturebeing practised on inmates.
A Home Office spokeswoman said last night: 'We have sented a writ on Central Television
to prevent the programme being screened.'
I didn't mean to take my anger out on him, but I couldn't help myself.
He told his son that he'd spent his life doing things he hated, and he wouldn't wish that on
anyone.
The preposition is sometimes upon instead of on.
The reality is that a good therapist or counsellor will not try to foist anything upn a 'client'.
In the of impose 5, the noun group following the verb is always a reflexive pronoun.
case
This pattern is V pron-ref! on n.
Mrs
-Griffin Yid they could \tot possibly impose themselves on her for dinner, but if they
might, they'd iust stay for a drink and a chat.

i' . "
, blame I impose t,2,3,5 practise i (usu possive) vent 2 i
. brirrgT inflict pull ,4 bevisited I :
: dump r lay 1.2 revenge 2 wish z :
exact 56 perpetrate (usu possive) serve 9
. foist VP pin 5 spring r
, force 3 play 5 thrust YP

I palm off takeout YPP

3 THE,QUESTION'GROUP
These verbs are concerned with speaking or writing about a particular topic. The noun
group indicates the person involved. This includes:
o advising someone e.g. advise, counsel
o instructing someone e.g. instruct, Iecture
o questioning someone e.g. cross-examine, grill
o commending someone e.g. compliment, congratulate
o criticizing someone e.g. pickup
. accepting an offer or suggestion e.g. take up
This guidewill brief vou on sightseeing and shopping.
Icongratulated Katherine on her decision to advance her education.
Wifnesses were cross-examined on only those parts of the statements considered
controversial.
He w:ouldn't be drawn on numbers, but said the Saudis would be given aII the troops they
needed.

405
 Chopter 4: Complex Potterns with Prepositions ond Adverbs

His hosts will clearly want to question him closely on what he said in Dublin.
I'Jl kllmy mummy onyou!
The preposition on is sometimes followed by an'-ing'clause or a wh-clause'
The prime minister complimented him on leading what she described as the only
Consentative government in Eastern Europe.
BR made it clear that it would consult its legal advisers onwhether court action could be
taken to prevent the strikes.
In the case of congratuIate 3, the noun group following the verb is always a reflefve
pronoun. This pattern is V pron-refl on n.
She congratulated herself on her own business acumen.

advise 2 congratulate ,,23 grill 5 press 5 (usu possive) ':,

brief 6 consult , harangue I question 2

challenge 4 counsel 3 instruct 2 qaiz z
commend I cross-examine lecture 23 tell vP
compliment 2 (not) draw 2j (usupossive) poll 2 update 3

ftll in 3 pin down 2

pickup 13 takeu.p vPPl,2

4 THE'PI.IICE'GROUP
These verbs are concerned with putting or fastening something somewhere, either
physically or metaphorically. This includes:
. concrete actions e.g. perch, sprinkle
o abstract actions e.g. cast (doubt), throw (light)
o putting a value or a tax on something
The top nature photographer explains how to capture iridescent peacock plumes on film.
TheWorldBankhas cast doubt on reports in Argentinathat it is to extendloans to the
government of four thousand million dollars.
The taxes are levied on enerry inespective of the polluting potential of the technology and
fuel used to generate that energy.
As they all piled in, Kai Lee perched herself on the driver's seat. She could iust reach the
pedab.
The fact that people are willing to pay to reduce risks shows that they set an implicit value on
humanlife.
The next Budget should slap a massive tax surcharge on any car with an engine
capacity above, say, 7,5(Ncc.
The preposition is sometimes upon instead of on.
The Prime Minister placed great weight upon the American role in the Atlantic
community.
In the case of cast, place, put 4, andthrow 9, the preposition on is sometimes followed by an
'-ing'clause or a wh-clause.
The prosecutors want to cast doubt on whether Smith has a good character.
He said'I have placed particular emphasis on establishing a good rapport and
effective dialogue with British industry.'

capture + impale place,8 slap 4

cast 6 levY Z plunk I sprinkle I (usu possive)
centre 8 load 5 prop , throw 8, 9
clipz mount Z prtrt 4,11,VPg
cram 3 perch 3 set 2.7,VP
" throwback 2 (usu passive)

406
 Section 2O: Y n on n

5 THE'FOCUS'GROUP
These verbs are concerned with focusing your attention, your feelings, or your efforts on
someone or something.
The public housing authorities were encouracled to concentrate their efforts on slum
cleaiance and redevelopment rehousing.
Scientists now.W their hopes on treatment with combinations of drugs - but these
hopes are not high.
She projseted her desires on you.
The preposition is sometimes upon instead of on.
These writers assume the historical truth of the crucifixion of I e sus and focus their attention
uponits significance.
In the case of turn, the feeling you focus on someone is usually aggressive.
The crowd then turned their anger on the Prime Minister and began to wave banners
declaring 'Spend more money on health.'

The preposition on is sometimes followed by an '-ing'clause or a wh-clause.

The debate is centred on whether the country's president should be elected directty by
the people or by parliament.

centte 9 (usu possive) fasten 3 pin 6

concentrate I frx 7,9 proiect 5
direct 6 focus ,,5 turn 70

6 THE'PULLAGUN'GROUP
Theseverbs are concerned with directing a weapon at someone. In the case of fixandtrain,
the object that is directed may also be a camera or radar.
I reminded him that FeId had pulled a gun on me and, most probably, had later ransacked
my apartment.

fix 11 train 2.5

pull a turn to

7 THE'BANG'GROUP
These verbs are concerned with striking one thing on another, or catching one thing on
another. We include here the verb wipe.
He shouted out loud in his anger, and banged his fisfs on the steering wheel.
He caught his shirf on a nail.
I stared at the phone and drummed my fingers on my desk.
She set down the serying fork andwiryd her hands on a dish towel.

bang t6 hammer 3 snag 2

catch 5 rap 4 strike s
drum 6 slap : wipe I

407
 Chopter 4: Complex Potterns with Prepositions ond Adverbs

A THE'PAT ON THE BACK' GROUP

These verbs are concerned with touching or hitting someone, either in a friendly way or
in a violent way. The noun group folo*ing the verb indicates the person you touch.or
hit. The prepoiitional phrase indicates which part of tlteir body you touch or hit' we
include h^ere land and p7anf, where the noun group is a blow or a kiss, for example.
To pat someone onthe backmay also be metaphorical, meaning to praise someone. When a
reflexive pronoun is used (seebelow), the action is always metaphorical-
His fist lashed out, caught her on the side ofher face and knocked her down.
One by one the uncles rose and shookhis hand, pattedhim on the back andwelcomed him
home.
Mary Ann leaned over and Wcked him on the cheek.
Marvin tried to plent a Valentine's Day kiss on Ruth's cheek but his peck landed on the
side ofher neck.

In the case of pat, the noun group following the verb is often a reflexive pronoun. This
pattern is V pron-refl on n.
The industry is patting itself onthebackforbeing incredibly successful.

beat , clout , pat , slap 2

catch I hit , peck 2
clap 3 land tl plant ,0

9 THE'CARVE'GROUP
These verbs are concerned with writing something somewhere, or with etching or carving
something onto a surface. In the case of carve, engrave, etch, impress, and imprint, the
process is metaphorical - someone impresses something on someone's mind.
He will say your name as often as he can, thus engraving it on his memory.
I wish to thank my friend Theresa King who encouraged me to develop my ideas and put them
downonpaper.
The preposition is sometimes upon instead of on.
His rune was carved or scratched upon warriors' swords to bing them luck in battle.
In the case of impress 3, the noun group following the verb is often a reflexive pronoun.
This pattern is V pron-refl on n.
Details in the room were beginning to imPress themselves on his mind.

carve 2 impress 2,3 print 3 write 7

enSTave imprint 2 (usu possive) scratch 2

etch 1,2,3 (usu possive) inscribe I superimpose 1,2 (usu possive)

putdown ,

TO THE'BASE'GROUP
These verbs are concerned with basing one thing on another, for example basing a theory
on facts.
They triedtobuild an empire on shaky foundations.
The preposition is sometimes upon instead of on.
A practical program leading toward the abolition of nuclear weapons must be based upon
firmprinciples.
The preposition on is sometimes followed by an'-ing' clause'

408
 Section 2O: Y nonn
The whole thing is predicated on whipping up demand for the tournament hotline.
The preposition on is sometimes followed by a noun group and an '-ing' clause. This
patternisVnonn-ing.
My feminis-t understanding is pledicate-! on_me being a woman and seeing the world
through the eyes of a woman in a society that is dominated by men.

base Z ground 12 (usu possive) be premised

build I predicate 2 (usu possive)

rT THE'GAMBLE'GROUP
These verbs are concerned with gambling. The noun group indicates the stake, that is,
what it is that you gamble, such as a pound or your life.
I'_ll bet a quid on anything, but never more than a fiver.
4*!rS degidgd to wager their lives on a toss of the dice, what value might they attach to
the lives ofothers?
The preposition on is sometimes followed by an '-ing'clause.
She gambled a small fortune on hiring a top American publicist to plug her talents.
In the case of bet, gamble, Iay, and sfake, the preposition is sometimes followed by a noun
group and an '-ing'clause. This pattern is V n on n -ing.
You wouldn't want to stake your life on the signal being picked up.

bet , place zl wager 7

gamble 2 put VP7

lay 1.8 stake 3

12 THE'SPEND'GROUP
These verbs are concerned with spending, saving, and wasting time, money, or resources.
'l do swnd a lot on expensive jovelry and clothing,' she admits.
My father thought auniversity educationwaswasted on awoman.
The preposition on is sometimes followed by an'-ing' clause.
She blew part of the cash on fumishing her flat.

blow 7.c spend I waste 5 (usu possive)

save 3 waste ,

fork out shell out

13 THE'MODEL'GROUP
These verbs are concerned with modelling something on something else, or modelling
yourself on someone else.
The.ir organizational structure was patterned on the World War II underground
resistance movement.
In the case of model 8, the noun group following the verb is often a reflexive pronoun.
This pattern is V pron-refl on n.
As far as their preferences and dislikes are concemed, most children tend to model
themselves on their parents.

model 7,8 pattern 2 (usupossive)

409
 Chapter4: Complex Potterns with Prepositions ond Adverbs

14 VERBS WITH OTHER MEANINGS

There are a number of other verbs which have this pattern.
Thomas lefferson sold Congress onthe idea of the decimal systemfor currency.
He took the opportunity again to urge restraint on the Soviet government in its handling of
the crisis.
She is o true couturier in that she wants to work individual magic on her clients.

In the case of commit, gorge, preen, andpride, the noun gfoup following the verb is always
or often a reflexive pronoun. This pattern is V pron-refl on n.
It isn't their diplomatic style to commit themselves on such a delicate issue.

(not) commit 5 gorge 2 preen 2 sell r

,, decide 5 indict pride I urge 3
feed I iudge I remand , work 75

: letin VPP

Structure information
a) The noun group following the verb is the Obiect, and the prepositional phrase is an
Adiunct.
b) This structure has a passive, with the pattern be V-ed on n. The prepositional phrase is
an Adiunct.

c) Though the prepositional phrase in this structure usually comes after the noun group,
it sometimes comes before it, especially when the noun group is a long one. Verbs in
meaning group 1 above have this ordering very frequently.
Expensive clothes do not necessarily bestow upon the wearer style or distinction.
Five Alsatian dogs from a private security firm were brought in to impress on the men the
seriousness of the situation, and in this they were most successful.

d) Phrasal verb patterns are the same except that there is also a particle, P. The Obiect
comes either between the verb and the particle, or after the particle. If the Obiect comes
after the particle, it cannot be a personal pronoun. You say
Shetookitout onme
or She took out her anger on me
but you do not say She took out it on me.

2l V n onto h, V tton to n
The verb is followed by a noun group and a prepositional phrase which consists of onto ot
onto anda noun group. The passive pattern is be V-ed onto n.
This pattern has one structure:

> Verb with Obiect and Adjunct

He oroiected his feelinos onto her.

4LO
 Section 2l: Y n onto tt, V n on to n

Active voice: V n onto n

clipped the cqmero on to the tripod-heod.

The mirror focuses light onto the smoll odoptive mirror

Possive voice: be Y -ed. onto n

The skin hos to be grofted onto the bums.

The imoge is sconned on to o photo-sensitive drum

Verbs with this pattern belong to the following meaning groups:

r THE'STICK'GROUP
2 THE'SCAN'GROUP
3 THE'FOCUS'GROUP
4 VERBSWITHOTHERMEANINGS

r TIIE'STICK'GROUP
These verbs are concerned with attaching or ioining something to something else.
Ilike to use cut-outs of cartoon characters and serlt them onto ieans.
Some manufacturers stickplywood strips onto alarge sheet of glass to give the impression
ofseparate panes.

aftach , connect , senr , taP€ 7

r bolt 2 graft 2,3 (usu possive) solder 7 tie 2
clamp 2 hitch 3 stick 2.4 weld I
rr cliP 2 hook 2 tack 2 yoke 3

2 THE'SCAN'GROUP
These verbs are concerned with transferring information from one medium to another or
one form to another.
He then printgd the picture onto grade five paper with a soft focus filter under the
enlarging lens.
The photographer needs only to scan the images onto the computer and then manipulate
them until they are perfect.
The seeing eye robots pick out the clones they are programmed to select and transfer them
ontotarys.

2 scan 4 (usu possive)

7 transfer 6

3 THE'FOCUS'GROUP
These verbs are concerned with focusing or projecting light or an image onto a surface.
The system uses large curved mirrors to focus the sun's rays onto a glass pipe-
Once a specimenhasbeen selected, its micrqscopic image Fautomatically piected onto a
televisidn-sized screen where it can be easily focused and viewed.
4tt
 Chopter 4: Complex Potterns with Prepositions ond Adverbs

,r focus z reflect 2 ri

:i proiect 6 throw 8 I

4 VERBS WITH OT}IER MEANINGS

There are a few other verbs which have this pattern.

lohanna did not view herself as having difficulties and tended to prciect much of the blame
and responsibility onto others.
A colleague at the'Independent' ptrt me onto the story.

, co-opt 2 (usu passive) proiect 5

, offload, put YP .

Structure informotion
a) The noun group following the verb is the Obiect, and the prepositional phrase is an
Adjunct.
b) This structure has a passive, with the pattern be V-ed onto n. The prepositional phrase
is an Adiunct.

c) Though the prepositional phrase in this structure usually comes after the noun group,
it sometimes comes before it, especially when the noun group is a long one.
We are prone to proiect onto the other person feelings and reactions which are
essentially our own.

22 Vn outofn
The verb is followed by a noun group and a prepositional phrase which consists of out of
and a noun group. With some verbs, the preposition is sometimes followed by an'-ing'
clause. The passive pattem is be V-ed out of n.

This pattern has one structure:

> Verb with Object and Adiunct

I draggedthe informationout of him.

Active voice: V n out ofn/-ing

He fished o timetoble out of the drower.

She couldn't get ony more informotion out of Ted.
People shouldn'tmoke money out of running prisons.

412
 Section 22:Y noutofn
Possive voice: be V-ed out ofn/-ing

They were conned out of severql hundred pounds.

His voice will be edited out of the flnol film.
Some were tolked out of leoving.

Verbs with this pattern belong to the following meaning groups:

r THE'CHEAT'GROUP
2 THE'SCREW'GROUP
3 THE'GET'GROUP
4 THE'PLUCK'GROUP
5 THE'FORCE'GROUP
6 THE'TALK'GROUP
7 THE'SHUT'GROUP
8 THE'BAIL'GROUP
9 THE'MAKE'GROUP
10 VERBS I^/ITH OTHER MEANINGS

I THE'CHEAT'GROUP
with fraudulently taking something, usually money, away
These verbs are concerned
from someone. The noun group indicates who is deprived of something, and the
prepositional phrase indicates what is taken from them.
Abusinessmancheatedthe InlandRarcnueout of 6T5Omillion, acourtheardyesterday.
He snindled clients out of millions before FIMBRAcaught him out.

bilk con , do vPP swindle

cheat 3 defraud fleece 3 trick 2

2 THE'SCREW'GROUP
These verbs are concerned with getting something from someone with some difficulty.
The noun group indicates what is obtained, and the prepositional phrase indicates who it
is obtained from.

This is a productive use: any verb which indicates a way of persuading someone or
applying pressure can be used with this pattern. The verbs listed here are the ones which
are most frequently used in this way.
Thefamilies soon discoveredthat every piece of informationhad tobe dragged out of them.
The company has a monopoly position that it uses to screw more money out of people.
He didn't try toworm secrets out ofyou the way so many grown-ups did.

charm 5 get 2.1 tease YP wring t

coax 2 pize 6 wheedle
con I screnr ,0 winkle YPI
drag vP2 squeeze 6 wotfit vPP

413
 Chopter 4: Complex Potterns with Prepositions ond Adverbs

3 THE'GET'GROUP
These verbs are concerned with gaining something from an activity or thing.
The attempt to make money out of the historic find has caused outrage.
The preposition ouf ofis sometimes followed by an '-ing' clause.
You might get a lot of pleasure out of refurnishing and re-equipping a nent home .
In the case of get,the noun group following the verb is often an amount. This pattern is V
amount out ofn.
'Wouldyou recommendthe course to other people?''Yes, I feel I gola lot out of it.'

get 2.9 make 3.5

4 THE'PLUCK'GROUP
These verbs are concerned with removing something from a place or thing. We include
here pull VP3, which indicates that a country takes their troops out of an area.
dig people out of the rubble.
Relief workers are stiil trying to
He pluckd a cuhe of sugar out of the bowl and placed it on hk tongue.
He said that the Americans and their allies should pull their forces out of the area.
In the case of. elbow, the noun group is usually followed by out of the way.
He elbowed Crook out of the way and advanced on Woods, his massive beer-gut quivering
with indignation.

clip 5 elbow z prize 5 wfite vP2

cut vPt,2 filter yP plll 2,vP3
dig VPI fish vp take 2.7
edit VP pluck 2 tu.trr vP7

5 THE'FORCE'GROUP
These verbs are concerned with forcing someone to leave a place, position, activity, or
state.
This is a productive use: any verb which indicates the use of force or pressure can be used
with this pattern. The verbs listed here are the ones which are most frequently used in this
way.
He said he would oppose moves to force the presldent out of office.
She fears the authorities might kick her out of Barbados.
The sixth seed, Michael Chang, has been knocked out of the Australian Indoor
Championship in the third round.
Thiswas apparently enough to shake Haig out of his complacency.

bomb VP (usu possive) drum VP (usu possive) kick vP throw yPj

boot YP flush 6 knock YP2
chase 4,J force 1,2 order 2., tum yP5 ri

. chuck vpz hound j (usu possive) put VPI vote YP i

dive l2 iolt 2 shake ,2 winkle YP2

6 THE'TALK'GROUP
These verbs are concerned with persuading someone to leave a place or state, or
persuading someone not to do something.
This is a productive use: any verb which indicates a way of persuading someone can be

4L4
 Section 22:Y noutofn
used with this pattern. The verbs listed here are the ones which are most frequently used
in this way.
David Gower has been coaxed out of retirement to captain the EarI of Camaruon's XI
against SouthAftica.
In the case of talk, the preposition ouf ofis sometimes followed by an '-ing' clause.
My mother tried to talk me out of getting a divorce.

coax , persuade 1 talk vPPl

7 THE'SHUT'GROUP
These verbs are concerned with excluding someone or something. We include here block
and blot, which indicate that someone excludes a thought from their mind.
You know it can happen but you have to block it out of your mind.
They were concemed that they were being left out of the decision-making process.
She also bombarded him with cruel abuse and locked him out of the house ot night.
American semiconductor firmswere virtually shut out of the lapanese market.

block YP, edge vl lock vP, shut YPr,3

blot vP2 freeze vP prlt VP7 Squeeze VP (usu passive)
cut YPs leave YP rule vP

8 THE'BAIL'GROUP
These verbs are concerned with rescuing someone from a bad situation.
We'llbailhim out of trouble when he owed money.
In the case of falk, the noun group following the preposition is always a reflexive
pronoun. This pattern is V pron-refl out of n. This verb sometimes indicates that someone
gets themselves out of a good situation rather than a bad one.
I always have the sense that I can talk myself out of trouble.
He talked himself out of a iob.

bail vP, pull vP4

get ,.3 talk vPP2

9 THE'MAJG'GROUP
These verbs are concerned with making something. The prepositional phrase indicates
the materials or things that are used to make the thing. We include here be bom, which
indicates that something abstract is created from or produced by something else.
His quest for justice was born out of the violence and racism he encountered in his
youth.
loe remained as immobile asifhehadbeen cantedout of rock.
He was very clever with his hands and he enjoyed making new things out of old bits and
pieces.

beborn s construct 1,2 (usu possive) fashion 4 manufacture 7

cafve 1,5 (usu possive) create I hew 2 (usu possive)

conjure 7 cut , make 3.t
conjureup >l

415
 Chopter4: Complex Potterns with Prepositions ond Adverbs

rO VERBS WITH OTHER MEANINGS

There are three other verbs which have this pattern.
Soonitwastime to go, andwe got cheng,ed out of our sw,imming gear.
Schools knock the creative impulse out of their students.

getchanged 5 ch:ck vPt knock 5

Structure informotion
a) The noun group following the verb is the Object, and the prepositional phrase is an
Adjunct.
b) This structure has a passive, with the pattern be V-ed out of n.
c) The prepositional phrase in this structure usually comes after the noun group.
Sometimes, however, the prepositional phrase comes before the noun group,
especially when the noun group is a long one.
It didn't take long before she?Lwormedout of him confessions of his other infidelities.

23 Vn overtt
The verb is followed by a noun group and a prepositional phrase which consists of over
and a noun group. The passive pattem is be V-ed over n.
This pattern has one structure:
>Verb with Object and Adjunct
Spoon the sugar over the fruit.

Active voice: Y n over n

Brush melted butter over the postry

The youths poured kerosene over the floor.

Passive voice: be V-ed over n

A portion of his oshes wos scottered over the Chonnel

woter wos sproyed over the engines.

Most of the verbs with this pattern are concerned with pouring or sprinkling a substance
over a surface or over something else.
in the mould, and drizzle the liqueur wer them.
Place the stoned mirabelle plums
Sprinkle the wheat grains liberally over the soil, water them in, then cover with wet
newspaper.

4L6
 Section 24: Y nto n
The preposition overis sometimes preceded by all.
The racoons knock over the rubbish bins in search of food, and strerv the contents all over
the ground.

brush .l drizzle 3 sPoon 3 strew

4
o*l':1
distribute pout
"u*"'',
1 spray 3
sprinkle I

VERBS WITH OTHERMEANINGS

There are three other verbs which have this pattern.
Did Laura know something andhold it over Felicity?

fight 3 hold vP, np 7

Structure informotion
a) The noun group following the verb is the Obiect, and the prepositional phrase is an
Adiunct.
b) This structure has a passive, with the pattern be V-ed over n. The prepositional phrase is
an Adjunct.

24 Vnton
The verb is followed by a noun group and a prepositional phrase which consists of fo and a
noun group. With some verbs, the preposition is sometimes followed by an '-ing'clause.
The passive pattern is be V-ed fo n.

This pattern has three structures:

> Structure I: Verb with Object and prepositional Object
I lent some money to my father.
> Structure II: Verb with Object and prepositional Obiect Complement
He changed his name to Adam.
> Structure III: Verb with Obiect and Adjunct
She devoted a whole chapter to the subject.

Structure I: Verb with Obiect ond prepositionol Obiect

Active voice: V n to n

f,o

We exploined the situoton to him.

Building societies lend money to housebuyers.
She rented rooms to university students.
I showed the sketches to my producer.

477
 Chopter 4: Complex Potterns with Prepositions ond Adverbs

Possive voice: be Y -ed to n

The wall pointings hove been ottributed to o 16th century Sicilion pointer
Personol detoils were being forworded to the outhorities.
Minimumwoges ore to be indexed to inflotion.
The cor must be restored to its owner

Phrosol verbs
Active voice: V n P ton,Y P n (not pron) to n

morried his doughter to o peosont former

hove informotion to the police.

He mode out o cheque to his wife.

women on the diseose to their unbom children.

Possive voice: beY-ed P to n

The evidence wos honded over to the Germon outhorities.

Mops ondbrooms were looned out to the stoff.

Verbs with this structure belong to the following meaning groups:

L1 THE'GI\,'E'GROUP
r.2 THE'PROMISE'GROUP
I.3 THE'COMMUNICATE' GROUP
1.4 THE'TRANSMIT' GROUP
I.5 THE'SHOW GROUP
I.6 THE'SELL'GROUP
1.7 THE'LINK'GROUP
I.8 THE'IMPART'GROUP
I.9 THE'ATTRIBUTE'GROUP
I.t0 VERBS WITH OTHER MEANINGS

I.T T}IE'GIVE'GROUP
These verbs are concerned with giving or transferring something to someone. This
includes:
o giving e.g. award, feed, grant
o bequeathing e.g. Ieave, will
418
 Section VL:Ynton
o lendinge.g. lend, loan
o transferring something e.g. hand, pass
o transferring responsibility for something e.g. delegate, subcontract
o allocating or committing money or resources e.g. allot, assign
o conceding e.g. cede, yield
o introducing ideas or systems e.g. export, introduce
. marrying someone to someone
o dedicating something such as a book or a building to someone
The seats are allotted to candidates who have won the most votes according to their
parties' percentages.
With fewer than twenty agents on the case he couldn't assign this distastefuI task to a
junior agent.
lust before Charles died in November 1700 the court persuaded him to bequeath his whote
empire intact to Louis's grandson, philip of Anjoi.
\illis wgs a target for criticism after Liverpool conceded three first half goals to the
cnamprcns.
Ile looklhg.ryoney.home atthe endof theweekandgaveittohb mother tokeep shoesonhk
feet and chickens in the pot.
He pledged to introduce real democracy to Chad.
I became a dancer. Otherwise I would have been manied offto a rich industrialist.
The commander in chief said he expected his forces to surrender their arms to llnited
Nations peace-keeping forces early next week.
Most rcientists here believe that it is at leost theoretically possible for the disease to be
transmittedto humans.
The preposition to is sometimes followed by an '-ing' clause when the verb involves
committing money or resources to a particular cause or activity.
NBC Radio's embattled president had committed all available resources to fixing his
disastrous prime ttme schedule.
In the casg-of arrogate, the noun group following the preposition is always a refledve
pronoun. This pattern is V n to pron-refl.
Such non-Catholic religious persons were thereby invisibly tied to the official church, which
anogated iurisdictiin ovir them to itself.

I aCCOrd 2 dedicate 3 (usu possive) introduce I sacrifice ,

: administer /,2 delegate 2 leaYe 20 sell o
i'. allocate deliver l,.t lend 1,2,3 serve 6
allot (usu possive) devolve license slip s
arrogate dispense ,,1 loan 3 subcontract 7

: assign ,,e3 distribute I marry 3 submit 2

,, award 4,5 donate , pass t8 supply I
: bequeath l,z entrust pass 6 (usu Wssive) surrender 2
, bfing z,s,ro export 3 pay,,n transfer 2,2
cede extend present 4.r,r, transmit 2,3
,, commit 3 feed t,e,tz reallocate vouchsafe
concede 2,4,s gwe .2,2.1,2,i
1 remit 2 will 2.s
' conbibute 7,2 Srant 2 render 2 yield z
dedicate 2 hand 2.1 restore 4 (usu possive)
contractout , handback 2.0 makeover 7.0 turn over 4,5
deal out 2.0 handon 2.0 marry off
farm out hand over 2.2,3 passon 7,2
giveback 3.0 loanout >3 payout ,

I.2 THE'PROMISE'GROUP
These verbs are concerned with offering or promising something to someone.

419
 Chopter 4: Complex Potterns with Prepositions ond Adverbs

Banks in many areas offer free checking accounts to older people or reduce the minimum
balance requirements.
The company's management will promise higher returns to stockholders-

:, offer 1,5.6,7,9 proffer I ,2 ,'

promise 2:.
: l'"ur"' ..

I.3 THE'COMMUNICATE' GROUP

These verbs are concerned with communicating something to someone verbally or in
writing. The noun group following the verb may indicate the communication, e.g.
addresl remarks, pen-a note, or the Content of the communication, e.g. break the news,
communicate our'ideas.It may also indicate the person involved, e.g. introduce someone,
unburden yourself The prepositional phrase indicates the person who you speak or write
to.
We include here nod and wave, which indicate non-verbal communication.
She tumed and addressed her next remark to Mary Ann.
On 4th December 170O, Philippe bade farewell to the King and his court.
Policewere last nightbreaking the news of the tragedy to Faye'sparents, whowere away
onholiday.
Words are the tools, the transmitters, by which we communicate our ideas to one another.
The contents of any interview with a foreign joumalist are divulged immediately to lapanese
journalists covering the same story.
It's not uncommon for attomeys and other professionals to act as intermediaries and
introduce clients to each other.
lf you feet that your home circumstances necessitate a period of convalescence, mention this
to the Ward Sister.
Usually, psychologists and psychiatrists agree on a diagnosis and Wsmt their findings to
thepresiding iudge.
Less than three week before he died, Chekhov wrote a letter to his mother in which he told
her his healthwas on the mend.
In the case of address 4 and unburden, the noun group following the verb is often a
reflexive pronoun. This pattern is V pron-refl to n.
Children soon discover that it is much safer to unburden yourself to a member of the
family than iust a friend.

address 2 (usu possive) disclose offer 4 repeat 2

address + divulge pass 7 report ,
admit I explain ,,2 Pen 2 reveal ,
announce I express, pencil 2 say ,
bid 2.1 give 1.3 present 4.4 suggest ,
break l8 impart 7 propose 6 teach 1,4
commend 2 intimate z put 9,10 tell 1,2
communicate 2 introduce 3 read 2 unburden
confess 2 leak 3 recommend 7 wave ,
confide mention , relate
4 nrrite 4
describe 7 murmur, telay
4 (usu possive)
dictate 2 nod 3 remember 7
call out pass on >7
make out 5 report back .l

I.4 THE'TRANSMIT'GROUP
These verbs are concerned with sending something such as a message to someone or to a
place, for example through the post or by fax.

420
 Section 24:V nton
He handed over his reryrt to his secretary, who faxed it to Martin.
Controllers barked orders by telephone whichwere relayed to pilots by radio.
Life on board the boats hqs been transmitted by video to the world's television screens,
with scenes of icebergs at dawn, of small yachts ploughing through massive seas.

cable 5 mail 3 return 4 telex I

fax 2 post ,,4 send ,,4 transmit ,
forward l0 relay z telegraph 2 wire 6

I.5 THE'SHOW'GROUP
These verbs are concerned with showing something to someone.
Shedisplayed the new baby to a group of admiring friends.
He promised me I'd admire this part of the country, wanted to show it to ma

. demonstrate 4 display 2 show 3

I.6 THE'SELL'GROUP
These verbs are concernedwith selling, auctioning, or renting something to someone.
rJ"!rg, and Germany announced they were planning to exwrt reprocessing plants to
Pakistan and Brazil.
Originally the landyas leased either to the aristocracy, the gwerning monarch or the
monasteries, who then sub-Ieased it to the people.
If prices dropped today, would you seII your house to me?

auction 2 (usu possive) let 14 sub-lease

export 7 rent 2 sublet
lease 2 sell I
sell on

I.7 THE'LINK'GROUP
These verbs are concerned with linking two or more things or people, or making a
connection betvveen them.
The Cubanmusicians themselves oftenlikentheirmusicalmovement to thework of Bob
Dylan and Leonard Cohen.
The President appeared to link a solution to the Gulf crisis to tolks on other Middle East
disputes.
p tie! to social justice at home, to a healthy economy
America's future as a supetpower
and goodtrading relationswith other nations.
The prepolition to is sometimes followed by an '-ing'clause. Also, in the case of compare
and liken, the verb is sometimes followed by an '-ing' clause instead of a noun group.
I like to ggmpqre.-undergoing bypass surgery to paying taxes. The longer it is comfortably
and safely put off, the better.

anchor 5 (usu possive) correlate 1 (usu passive) lilrk 2,7 tie 8 (usu possive)
compare 2 irtdex 4 (usu possive) match t5
connect Z8 liken relate 2
matchup >3

421
 Chopter 4: Complex Potterns with Prepositions ond Adverbs

I.8 TIIE'IMPART'GROUP
These verbs are concerned with adding a particular quality to a thing, event, ot situation.
Their potitical differences only added spice to their relationship.
Butter imparts a fiill, rich taste to a cake.
Earle was improving in health, and this fact alone lent a brighter hue to life and its duties.

' add, q impart 2

1. bring z lend s
.'....''.,' .'.-,,

I.9 THE'ATIRIBUTE' GROUP

These verbs are concerned with ascribing or attributing a particular thing, feature or
qualityto someone or something.
Society is now assigning no positive value to suffering and is becoming more oriented
toward a culture of comfort.
The gulf separating him from other children could not be attributed to class differences
alone.
The fact that witch-hunting flouished in very different r-eligious cultures should make us wary
of imputing great significance to any one set of beliefs.
The preposition to is sometimes followed by an '-ing' clause.
Kelly attributes her coping ability to growing up in a big family.
The preposition fo iS sometimes followed by a noun group and an '-ing' clause. This
patternisVnton-ing.
Some officials attribute this to people not knowingwhere to go.

' ascibe 1,2,j attribute 7,2 impute

: assign I attribute j (usu possive)
.: attach 3 credit 7
. putdown YPP

I.TO VERBS WITH OTHER MEANINGS

There are a few other verbs which have this structure.
The Puritans hated bear-baiting, not because it gWepain to the bear, but because it g@e
pleasure to the spectators.
Conventional, fixed-rate loans Wsent maior risks to lenders.
In the case of lend, the noun group following the verb is always a reflexive pronoun. This
pattern is V pron-ref! to n.
NASA says fhe current schedule of upcoming shuttle missions does not lend itselfto another
attempt at a night landing in Florida any time within the foreseeable future.
In the case of owe 3,4theloun group following theverb is always an amount. This pattern
is V amount to n.
Their mother worked two jobs, 74 hours a day, to pay for her children's education. 'We owe a
lot to our mother,' lulie said.

1.7 '.

Srve owe 1,2,3,4,5 prcsent 4.2,7

lend l pledge:

422
 Section ?A:Y nton
Structure informotion: Verb with Obiect ond prepositionol Obiect
a) The noun group following the verb is the Obiect, and the prepositional phrase is the
prepositional Object.
b) This structure has a passive, with the pattem be V-ed fo n. The prepositional phrase is
the prepositional Obiect.
c) Though the prepositional phrase in this structure usually comes after the noun group,
it sometimes comes before it, especially when the noun group is a long one.
The State has anogated to itserf the power andwill to reform the moral character of
the delinquent and qen of the criminal.
I am eager to demonstrate to you the extent ofour far-flung scientific endeavor.
d) Phrasal verb patterns are the same except that there is also a particle, P. The Object
comes either between the verb and the particle, or after the particle. If the Obiect comes
after the particle, it cannot be a personal pronoun. You say
He passed it on to the police
or He passedonthe information to the police
but you do not say He passed on it to the police.

Structure II: Verb with Obiect ond prepositionol Obiect

Complement
Active voice: V n to n

She chonged hernome to Coroline.

He converted the note to cosh.
He roised his voice to o shriek.

Possive voice: be V-ed fo n

Their sentences hove been commuted to Iife imprisonment.

He hos been promoted to senlor uce

Verbs with this structure are all concerned with changing something to something else.
We include here the vetbs demote and promotewhen the prepositional phrase indicates a
person'snewstatus, asinTheypromolsdhimtonon-executiveDirector.Wealsoincludekeep,
which involves letting something stay at the same level.
This is a productive use: any verb which involves change can be used with this pattem.
The verbs listed here are those which are most frequently used in this way.
Obtain the rate of exchange from your local bank on the day you order and use that figure to
convert the pounds to dollars.
He had atendency to drop hisvoice to awhisper.
Secuitywas kept to a minimum this year andthe protest passed offpeacefully.

423
 Chopter4: Complex Potterns with Prepositions ond Adverbs

abbreviate decrease , keep vRl reduce 2,4 (usu possive)

change 3 demote 7 lower 4,5,8 shorten 3
commute 3 drop 8 promote 3 swell I
convett 1,4 increase , raise 1,4,6 turn 75

cut down >7 narrow down whittle down

Many of the verbs with this structure also have the pattern Y n from n to n. The verb is
followed by a noun group and two prepositional phrases, the frrst beginning with from,
and the second beginning with fo. The first prepositional phrase indicates what the
person or thing originally was, and the second indicates what he, she, or it becomes. The
passive pattern is beV-ed fromn fo n. The phrasal verb patterns are V nP from n to n, V P n
(not pron) from n to n, and beY-ed P from n to n.
Pope lJrbancommuted Galileo's sentence from prison to house arrest.

Structure informotion: Verb with Obiect ond prepositionol Obiect

Complement
a) The noun group following the verb is the Obiect, and the prepositional phrase is the
prepositional Obi ect Complement.
b) This structure has a passive, with the pattern be V-ed to n. The prepositional phrase is
the prepositional Complement.
c) There are only three phrasal verbs with this structure, cut down, naffow down, and
whittle down.Theactive patterns are V n P to n and V P n (not pron) to n. The Object
comes either between the verb and the particle, or after the particle. If the Object comes
after the particle, it cannot be a personal pronoun. You say
The police nanowed it downto four
or The police narrowed down their list of suspects to four
but you do not say The police narrowed down it to four.
The passive pattern is be V-ed P to n.

Structure III: Verb with Obiect ond Adiunct

Active voice: V n to n

She bonished him to the upstoirs ottic room.

He chollenged the officer to o duel.
Awomon denounced her to the police.

Possive voice: be V-ed to n

I wos odmitted to the Duke Hospitol.

He ond his colleogues were brought to triol.
He wos condemned to deoth.
The teom wos relegoted to Division Two.

424
 Section Zl:Y nton
Phrosol verbs
Active voice: V n P to n,Y P n (not pron) to n

She brought him round to her woy of thinking.

One of the men hooked the stereo speokers up to the TV.
Thot tokes me bock to childhood.

They put off the match to Fridoy.

You con tock on onother 20 percent to those estimotes.

Possive voice: be V-ed P to n

The children were pocked off to school.

Modem hypnosis con be troced bock to the lote eighteenth century.

Verbs with this structure belong to the following meaning groups:

m.l THE'DEVOTE'GROUP III.TI THE'ALERT' AND'BI-IND' GROUP

III.2 THE'LIMIT' AND'EXTEND' GROUP tlt.t2 TI{E'INCITE'GROUP
III.3 THE'ATTACH'GROUP III.I3 TI{E'CONDEMN'GROT.,P
TII.4 THE'ATTBACT'GROUP III.I4 THE'BEAT TO DEATH' GROUP
tr.5 THE'PREFER' AND'STJBIUGATE' GROUP III.l5 THE'DRAW ATTENTION' GROUP
III.6 THE'BANISH'GROUP III.T6 T}IE'POSTPONE'GROUP
\1.7 T}IE'APPOINT'GROUP IIl.l7 THE'CREDIT'GROUP
III.8 THE'LEAD'GROUP III.18 THE'CONVERT'GROUP
III.9 THE'BETRAY'GROUP III.I9 VERBS WTIH OTHER MEANINGS
III.10 THE'INVITE'GROUP

III.T THE'DEVOTE' GROUP

These verbs are concerned with devoting or dedicating yourself, your time, or your energy
to particular
a cause or activity. This includes restricting or tying yourself to one particular
activity.
With her household now running comparatively smoothly, Eleanorwas able to devote still
more time toworthy projects outside her home.
The preposition to is sometimes followed by an'-ing' clause.
I wouldn't like tobetiedto catching the last trainhome.
In the case of abandon, address, apply, commit, confine, dedicate, devote, limit, pledge, and
restrict, the noun group following the verb is always or often a reflexive pronoun. This
pattem is V pron-refl to n/-ing.
The Guardian addresses itself to the question of hwv the Labour oppsition should act
over the ksue.

425
 Chopter 4: Complex Potterns with Prepositions ond Adverbs

We don't want to commit ourselves to doing anything that might require too much
strength, endurance, or time.
The report recommended that council members confine themsglves to debating brmd
issues'ofsoci al policy, leaving the professionals responsible for the detailed execution.
The govemment will continue to dedicate itself to peace.
Inhk preface toThe Story of Art, Sir Emst makes_it clearthathelimitshimself torealwork
of art and does not consider mere specimens of fashion.
Chomstcy is not interested in linguistic variation. He restricts himself to grammar, and in
particular to core grammar.

abandon 4 confine 2 limit 5 tie 9 (usu possive)

address 6 dedicate I pledge -l
apply 2 devote I restrict 3
commit 4 enslave 2 ivet 1 (usu possive)

give over VPP (usu possive)

III.2 THE'LIMIT' AND'EXTEND' GROUP

These verbs are concerned with:

o limiting or restricting yourself or someone else to a particular amount of something

o limiting a thing or activity to a particular person, thing, or idea
. extending or generalizing something so that it affects more people or things
He now wants to extendhis law to all private and public buildings.
The American Psychoanalytic Association chose to limit normal membership to licenxd
physicians.
In the case of limit 6, ration, and restricf 1, the noun group following the preposition is
often an amount. This pattern is V n to amount. Where the noun group following the verb
is a reflexive pronoun, the pattem is V pron-refl fo amount.
When our childrenwereyoung,viewingwas rationed to about three times aweek.
He told him that an excess of sweeteners was aggravating his mother's condition and made
him promise to see she restricted herself to six a day.

broaden 2 generalize 2 (usu possive) tation 2 (usu possive)

: extend I limit 5,6,7 restrict ,,3,4
boil down VPP (usu possive)

III.3 THE'ATTACH' GROUP

These verbs are concerned with attaching, adding, or joining something to something
else, either physically or metaphorically.
For your free safety check and tyre gauge, affix two different numbercd tokens to the
coupon.
The lawyers argue that, by attaching conditions to public arts fttnding, Congress
suppresses fre edom of e xpre s sion.
Tendons are tough fibrous bands of elastic tissue which connect muscles to the bone.
Another difference with this year's Williams car is that its engine is couPled to a
semi-automatic gearbo x.
He ran a wire under his bedroom carpet and soldered it to the telephone terminal so he
could continue dialling into networks at other people's expense.
Secufiy experts wired up dozens of expensive plants to the main olarm system at his
manson.

426
 Section 24zY nton
In the case of attach 2,4,:; noun group following the verb is often a reflexive pronoun.
_e
This pattern is V pron-refl to n.
This molecule attaches itself to titanium atoms but not to carbon atoms.
';.,,,,...'-- '
, addl
,',--',
l;;; " - "-"'" "*";;;.;"""*-.;J;;:
rt affix , clip2 lashz tack2 :
:: anneX I connect ,,2,3 link I tape z
{ append @su possive) couple 5 (usu possive) padlock Z tether .t
i atlach t,2,4,5 hamess 4 (usu possive) rope 2 tie Z
i bind I hitch: sewl weldl i
l Uott z hook 2 shackle ,,2 yoke 3 :
'i chain I ioin s solder I
connectup >2 link up 2 (usu possive) wire up >3
hookup / tack on

III.4 THE'ATTRACT' GROUP

These verbs are concerned with attracting someone to a person or thing. In the case of
attrad and draw, the noun group following the verb indicates the person *ho is attracted.
In the case of commend, endear, and recommend, it indicates the thing that someone is
attracted to. We include here aftracf 5, which involves one object altracting another
obiect.
Financially, any company wants to attract investors to something nul
In the of recommend, the Subject always indicates a quality.
case
The qualities that recommendedhim to the electorate - his apparent diffidence andlack of
ambition- may make himvulnerable as prime ministu.
In the case of commend and endear, the noun group following the verb is often a reflexive
pronoun. This pattern is V pron-refl to n.
He is the kind of bluff, witty figure who can endear himself to ordinary men andwomen.

1,2,5 commend 3 endear I

j (usu possive) dtaw 22 recommend 3 .

III.5 THE'PREFER' AND'SUBJUGATE' GROUP

These verbs ate concemed with thinking of something as being better or worse than
something else, or with acting as though something is more important than something
else.
The modem executive woman_has probally worked hard at subiugating her maternal
instinct to the pursuit of ambition andthe extension of her iitelledial capcity.
The prep-osition fo is sometimes followed by an '-ing' clause. In the case of prefer, the noun
group following the verb is sometimes replaced by an ,-ing,clause as well.
The goalkeeper seemed to prefer dribbling the ball up the fietd to defending his goal.
i"'-' '-
;' prefer subiugate 2 (usu possive) subordinate I

III.6 THE'BANISH' GROUP

These verbs are concerned with sending or taking someone or something to a place. We
include here verbs concerned with allowing someone to enter a place or organisation.
The US Navy owns most of the island, and has banished the inhabitants to a narrow
central strip.

427
 Chopter 4: Complex Potterns with Prepositions ond Adverbs
When a reporter asked me how to find a cheap airfare to Boston, I ended up directing him to
a cut-rati travel ogent in Son Bruno.
A cameramanwas plucked to safety yesterday after being trapped for two days inside an
active volcano.
He borrowedheavily to send his three sons fo the best schook-

admit Z3 (usupossive) confine , plu,ck 7 (usu possive) transfer ,

admit 4 confine 3 (usu possive) rcfet 4 (usu possive) transfer 8 (usu possiw)
assign 3 (usu possive) consign refer 6 transplant 3
banish I deport relegate I
bfirrg 9 (usu possive) direct 9 restrict 3
commit 6 (usu possive) extradite (usu possive) send e3
bundle off packoff take out 2.3

Many of the verbs in this group also have the pattern V nfrom n to n. The verb is followed
by ahoun group and tw5 prej.rositional phrases, the first beginning with from, and the
s6cond beginning with to. fhe f,rst prepoiitional phrase indicates the original location.of
the person-or thiig, and the second indicates where he, she, or it is sent or moved to. The
passive pattem is be V-ed from n to n.
Twelveof the member counties in the league decided to transfer the organisation's
headquarters from Tunisia to Cairo.
III.7 THE'APPOINT' GROUP
These verbs are concerned with appointing someone to a position, or with moving them
from one iob or role to another. We include here the verb accredit, which involves the
recognition that someone has a particular iob or position.
The proposal is seen as a compromise, following resistance within the police of an earlier plan
to a'pp6int graduates to senior police positions'
He was apprenticed to a clock-maker in Wick and invented the first electric cbck.
Archbishop Tutu said: 'I am more convinced than ever that theologically and socially it is right
to ordain- women to the priesthood.'

: accredit 2 (usu possive) demote 1,2 promote j,4 (usu possive) relegate 2 (usu possive)
nominate 2 recall 5 transfer 4,5
i'apPoint
apPrentice 2 (usuPossive) ordain 7 recruit , upgrade 2 (usu possive)

Many of the verbs in this group also have the pattern V n from n to n. The verb is followed
by ahoun group and two prepositional phrases,-the first beginning with from, and the
s6cond beginniirg with to.ihe first prepositional phrase indicates the person's original
position, ahd the-second indicates theirhew position. The passive pattern is be V-ed t'iom
nfon.
Aston Vilta had just fuen relegated from the First Division to the Second, but the neut
managerwas able to Iift themback.
III.8 TIIE'LEAD'GROUP
These verbs are concerned with leading someone somewhere metaphorically, for
example to a point in the conversation or to a time in the past.
Thisleads me to my third point.Issues of control.

bring ,, lead l.r5 :

: takeback 2.4

428
 Section 24:Y nton
III.9 THE'BETRAY GROUP
These verbs are concemed with telling people in authority that someone has done
som_ething wrong. The prepositional phrase indicates who the authority is. The
implication is usually that the person referred to by the Subiect betrays the other person
by giving this information.
The unnamed protagonist of the drama is a student on the run from his own revolutionary
comrades, having betrayed them to the police under torture.
My parents didn't talk to me because I %s1sed him Apto the police.
In the case of tum in, the noun group following the verb is often a reflexive pronoun. This
pattem is V pron-ref! P to n.
The third suspect turned himself in to the police department later that aftemoon.

betray 2 report 7 I

denounce 2 shop s
:: grass up >4 turn in 2

III.IO THE'ITWITE' GROUP

These verbs are concerned with inviting someone to take part in something.
She invited us to a lavish party to celebrate herfiftiethbirthday.

ask 7 challenge 5 invite ,

III.I I TTIE 'ALERT'AND 'BLIND' GROUP

These verbs are concerned with changing someone's awareness of or attitude to a
situation. This includes:
o making someone aware of something e.g. awaken, sensitize
o blinding or desensitizing someone to something e.g. blind, inure
o adapting yourself to something e. g. acclimatize, accustom
o resigning yourself to a situation e.g. reconcile, resign
He stopped for a moment to try to adiust his vision to the faint starlight of the night.
In the old days he would have been executed for failing to alert the army to the ambush, but
the colonelwas not in a moodto addbloodto blood.
His quest to get to the bottom of each case may have blinded him to the practicalities of
getting the best deal for the hapless yicfirns.
The preposition fo is sometimes followed by an'-ing'clause.
After that night almost a year earlier, she had reconciled herself to narcr seeing him
again, and after Sophie's birth, she had stoppedwanting to see him.
In the case of acclimatize, accommodate, accustom, adapt 1, adjust, desensitize, reconcile, and
resign, the noun group following the verb is always or often a reflexive pronoun. This
pattem is V pron-refl to n.
It takes time to acclimatizeyourself to retirement.
He was using his reloxation sessions to desensitize himself to the trauma of his journq.

i acclimatize adiust , desensitize sensitizeT

I,: accommodate 5 alert 4 inure
accustom awaken 2 reconcile 4
'', blind s resign 2
::::''''
429
 Chopter 4: Complex Potterns with Prepositions ond Adverbs

III.I.2 THE'INCITE' GROUP

These verbs are concerned with putting someone or something in a particular state, ot
making them behave in a particular way.
The party agreed not to threaten armed action, to train its soldiers inside the country, or to
incite its supporters toviolence.
There is enough evidence to suggest that factors such as personality, attitude and moral sense
Wedkpgse. some individuals to criminal behaviour.
The presence of a committed fifth member has spurred the band on to their most
adventurous effort to date.
The preposition fo is sometimes followed by an'-ing'clause.
In some areas, the IJN team found that communities were reduced to eating wild plants
andhad access only to very limited supplies of water.
In the case of work up, the noun group following the verb is always a reflexive pronoun.
This pattern is V pron-refl P to n.
Hehadworkedhimself Wto such apitch ofindignationthathehadto tellme thewhole
story.

dive 13,14 incline I fiove 9,14 reduce 3 (usu Nssive)

. incite lull 3 predispose l,z rouse 3 (usu possive)
bring round 2 spuron >,
I PutuP YPP workup 7

III.I3 THE'CONDEMN' GROUP

with making someone experience something unpleasant.
These verbs are concerned
The main aim must be to find these children families and not condemn them to
instifutions.
In the case of put, the prepositional phrase is always to death.
Looking back over the recently ended holocaust, Voltaire claimed that one hundred thousand
witcheshadbeen Dut to death.
In the case of subject, the noun group following the verb is often a reflexive pronoun. This
pattern is V pron-refl to n.
White, not content to train his mind, has also subiected himself to a strict diet.

' condemn 2 (usu possive) doom 3 sentence 3

r condemn 3 put 3 subiect 9

III.I4 THE'BEAT TO DEATH' GROUP

These verbs are concerned with:
. ways of iniuring or killing someone
. ways of affecting someone very strongly e.g. bore, ftighten

The verbs concerned with killing or iniuring are usually used in the passive. With these
verbs, the most frequent prepositional phrase that occurs is to death. The verb bore also
occurs with the prepositional phrase to tears.

This is a very productive use: any verb involving iniuring or killing can be used with this
pattern. The verbs listed here are the ones which are most frequently used in this way.
A subsequent investigation revealed the two men had been beaten to death.
I wish Alex would take me out, but I'm afraid I bore him to death.

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 Section ?A:Y nton
Campaignerswg*ing on cntshedtodeathby apolice
-b-ehalf.ofthefamilyof_amanwhowas
car ore furious that the officers involved are still on dfiy.
In the case of drink, tlre noun group following the verb is always a reflexive pronoun. This
pattem is V pron-refl fo n. The verb sfarve often has this pattern as well.
He is now on the third day of his hunger strike. He says he will stante himself to death unless
his activists ore released from pison.

.:

choke 2 (usu possivel gol.e I (usu possive) shoot , (usu possive) :

club 7 (usu passive) kick I (usupossive) spear 2 (usu possive) ...

crrtsh 4 (usu possive) knife 3 slab 1 (usupossive) i

drink z peck I starve 2 ,
frighten 2 scare , torture 1 (usupossive) ,

III.T5 THE'DRAW ATTENTION' GROUP

These verbs are concerned with directing your own or someone else's attention to
something or someone.
I'm dipping into the culture, pointing afinger, directing attention towhat's there.
I w_gnt -to *aw your attention once again to the opportunity of bonowing from
individual inyesfors.
We have given some thought to the problem of motor traffic, which is clearly one of the
biggest sources of pollution.
The preposition to is sometimes followed by an '-ing' clause.
lndscape painting finally became a subjed in its own right and great artists began to turn
r

their undivided attention to developing this form of painting.

. direct 7 give 1.9 tl,frn 12

divert 4 pay 1t
draw ,9 switch 3
:
Many of the verbs in this group also have the pattern Y nfrom n to n. The verb is followed
by a noun group and two prepositional phrases, the first beginning wlth from, and the
second beginning with fo. The first prepositional phrase indicates where the person's
attention was orginally focused, and the second indicates its new focus.
One thing the Democrats have to do is to switch pople's attention from the Gulf to the
economy and domestic problems.
III.16 THE'POSTPONE' GROUP
These verbs are concerned with postponing or rescheduling something to a particular
time or date.
If I don't use all my holiday allowance one year, can I carry it over to the nextyear?
The date for price reform has been Wstryned to lanuary 2nd - it was actually supposed to
happen this month.
The AltonWater lunior Championshipshasbeenrescheduledto Saturday, October 2.

backdate postpone (usu possive) reschedule,

carryover put back (usu possive) putoff I

The verb postpone also has the pattern V n until n. The passive pattern is be V-ed until n.
ThephrasalverbsputbackandputoffhavethepattemsVnPuntiln,VPn(notpron)until
n, and be V-ed P until n.
The album was originally due out before Christmas but has now been put back until the
beginning ofnextyear.
431
 Chopter4: Complex Potterns with Prepositons ond Adverbs

III.I7 TIIE'CREDIT' GROUP

These verbs are concerned with charging, crediting, or debiting something to a bank
account.
The preferential overdraft is only available to young workers who credit their salary to their
Maximaccount.

: charge 2 credit3 debit, i

III.TA THE'CONVERT' GROUP

These verbs are concerned with changing the condition or circumstances of someone or
something in some way. The prepositional phrase indicates the nature of the change or
the new condition or circumstances.
As hebrakedthe car to ahalt, he became aware that somethingwas inthevehiclewithhim.
We trudged back through the snow, which was fihertng down over the top of my boots and
chilling my legs to the bone.
He was converted to Christianity and renounced his wealth.
Villages and farmswere razed to the ground.
In his songs he set poetic texts to music.

brake z elevate 2 relegate , tune 5 (usu possive)

chill J grind 3 restore 2
cofivert 3,5,7 taze (usu possive) set 2.21
turnover YPP

III.I9 VERBS WITH OTHER MEANINGS

There are many other verbs which have this structure.
Gently apply the cream to the affected areas.
Under the blueprint to be implemented from October, the area around the famous monuments
willbe baned to all touristvehicles
I had to decide very quickly what was significant andcommit it to paper.
The guidebook daoted a paragraph or two tothe subiect.
What have they done to Sam's hair?
At worst, weartng a helmet may expse cyclists to greater danger, says Doctor Hillman.
t'm_Soing!9-hold you to your promise, so don't you forget.
Ihis is not the first time the work of the grand jury has become public, even though members
are sntornto secreq about the proceedings.
In the case of draw up, help, lower, andtreat, the noun group following the verb is always or
often a reflexive pronoun. This pattern is V pron-refl to n, or in the case of draw up, Y
pron-refl P to n.
Hedrut himself 4p to his tull height.
Dohelpyourself to another drink.
In the case of leave 7, the noun group following the preposition is always a reflexive
pronoun. This pattern is V n to pron-refl.
The giant panda is never Ieft to himself. People keep making him get on jets and meet eligible
young females.
In thecase of leave 16 and mean 7.3, the noun group following the verb is always an
amount. This pattern is V amount to n.

432
 Section ?A:Ynton
Our mothers' approval means a lot to us.
li!- ""''''" '' ":
i, apply 4e devote 2 (not) lower z stretch 5 (usu possive)
' apply 5 @su possive) do 2.6,8 get married , swear 4 (usu possive)
"^ bar 10 (usu possive) expose 14 mean ,.3 tailor z
; beat e h,elp z,a mould 5 fiace 1,2
i beborn I hold 3.lr pip 2 transfer ,
i: commit 8 introduce 2 refer t8 treat {
"i date z leave z,ts,t6,tB sacrifce 2

drawup 3 makeup YPP pin down l,z

hold up 5.5 (usu possive) openup 2 trace back > ,
:

Structure informotion: Verb with Obiect ond Adiunct

a) The noun group following the verb is the Object, and the prepositional phrase is an
Adiunct.
b) This structure has a passive, urith the pattem be V-ed to n. The prepositional phrase is
an Adiunct.

c) Though the prepositional phrase in this structure usually comes after the noun group,
it sometimes comes before it, especially when the noun group is a long one.
You authorise us to debit toyour account any applicable premium or charge.

d) Phrasal verb pattems are the same except that there is also a particle, P. The Object
comes either between the verb and the particle, or after the particle. If the verb comes
after the particle, it cannot be a personal pronoun. You say
I Wcked them qEto school
or I packed_offthe children to school
butyou do not say I packedoffthemto school.

Otherreloted pqtterns
V n odv to omount
The verb is followed by a noun group, the adverb down, off, or up, and a prepositional
phrase which consists of the preposition fo and an amount.
The latter is the money Ieft over when dividends are rounded down to the nearest five cents.

round 4.2

Y nfrom n to n
See Structure II and meaning groups 111.6,7, and 15 above

Y nuntiln
See meaning group III.1.6 above.

433
 Chopter 4: Complex Potterns with Prepositions ond Adverbs

25 V n towords/towardn
The verb is followed by a noun group and a prepositional phrasewhich consists of towards
or toward anda noun group' with some verbs, ttre preposition is sometimes followed by
an '-ing' clause. The passive pattern is be V-ed towards/toward n-

This pattern has one structure:

> Verb with Object and Adiunct
She is now directing her talents towards music.

Active voice: Y n towards/toward n/ -ing

They contributed $3 toword costs.

He directed his efforts towords helping people

Possive voice: be V-ed towards/towardn/-ing

We ore drown towords o life of simplicity.

The sovings were put towords reducing the deficit.

Verbs with this pattern belong to the following meaning groups:

r THE'DIRECT' GROUP
2 THE'PUSH'GROUP
3 THE'CONTRIBUTE'GROUP
4 VERBSWITH OTHERMEANINGS

r TIIE'DIRECT'GROUP
These verbs are concerned with aiming something at someone or something, usually
metaphorically.
This show is geared ton ards younger viewers.
The preposition towards is sometimes followed by an'-ing' clause.
Planning is therefore largely direded towards imprwing or presenting existing livtng
conditions.

:r direct 6 ditect 7,8 (usu possive) geat 6 (usu possive) i

2 THE'PUSH'GROUP
These verbs are concerned with causing someone to do something, be attracted to
something, or have a particular opinion.
O'Keeffe was drawn towards art from an early age.
This, coupled with his wife's death, gshed him towards resignation in 1 9 83.
434
 Section 26:Y nwithn
. draw 22(usupossive) incline I push 5 :

3 THE'CONTRIBUTE' GROUP

These verbs are concerned with providing part of a sum of money. The prepositional
phrase indicates what the money has been or will be spent on.
The money will come in very handy. I'l! spend it on the house or nutit towards a holiday.
The prepositiontowardsis sometimes followed by an '-ing' clause.
Any spare money k put towards buying a flock of sheep.
The noun group following the verb is often an amount. This pattern is V amount
towards/toward n.
The Cityof Paris is to contribute nine million dollars towards the cost of the French
challenger for the Americas Cup.

contribute 2 prlt 7

4 VERBS WITH OTHER MEANINGS

There is one other verb which has this pattern.

He feek nobittemess towards theBritish.

feel I

Structure informotion
a) The noun group following the verb is the Object, and the prepositional phrase is an
Adiunct.
b) This structure has a passive, with the pattem be V-ed towards/toward n. The
prepositional phrase is an Adjunct.

26 Vn withn
The verb is followed by a noun group and a prepositional phrase which consists of with
and a noun group. With some verbs, the preposition is sometimes followed by an '-ing'
clause. The passive pattern is be V-ed with n.

This pattern has two structures:

> Structure I: Verb with Object and prepositional Obiect

He has confused fact with fiction.
> Structure II: Verb with Obiect and Adiunct
They covered the walls with wallpaper.

435
 Chopter4: Complex Potterns with Prepositions ond Adverbs

Structure I: Verb with Obiect ond prepositionol Obiect

Active voice: V n with n

Blend the spinach with the egg yolks.

Mony people confuse a severe cold with flu.
You con intersperse periods of running with periods of wolking.

Possive voice: beV-ed withn

Educotion is correloted with income.

The offer wos coupled with owoming.

Phrosol verbs
Active voice: V n P with n, V P n (not pron) with n

hos muddled me with Ion Ogilvy.

poired me with her brother

..,:-t t.-' I ilrF::IYiI:1 :j..rr':i :r :i'

He motches up the descriptions with the octuol ploces.

The book muddles up reol choracters with invented ones.

Possive voice: be V-ed P with n

Europe connotbe lumped together with the US.

Their sons hod been poired up with unsuitoble women.

Verbs with this structure belong to the following meaning groups:

I.T THE.COMPARE'GROUP
I.2 THE'COMBINE,GROUP
I.3 THE'ALTERNATE'GROUP
I.4 THE'ITIXTAPOSE'GROUP
I.5 VERBSWITHOTHERMEANINGS

436
 Section 26:Y nwithn
I.I THE'COMPARE'GROUP
These verbs are concerned with considering two people, things, or groups as being the
same or different, or with treating them as if they were the same or different.
Once you've defined what you want to be, you'll need to compare yourself with the
competition to determine your strengths andweaknesses.
Many of these buildings are excellent, but they have been condemned and lumped together
with the worst and most unpopular examples of the modern movement.
I couldn't square what I was doing with the vient of the world I have tried to transmit
to my son.

The preposition rryith is sometimes followed by an '-ing' clause. Also, the verb is sometimes
followed by an '-ing' clause instead of a noun group.
Again and again, we seem to confuse talking about an issue with doing something
about it.

associate , confuse , dovetail 7 pait 4 (usu possive)

balance 3 connect 7 equate reconcile ,
bracket j (usu possive) contrast 5 identify r square E
compane , correlate I (usu possive) link 2,7
conflate correlate 2 match 5

lump togethet (usu possive) mixup 7

match up >5 muddle up 2

I.2 THE'COMBINE'GROUP
These verbs are concerned with joining or mixing two or more things, physically or
metaphorically.
Try to combine career andfinancial aspirations with spiritualvalues.
The most interesting programmes, however, are those that try to fuse technology with
culture.
In this context, the question of crime is interlinkedwith the question of human rights.
You can treat coco-peat in exactly the same way as you would treat ordinary peat. So you can
mix it upwith fertiliser and use it for potting.
My husband is constantly thrown together with young people through his work.

In the case of combine, link, and mix, t}re preposition with is sometimes followed by an
'-ing' clause. Also, the verb is sometimes followed by an '-ing' clause instead of a noun
group.
Singer Eileen manages to combine shimmying across the stage with sending her voice
soaring up to heaven.

amalgamate couple 4 (usu possive) integrate ,,2 link I

blend l,z cross-breed 7 interconnect merge ,
bond z,r entangle ,,2 interface 4 mesh 2
combine 1,2,j,4,5 entwine , interlink (usu possive) mix ,,5
conioin fuse l,s intertwine , unify
conned 4,8 hybridize interweave
mixup 2 pairup tie in YPP
pairoff throwtogether 2

437
 Chopter4: Complex Potterns with Prepositions ond Adverbs

I.3 THE'ALTERNATE' GROUP

These verbs are concetned with doing two or more things alternately.
The meetings were organizedto alternate a speakerwith an oryn meeting.
Originally the intentionwas to intersperse the historical scmeswith modern ones.
The cooking sessions are punctuated wifh visifs to bakeries, chocolate makers, farms
andmarkets.
In the case of altemate and juggle, the preposition with is sometimes followed by an '-ing'
clause.
Leslie has managed to iug* a successful career with bringing up loseph, 5, and Max,
27 months.

: alternate , intersperse puncfuate (usupossive)

I intercut iuggle I

I.4 THE'JTIXTAPOSE' GROUP

These verbs are concerned with placing two people, ideas, words, or things together,
either physically or in an abstract way. We include here synchronize, which indicates that
two activities are done at the same time.
This book neatly iuxtepasgsVan Gogh's letters with his paintings.
The camera's shutter mechanism means that flash can be Wchronbed with the camera
at any shutter speed.

iuxtapose partner 5 (usu possive) synchronize

match 3 rhyme , ttn,i'r 4 (usu possive)
line 3 match up >3

I.5 VERBS WTTH OTHER MEANINGS

There are three other verbs which have this structure.

He was reconciledwith his wife and daughters in hk final illness.
In the case of aIIy and associate, the noun group following the verb is always a reflexive
pronoun. This pattern is V pron-reflwith n.
He can swallow his pride and ally himself with his political enemies.

ally I associate 2 reconcile 2,3 ..

Structure informotion: Verb with Obiect and prepositionol Obiect

a) The noun group following the verb is the Obiect, and the prepositional phrase is the
prepositional Obiect.
b) This structure has a passive, with the pattem be V-ed with n. The prepositional phrase
is the prepositional Object.

c) Phrasal verb patterns are the same except that there is also a particle, P. The Object
comes either between the verb and the particle, or after the particle. If the Obiect comes
after the particle, it cannot be a personal ptonoun. You say

438
 Section 26zY nwithn
They mixed them upwith someone else's
or They mixed up my results with someone ebe's
but you do not say They mixed up them with someone else's.

Structure II: Verb with Obiect ond Adiunct

Active voice: Y nwith n/-ing

I console myself with writing up my notes.

You con exchonge informotion with other computer users.
He plays footboll with the stoff.

Possive voice: be Y -ed, with n

The poper will be printed with yourown nome.

A deol hos been struck with the outhorities.

Phrosol verbs
Active voice: V n P with n, V P n (not pron) with n

potched things with her son.

ore the motter with the school.

We lood up the cor with guns.

Stock up your cupboord with tins of tomotoes.

Possive voice: be V-ed P withn

The products ore podded out with fot ond woter.

They wereweighed down with serious debts.

Verbs with this structure belong to the following meaning Sroups:

439
 Chopter4: Complex Potterns with Prepositions ond Adverbs

II.1 THE'PROVIDE' GROUP II.T2 THE'BORE'GROUP

II.2 THE'IMBUE, GROUP II.T3 THE'BESET'GROUP
II.3 THE'AGREE'GROUP II.T4 THE'BUSY GROUP
II.4 THE'SHARE'GROUP II.T5 THE'BE BORN' GROUP
II.5 THE'DECORAIE'GROUP II.T6 THE'BEGIN' AND'END' GROUP
II.6 THE'COVER,GROUP II.I7 THE'FOLI.OW' GROUP
II.7 THE'FILL'GROUP II.I8 THE'REPIACE' GROUP
II.8 THE'FLryOUR'GROUP II.T9 THE'HELP'GROUP
II.9 THE'SHOWER'GROUP II.2O THE'CHARGE' GROUP
II.IO THE'POPUI^ATE' AND'STOCK' GROUP II.21 VERBS WITH OTHER MEANINGS
II.II THE'GREET'GROUP

II.I TIIE'PROVIDE' GROUP

These verbs are concerned with giving something to someone or something. The
prepositional phrase indicates the thing that is given. This includes:
o supplying someone with something that they want or need e.g. arm, provide
o giving someone too much of something, or something they do not want e.g. deluge,
Iand
o giving someone something that is not what is needed e.g. fob ofi palm off
. giving a particular kind of thing, or giving in a particular way e.g. dose, inject
o showing approval of someone by giving them something or doing them a service e.g.
honour, oblige
Old ladies have to like their companions, because they entrust them with their jewels and
their personalmail and stuff.
Any individual who incites another to commit murder, who furnishes him with the lethal
weapon to kill someone, is guilty of the crime as much as the killer is.
The govemment planned to honour him with a brass band concert in his garden.
The scientists decided to iniect the chimpanzees with a strong dose of live HIV.
Toomany solicitors are failing to give theirclientsaclearideaoftheir charges-untilthey land
themwith a huge bill.
Joseph Smith made sure that he was never palmed_olf with infurior stuff.
Many additives help to ptwide us with good and safe food.

' arm 2.2,3 fix3 lavish 3 regale

deluge 2 (usu possive) furnish 2 leave t9 saddle 5
dope z honour 6 lumber VP (usu possive) serve 9
dose 3 infect I mail 3 supply 1

- endow 2 iniect , oblige z treat 2

,, entnrst inundate , outfit 3 vest j (usu possive)
:: eqtip 1,2 invest 5 ply 1,2
feed t,8 issue 5 (usupossive) pt$ent 4.1,2,4
fitd land ,o provide t
doseup >3 fob off (usu possive) palm off O,VPP (usu possive)
: fitout kit out (usu possive)
fixun: load down
.
II.2 TTIE'IMBUE'GROUP
These verbs are concerned with giving someone or something a quality, feeling, or idea.
The prepositional phrase indicates the quality, feeling, or idea.
If evolution has endowed us with rich and differmt prsonalitles, that is probably
because such diversif was once good for our survival.
He spent a lot of time amongst actors trying to imbue them with a radical spirit.

440
 Section 26:V nwithn

endow I (usu possive) imbue infuse I i:

fire 1 .8 (usu possive) infect 3 invest 5 (usupossive) '

l:-. ,
",..,
, ,,-, ,. -- -

II.3 THE'AGREE'GROUP
These verbs are concerned vr,ith doing something iointly with another person. The
prepositional phrase indicates the other person involved. This includes:
. arguing or negotiating with someone e.g. agree, conclude, fight, negotiate
o playing a game with someone
o sharing things with someone
o taking ioint responsibility with someone e.g. co-author
All the verbs in this group are reciproca! verbs or ergative reciprocal verbs (see Chapter 6
and Chapter 8).
The university might acquire some moreproryrlyif itcanagree adealwiththecity counctl.
Alien scientists were transmitting messages to establbh contact with other beings.
Furthertalks are being heldwith theprotest leaders.
Many prefer to talk these issues through with a careers adviser or close friend.

aSree 3 conclude 4 finalize renenr 2

arSue 4 debate 3 forge I reopen 3,4
bandy dispute 3 ll'old 2.e s}rarc 2,j,4,6
clinch I establish 2 negotiate , strike 13
clink exchange I normalize 2 swaP ,
: co-author 2 fight 3 play z fiade s,6,2
, patchup t talk over talkthrough,

II.4 THE'STIARE'GROUP
These verbs are concerned with talking or doing something with someone, but unlike the
previous group they are not reciprocal verbs. The activity is not mutual, and only the
person indicated by the Subject is responsible for what is done.
Butwhowould choose tooickafightwith this man?
Yvonne was delighted with her prize and plans to share her payout with daughter-in-law
Eileen.
Some parents have had successbytaking the matter upwith the school.

In the case of ingratiate, the noun group following the verb is always a reflexive pronoun.
This pattern is V pron-refl with n.
This is the sorry sight of someone trying to ingratiate himself with aleryone.

check I ingratiate share Za

cross-check pickc squareg,
:. takeup 2.2

II.5 THE'DECORATE' GROUP

These verbs are concerned with changing the appearance of something by adding things
to it. This includes:
o putting a decoration on somethinge.g. decorate, garland
o putting a mark on something e .g. brush, daub, smear
o cutting or printing the surface of something e.g. etch, imprint
The prepositional phrase indicates the additions made.

447
 Chopter4: Complex Potterns with Prepositions ond Adverbs
Their blood was used to daub the walls with slogans.
The wall facing himwas decoratedwith elaborate darkwood canings.
Each photo b automatically Winted with the date on which it was taken.

accessorize etch I (usu possive) print j,5 (usu possive)

brush 3 festoon (usupossive) smear ,
dab , frame 8 3
daub furnish I J
deck s garland 2(usupossive) 2
decorate, girdle 2 (usu possive) streak 2 (usu passive)
drape 2 graoe 5 (usu possive) thread z
embellish 1 (usu possive) hang I (usu possive) trim 5 (usu possive)
embroider 1 (usu possive) imprint 4 (usu possive) wreathe 2 (usu possive)
engTave (usu possive) mark 4

Some of the verbs in this group also occur in the pattern V n prep/adv, where the
prepositional phrase or adverb indicates where the addition is put. Examples of both
patterns are We draped the walls with banners and We draped banners across the walls. The
verbs in this meaning group with these two patterns arc: dab, daub, drape, hang, smear,
spread, and, thread. See pages 313-314.

II.6 THE'COVER'GROUP
These verbs are concerned with putting something around or on top of something, or
with covering the surface of something, physically or metaphorically. We also include
here line, which indicates that the inside surface of something is covered.
In the middle of the table, whichwas cwered with a starched, lace-edged cloth, stood a
large bowl of jelly.
hedged about with pages of rules.
Every reform was
The polishedfloorboardsare overlaidwith old rugs.
The main method for treating waste on site is to top it with an imrynneable cap.

In the case of surround 4, the noun group following the verb is always a reflexive pronoun.
This pattern is V pron-refl with n.
Her technique wasto surround herselfwith strongwomen andweakmen.

cap 9 covet 3 (usu possive) overlay l,i (usu possive) top 14

carpet 4 (usu possive) douse 2 plaster 3 wrap ,
coat 3 encase slather
covet 1,4 line 33 surround l,2l
hedge about (usu possive) wrapuP >I

The verbs plaster and slather also occur in the pattem V n prep/adv, where the
prepositional phrase or adverb indicates where the addition is put (see pages 313-314).
II.7 TI{E'FILL'GROUP
These verbs are concerned with filling something, physically or metaphorically. The
prepositional phrase indicates the things that are put into the container or other thing
that is filled.
The third drawerwas clutteredwith an ossortment of unconnected items.
When we are at the sea we tend to breathe more deeply to fill our lungs with fresh air.
Then it was time to pack the bags, load up the vehicles with bikes and trophies, and make
for the airport.
The air in these caves is saturatedwithwatervapur.
442
 Section 26:Y nwithn
In the case of fill 10 and stuff 4, the noun group following the verb is always a reflexive
pronoun. This pattern is V pron-reflwith n. The phrasal verb fll up has the pattern V
pron-refl Pwithn.
Whenyourlife is filledwithinteresting activities, youwon't needtofillyourself Wwithfood'

, choke 3 (usu possive) flood o pack ,0 stuff 3,4

: clutter 2 (usu possive) gJat 2 (usu possive) pile 4 (usu possive) sufftrse 2 (usu possive)
.. cram , impregnate I saturate 1 (usu possive)
,, encumber 2 (usu possive) load l,c soak 2
fill 1,3,4,s,6,10 overload 2 stack 4

fill up I load up >I

Some of the verbs in this group also occur in the pattern V n prep/adv,-where th€
prepositional phrase or adv:erb indicates where the things are. put.. Examples of both
iatterns arc Hi loaded the van with cartons and He loaded cartons into the van. The verbs in
this meaning group with these two patterns atei cram, load, pile, and sfuff See page 313.
II.A THE'FIIWOUR' GROUP
with adding a small or measured amount of something intoor
These verbs are concerned
on to something, physically or metaphorically. The prepositional phrase indicates the
thing that is added.
Prepare the custard and flavour it with orange-flower water.
Compited by perfume expert Sheila Pickles, the book is scented with Elizabethan Rose
fragrance.
Each camel trainer has his own ideas about what else to add, andmay supplement thb diet
with honey, date seeds, lemons, local plants, and spices.
The seriousness of the president's economic message was temPered with a fut light
moments.

dilute I fortify 2 (usupossive) perfume I spice 2

drizzle 3 lace 4,5 perfume 5 (usu possive) supplement ,
dust 5 latd z,l scent 2 sweeten 1,2
flavour 3 leaven, season 8 temper 3

pad out

II.9 THE'SHOWER'GROUP
These verbs are concerned with scattering objects or a liquid around a place. The
prepositional phrase indicates the obiects or liquid.
Outside, the roadwas WPwredwith glass-
He wilt be disfigured for life after being showered with blazing petrol.
I would far rather have weeds in my garden than strefi, the ground with bark or coconut
shell chips.

, pepper 4(usupossive) sp?ttgr spray 3,4,5 sprinkle 2 (usu possive)

,, ihower E (usu possive) sPlash z sprary 6 (usu Possive) squirt 2
, shower 9 sPlafter snrirkll I strevrr

Some of the verbs in this gtoup also occur in the pattern V n prep/adv, where th-e
prepositional phrase or advdrb indicates where the thlng is scattered. Ellmple_s of both
iatt"rns arc I iplashed my face with water and I splashed water on my fay. The verbs in this
ineaning grorri t"ittr th6se two patterns a:re spatter, splash, spray, sprinkle, and sfrew. See
pages 313-314.

443
 Chopter 4: Complex Potterns with Prepositions ond Adverbs

II.TO THE'POPUI.ATE' AND'STOCK' GROUP

These verbs are concerned with providing or populating a place with people or things.
It seemed to be entirely Deopkd with men and women in blue or green suits.
Hi: style k typical of the ruling families who ppulate the foreign ministry with their
offspring.
Most fields have fuen sown with rye grass or abandoned to thistles.
She stocked her little cupboard with biscuits and snacks.
rl' '- -;,';:rrr:.'.',

:, people 4,5(usupossive) restock ,,2 stock S :.

i populate 2 staff 3(usupossive) :

::':u"l:-..
:

, :
"_

II.TT TIIE'GREET' GROUP

These verbs are concerned with thinking about or reacting towards something or
someone in a particular way.
She tfiedtofix mewith anhonest gaze.
publkhed in France some time ago, the novelwas greetedwith considerable acclaim.
First
I asked them to treat me with respect.
Any newcomers are alway s viewed with suspicion.

acknowledge i fix 8 meet 8 treat , :

answer gf€et 2 (usu possiv4 regard z,: view 3 I
17

II.I2 THE'BORE'GROUP
These verbs are concerned y
+ giving someone a particular feeling or telling them
something thatmakes them fegl particular way. The prepositional ph-rase indicites the
9
cause of the feeling. We. include hey gcquqint ina famitiirize, whicir indicate only that
someone is told something; face, which indicates that someone is forced to thinkibout
something; and confront, which indicates that someone is accused of something.
This is.a prorlrrctive us.ei any verb which involves making someone think or feel
something can be used with this pattern. The verbs listed here aie the ones which are most
frequently used in this way.
The salesmen did everything they could to acquaint the
clerk with the details of their
products.
I won't boreyouwith private matters.
t P"ttS! on a and boots and went round right away to confront Muriel with her
stupidity and-coat
cowardice.
In the case of console, content, andfamiliarize, the noun-grou_p following the verb is always
or often a reflexive pronoun. This pattem is V pron-refiwtti n.
I think it's extremely important nowadays to familiarize oneself with computers.
In the case of console and content, the prepositi onwith is sometimes followed by an ,-ing,
clause.
Amy wgnte! to run round the table and hug her sister, but she contented herself with
squeezing herfingers.

444
 Section 26zY nwithn

acquaint confront 5 face 2.5 tempt I

itmave console , familiarize traumatize ;
bore I content 3 strike 12 (usupossive)
bother s dazzle 1 surprise 4
burden 3 excite 3 tantalize

II.I3 THE'BESET'GROUP
These verbs indicate that someone has problems. The prepositional phrase indicates the
problem.
The oil and gas industries arebesetwith labour production problems.
I was racked with enuy and then guilt for feeling iealous.
In the case of confront arrd face, the preposition with is sometimes followed by an '-ing'
clause.
care_er, wome!1 gi?. suddenly Wing
In a country where it was the norm to combine family and
confrontddwithmaking achoice-working or siaying athometotake careofthekids.
In 1955 my wife and I were fgcedwith making the joumey from Birmingham to the Isle
of Wight following our wedding.

. barrage 3 (usupossive) confront 1 (usu possive) face 2.4 (usu possive)

, beset (usupossive) encumber 1 (usu possive) tack 2 (usu possive)

weiglt down 2 (usu possive)

,
II.I4 THE'BUSYGROUP
These verbs are concerned with spending your time or energy doing something. The
noun group following the verb is always a reflexive pronoun, and the pattern iS V
pron-refl with n.
The other women occuPied themselves with their perpetual sewing.
Why trouble yourself with small detaih?
The preposition r.vifh is sometimes followed by an '-ing' clause.
she snapped on the lights andbusied herself with preparing a quick dinner.

r busy 4 occuPy 5
i' concem 7 trouble 10

, b"tuk"r.rp verz

II.I5 TIIE'BE BORN' GROUP

These verbs are concerned with having an illness or handicap. The prepositional phrase
indicates the illness or handicap.
Wilson has been affiicted with laee trouble.
I was born with cerebral PaIsY.
He has just been diagnosed with leukaemia.

' afflict (usu possive) be bom 2 diagnose (usu possive) .

i Or"n @supossive)
445
 Chopter 4: Complex Potterns with Prepositions ond Adverbs

II.16 THE'BEGIN'AND'END' GROUP

These verbs are concerned with beginning or ending a period of time or an event in a
particular way.
He beoan the day with a ser,len o'clock breakfast.
Then he closes the show with a simple line, 'Shane, we love you,, and walk offstage.
In 1950, Butler crowned an impressive career with victory in the national 24-hour
championship.
Youmay want to endthe sessionwith a hug.

begin -t crown 7' finish I start 2

close 2.7 end 5 open 2'

II.T7 THE'FOIIO\MGROUP
These verbs are concerned with arranging two things so that one comes before or after the
other.
He followed collegewith afqy months in Holly,wood.
It's about time he started following hb big words gpwith actions.
Each section is prefacedwith a clear introductory essay by one of the editors.

follow s preface 2 beprefixed

follorvul >s

II.I8 TIIE'REPI.A.CE' GROUP

These verbs are concerned with exchanging one person or thing for another.
Red meat can be interchanged with cheese, eggs, and pulses as a source of protein.
They now seem to be setting out to replace the peopte with robots.

In the case of interchange andreplace 2, the preposition wifh is sometimes followed by an

'-ing'clause.
Hisbalance' was good enou-g-h to eliminate the usual exercise programme and replace it with
walkingup anddownhill.

interchalSe z pd:sive) rcp.lace

,, .."04." :
,:

1,rr.l
II.I9 THE'HELP'GROUP
These verbs are concerned with helping someone. The prepositional phrase indicates
what the help relates to.
Youmight be able to help uswith a problem.
I opened the door, gave her a sympathetic smile, and heloed her
Etrwith her coat.
In the case of assist and help, the preposition wifh is sometimes followed by an ,-ing,
clause.
I wasthen askedto assist themwith raising the profite of the club.
I also visit local schools and help young people with apptying for jobs.

help 7

VPP help on YPP :i

446
 Section 26zY nwithn
II.2O THE'CTIARGE' GROUP
These verbs are concerned with believing or saying that someone has done a particular
thing or has a particular characteristic.
He must credit mewith strength I don't have.
The prepositionwith is sometimes followed by an'-ing'clause.
We re-going-to-chargcyou with allowing your premises to be used to supply heroin.

:, charge te credit 7.8 ,:

II.2T VERBS WTIII OTIIER MEANINGS

There are a number of other verbs which have this structure.
I blackmailedhimwiththe fact that hewas carrying out illegal operations.
Stevecaughtmewith a great Punch.
Her spare time is taken up with an MBA course and canoeing.
The group lists 29 breeds of donkeys, cattle, goats, horses, sheep and swine that are
threatened with extinction.
In the case of threaten and trust, the prepositi on with is sometimes followed by an '-ing'
clause.
Residents who complain to the police suffer abuse in the street and are threatened with
being petrol-bombed.
The party has changed sufficiently tobe trustedwith governing the country.

In the case of concem, the noun group following the verb is always a reflexive pronoun.
This pattern is V pron-refl with n.
Chapter 2 concerns itsetf with the methodological difficulties of measuring criminal
victimization.
In the case of do, the noun group following the verb is always an amount. This pattern is V
amountwifh n.
You can do quite a lot with quite a little money if you channel it in the right direction.

blackmail: do 2.4 match 48 threaten 2 (usu possive)

catch I dump 9 (usu possive) take 2.2 trust 4
I concern 8 leave 4 threaten ,
, takeup 5

Structure informotion: Verb with Obiect ond Adiunct

a) The noun group is the Obiect, and the prepositional phrase is an Adjunct.
b) This structure has a passive, with the pattern be V-ed with n. The prepositional phrase
is an Adjunct.

c) Though the prepositional phrase usually comes after the noun group, it sometimes
comes before it, especially when the noun Sroup is a long one.
sceptics are right to treat with caution the results produced using this method.

d) Phrasal verb patterns are the same except that there is also a Pfrt_i919, P.Jhe Obiect
comes either |etween the verb and the particle, or after the particle. If the Obiect comes
after the particle, it cannot be a personal pronoun. You say
447
 Chopter 4: Complex Potterns with Prepositions ond Adverbs

He followed it uo with another record

or He followed up lhis success with another record
but you do not say He followed up it with onother record.

Other productive uses

Aprepositional phrase beginning with wifh is often used to indicate what someone uses to
do something. An example is An ordinary wooden door has been reinforced with steel plates,
which means that the steel plates have been used to reinforce the door.

27 Less frequent potterns

There are some patterns with noun groups and prepositions which apply to a very small
number of verbs. They are collected together in this section.

Y naftern
The verb is followed by a noun group and a prepositional phrase which consists of after
and a noun group. The noun group following the verb is the Object, and the prepositional
phrase is an Adjunct. This structure has a passive, with the pattern be V-ed aner n.
London's socialist boroughs have delighted in nqmi?g their estates after deeply obscure
local politicians and barely pronounceable freedom fighters.
In the case of model 8, th€ noun group following the verb is often a reflexive pronoun.
This pattern is V pron-refl aft.er n.
The girls had to model themselves aft.er their mother and tend the home.

model Z8 name 3 be pafterned z

Y ttaround/roundn
The verb is followed by a noun group and a prepositional phrase which consists o f around
or round and a noun group. The noun group following the verb is the obiect, and the
prepositional phrase is an Adjunct. This structure has a passive, with the pattern be V-ed
around/roundn.
She flung herself at him, gabbigghim around the collar.
For barbecues, wrap bacon around banana chunks, thread on to skewers and grill

centre 9 mould s
Srab , wrap i,4

V nbefore n
The verb is followed by a noun group and a prepositional phrase which consists of before
and a noun group. Thenoun group following the verb is the Obiect and the prepositional
phrase is an Adjunct. This structure has a passive, with the pattern be v-ed 5ef6re n.
Late.r that day he was brought before a magbtrate and charged with causing grievous
bodily harm.
The,phrasalvetbhauluphastheactivepatternsVn Pbefore nandVPn (not pron)before
n. The passive pattern is be V-ed P before n.

448
 Section 27: Less frequent potterns

Hewas hauled upbefore amagistrate at MunichAirport Police Station and orderedto pay
DM1,600.

I bring r dangle 2 haul 2 (usu possive)

; haulup >z

The verbs bring andhaul also have the pattern Y n in front of n. The passive pattern is be
V-ed in frontof n.
Hewashauled infront of the Cabinet to explain the blunders'
Y nthroughn
The verb is followed by a noun group and a prepositional phrase which consists of through
ira u.rort group. Th6 noun gr6up iollowing the verb is the Obiect, and the prepositional
pt iur" it ut ialri.r.t. This strictuie has a paisive, with the pattern be V-ed through n'
The second Duke, as Queen Anne's High Commissioner, pilo|r:d the 17O7 Act of Union
through Parliament.

bulldoze 3 run7 thread 7

pilot 6 stick 2.2

449
 Chopter 5: Link Verbs

In this book, we use the term link verb to refer to verbs like be, become, and seemwhich
need to be followed by a complement. complements can be noun groups, adjective
gJgupl, adverb groups, prepositional phrases,^or clauses. They descri6" tfie'p"rion or
thing indicated by the Subiect. Verbs of this kind have the la6el V-LINK in tlie Collins
Cobuild English Dictionary.
There are other verbs which are sometimes followed by Complements, but they are not
generally co-nsidered to be link
verbs because they have a complete meining in
themselves, for example they indicate an action such as moving or leiving. These virbs
are dealt with in Chapter 1, Sections 2 and 6 (see pages 14-16 and 74-gO). -

When verbs such as be and stay arc followed by prepositional phrases and adverbs
indicating place, they are not considered to be linkverbs: see page 130.

Some link verbs are used in various patterns with introductory it as Subiect: see Chapter 9,
Section 1.

Link Yerb meonings

Link verbs can be divided into three main meaning groups.
I THE'BE'GROUP
These verbs indicate that-a person or thing is something, or has a particular quality. The
verb be is by far the most fre_quent of these. We include here keep, rZmain, and-stay,i"trict
indicate that a person or thing remains something, or continues to have a particular
quality.
A few of these verbs have passives. These are given in the list below.

i average 6 cover 3 lie 1.4 remain ,,8

be 2.1,2,9 equal 6 make 4.,,3 represent 5
compose , extend 7 measure 3 be representedby 5
, be composed of I feel I number .5 stand I I, 14
. comprise ,,2 forun 6,2 pass ,9 stay 3
' be comprised of 2 be formed by o prove , total 4
, constitute ,,2 go 2 2,3 rank < weigh I
, beconstitutedby/of 2 keep I rate 6

, makeup 7 be made up of I work out 3

A few verbs are used with the general meaning 'be' only when talking about the level of
share prices or currencies:

close l.P finish +

end 7 operr 22

2 TH,E'BECOME'GROUP
These verbs indicate that a person or thing becomes something, or comes to have a
particular quality.

450
 Link verb potterns

become , form 3 go 2.1 tlfirr 15,16,17,18

come 5 be formed by 3 gtow 7
fall 9 get 1 .1,2 make 4.2
come out 4 endup 2 tumout,
come over 2 finishup I windup:

A few verbs are used with the general meaning 'become' only when talking about the
level of share prices, currencies, or other amounts:

, creep I edge 3 move ,,

drift 2 inch z

3 THE'SEEM'GROUP
These verbs indicate that a person or thing seems to be somethinS, or seems to have a
fi.ti*fur q"ality. We include here act andilay,which indicate that someone pretends to
be something.

act 5 look 2.1,4 smell 3

appear 1,2 play I sound Z&9
feel 1,2,3 seem I taste 4

Prepositionol link Yerbs

The following combinations of verbs and prepositional phrases can be considered to be
fi"t u"rUs foliowed by Complements. See the sections on V as n, V fo n, etc in Chapter 2.

act 4 os sth double 11 os sth parade ,0 os sth fl,'II i2 ot sth

amount 2,vPtosth end 4 os sth pass 20 os/for sth rw VP4 into sth
begin 3,5 os sth figure 13 os sth pose 3 os sth shade 7 into/to sth
. come 14tosth finish 4,5 os sth serve 3 os/for sth stand 13otsth
cofire 20ossth function 3 os sth rank 4 os sth start 4 as srh
consist , ofsth lie I .6 in sth rate 6 os sth transmute intosth
consist 2 in sth masquerade I os sth remain , os sth tlrrn l5into/tosth
' continue 5 os sth operate 2ossth reside 2,n sth
, convert 1 into/to sth originate os sth resolve 4intosth
, add up vPP to sth come over 3 os sth go down VPP os sth weigh in 2 ot sth
average out otlto sth doubleuP >ll ossth shape up I os sth work out 3 ot sth

. clock in vPP ot sth end up 2 os sth start off >4 os sth

come across 2 os sth finish uP 7 os sth startout I ossth

Link rlerb potterns

Link verbs have the following patterns. Many of these patterns are dealt with in
other
chapters because they also ocC=ui with verbs that are not link verbs.

1Vn
The verb is followed by a noun group.
His father was an accountant.
I felt such a fool.
See pages 14-16.
451
 Chopter 5: Link Verbs

2V qmount
The verb is followed by a word or phrase indicating an amount.
Twenty-four minus five is nineteen.
Other related patterns are:
V amount adj
The tunnel is six hundred metres long.
V amount adv
The parasols measure 3 metres across.
V amount in n
aviarywill be 5 metres inwidth and 3.5 metres high.
Each

Seepages 69 and73.

3Vodi
The verb is followed by an adiective group.
All the lightswere out.
She looked worried.
It smelk nice.
Other related patterns are:
V colour
H er lips were tuming blue.
V -ed
The style became known as art deco.
See pages 74-76,79 and 80.

4 Vto-inf
Some verbs which are link verbs are also followed by a to-infinitive, as in She seemed
to be
looki\g for someone. However, here the verbs are considered to Ue in ftrase, rather than to
be a link verb and its Complement. See page gg, meaning group I.2.'

5 V qs if, V os though
Th"e verb is followed by a clause beginning with as if, as though, or, in informal Engrish,

He looked as if he hadn't slept for a week.

See page 121.

6V prep
is followed by a prepositional phrase that describes the Subfect and is therefore
lhe.yerb
similar to an adjective in function.
Her husband is from Guyana and they have one son.
Ifyou are tn debt, you can get practical help from the Citizens Advice Bureau.
I was out of work for three months.

452
 Link verb potterns

Many of themwillneedretraining to copewithnew technology ifthey are not toend up onthe

humanscrapheap.
Hehadfallen inlove with another woman.
Within two years the pact W in ruins.
The necklook abit on the long side to my way of thinking.
Drug therapy had proved of little value and lackie's only relief was to go to bed and try to
sleep,
Franks joined us and seemed in a worse mood than usual.

appeat 1,2 feel I lie 4 seem ,

be 2.1 get 1.2 look 2.1 sound 8
come 6 go 2.1 prove , stay 3
, fall 9 keep I remain ,
come out 4 finishup I
' endup 2 windup -i

7 Y liken
The verb is followed by a prepositional phrase consisting of like and a noun group.
It look like a smallbear.
See pages 2O9-21O.

8Vofn
The verb is followed by a prepositional phrase consisting of ofand a noun group.
The kitchen smelled of onions andbad meat.
See page 2l2,meaning grouP 4.

9 Clouse os Complement
The verb be can be followed by a variety of clauses which identify the Subject. The Subiect
indicates something abstract-such as a problem or an aim. This structure is often used to
focus on a fact or situation.
These patterns are V -ing, V to-inf, V that, V wh, and V wh-to-inf. The verbs become and
remain also occasionally have these patterns'
The biggest problem was getting them close enough to the wall.
Our broad aim is to raise people's visual awareness and appreciation of life .
The important thing is that thebook comes out.
The questioniswhether ornot it b cost effective-
The problem iswhere to start looking.
The most pressing question for Mr Brooke remains how to find a formula that will satisfy
all partiis and allow the tarking to begin.

be 1.4 become , remain E

10 Complement followed by to ond o noun group

With verbs meaning'seem', a prepositional phrase beginning with fo is sometimes used
after the complement to indicatebr emphasize whose viewpoint you are giving.
453
 Chopter 5: Link Verbs

These patterns are V adjln to n and V like n to n.

It sounds crazy to me.
Life seemed o great joke to her.
He didn't look like a fishermanto me.
Sometimes the prepositional phrase beginning with fo comes directly after the verb.
This is a situationwhich seems to me extraordinary.

1L Link verbs used without o following Complement

verbs meaning'seem'can be used by themselves, without a following complement, in
comparative clauses beginning with as or than. This structure is used when you are
making a comparison between what someone or something appears to be like and what
they are really like.
He is much more astute than he seems.
Ihis is not as simple as it sounds.
The verb be is used by itself.in-comparative clauses, and also when confirming or
contradicting a statement and in short inswers to questions.
He's smarter than I am.
'Pat Norton is your brother-in-law?' 'Yes, he is.'
Be is also used to form question tags, which ask the hearer or reader to confirm a
statement. The verb follows a clause and is followed by a noun group, which is its Subject.
You're not from here, are you?
It'svery difficult, isn't it?
Be is also used after so, nor, or neither to indicate a situation that is similar to one
mentioned in a previous clause. The verb is followed by a noun group, which is its Subject.
They're strong, yes, but so are we.
'l'm not worried about Mrs Parfitt.' 'Neither am L,

454
Chopter 6: Reciprocol Verbs

Reciprocal verbs describe actions or processes in which two or more people, grorlps, or
things do the same thing to each other, have a relationship,-or are l-in\ed becqrsgl-hey qre
participating iointly in in action or event. Verbs of this kind have the label V-RECIP in the
Collins Cobuild English Dictionary.
Reciprocal verbs have two basic patterns:

1 They can be used with a plural Subiect - that is, a Subiect consisting of a plural noun
gro,1p. When they are usea *ittr tliis plural-Subiect, the meaning is that the people,
people can
[.orrit, or things ihvolved are interacting with each other. For example, two
quarrel, can have a chat, or carl meet.

2 They can also be used with a Subiect w$ch refers to one of the participants and. a
prefositional Object, Adiunct, or Objectwhich indicates the other partleip.ant, as in She
quirrelledwithher sister, i hadachatiithhim, arrdl methim atuniversity.This structure is
il-sea to focrs on the involvement of the first participant mentioned, or to imply that
they have a more active role or greater respohsibility for what !3pp.t t. Usually the
acti,on or process is reciprocal evei whenthis structure is used, so She-quarrelledw-ithher
iister impiies that her iister also quarrelled with her. However, with some verbs and
some no-un groups, the action or process mly no! in fact be reciprocal, as when, for
example, soireone'kisses a baby ori car collides with a tree: in these instances the baby
does iot kiss the person and the tree does not collide with the car.

A number of reciprocal verbs can be used with a singular Subiect in oatterns where the
other participant is not mentioned, as in I agtee and t was still yggtiatingtol tlg be-s.tyte.
These'verbs a^re listed in the relevant sections in Chapters 1 and 2, for example V or V for n,
and are labelled'also non-recip'in the lists below.
Some verbs are ergative as well as reciprocal. These verbs are explained and listed
separately in Chapter 8.

Pattern combinotions
A reciprocal verb has one of these three pattern combinations:

> Pattern combination 1: pl-n Y;Y withn

We ouanelled.
He ouarrelled with his father.
> Patt-ern combination 2: pl-n V n; V n wifh n
We have reached a comPromise.
France has reached a compromise with Britain.
> Pattern combination 3: Pl-n V; V n
We embraced.
He embracedher.

Pottern combinqtion 1: pl-n V; V with n

These verbs have two Patterns:

o pl-n V: The verb is used with a plural Subiect.

455
 Chopter 6: Reciprocol Verbs

o Y with n: The verb is used with a Subiect referring to one participant and followed by
a prepositional phrase indicating the other. In most cases, the prepositional phras'e
consists of with and a noun group; in a few cases, the prepositioh is from, to, dgainst,
or into.

pl-n V

Those volues don't conflict.

were intently

Y withn

Theirviews conflicted with those ofthe President.

Evo gossiped with Soroh.

Phrosol verbs
pl-n V P

They fell out overtox reform.

The boys ond Fred get on verywell.

Y P withn

frfi,

He fell out with his bosses.

She gets on with

verbs with this combination of patterns belong to the following meaning groups
1.1 THE'TALK'GROUP
r.2 THE'FIGHT'GROUP
I.3 THE'FRATERNIZE'GROUP
I.4 THE'TEAM UP'AND'BREAKUP' GROUP
r.5 THE'GETON'GROUP
r.6 THE'COLI.{BONATE' GROUP
r.7 THE'TALLY'AND'CI.ASH' GROUP
1.8 THE'DIFFER'GROUP
I.9 THE'INTERSECT'GROUP
1.TO THE'INTERACT' GROUP
l T VERBS WITH OTHER MEANINGS

456
 Pottern combinotion I
I.I THE'TAIK'GROUP
These verbs are concerned with speaking and communicating. This includes:
o havingaconversation
o arguing
o agreeing and disagreeing
Her parents never argued.
He was arguing with his girlfriend and she hit him with a frying pan.
We chatted for awhile.
On deck, he appearedhappy and relaxed as he chattedwith the crew and gazed out to sea.
Owens and his boss are still negotiating.
She repeated her long-held belief that no country can negotiate with tenorists .

The verbs chat, natter, speak and talk 2,6,7 also have the pattern V to n.
1.,

Ile-beentak,rngto lim Hoffinan. He suggested that I call you.

The verbs (not) speak 6 arld talk 3 have the pattern V to n, not the pattern Y with n.
Yesterday the couple were no longer sPeaking to his mum. And she was certainly not
speaking to them.
The verb agree 3 has the patterns pl-n V on n and V on nwith n, not the patterns pl-n V and
Y withn.
However,we agreed on a compromise.
Yesterday Health Minister Graiam Richardson said he was going to agree on a figure with
the committee.

agree , (olso non+ecip) correspond 2 ,rattet (olsonon+ecip)

aSree 3 dicker negotiate 1 (olso non-recip)
argue 4.5 differ 2 parley 2
banter 2 disagree 1 (olso non-recip) quarrel 3
bicker (olso non+ecip) fight 6 quibble I
chat flirt1 (also non-recip) row 3.3
clash I gossip 2 (o/so non-recip) spar 2
communicate , haggle (olso non-rccip) speak I
concur (olso non+ecip) huddle 3 (not)speak r
confer , interact I squabble
consult 2 loke 2 talk 2,3,6,7 (olso non-recip)
converse , meet 7 wrangle

I.2 THE'FIGHT'GROUP
These verbs are concerned with fighting, either physically or metaphorically, or
competing. We include herc draw and tie, which indicate that neither person or team
wins in a contest.
Theworst sufferers thisweekhave beencompanies whichare comryting inworldmarkets-
chemicals, motors and aerospace.
Apple's introduction of the'new printers is seen as on effort to comryte with Hewlett-
Packard.
Did he sav whv thev were fiohtino?
A man w6s infureahnir ne@with a would-be thief tampering with his neighbour's
BMW yesterday.
We struggled and she fell to the ground.
Afterthejidgment, MrHillstruggledwithprison officers and vtore atthe judges ashewas
ledftom the dock.
The verbs battle, compete, and draw also have the pattern V againsf n.
Increasingly, local govemment is comryting against the private sedor.
The verb fight 3 lr,as the pattern V against n, not the pattern V with n.

457
 Chopter 6: Reciprocol Verbs
Under the Duke of Marlborough, The Royal Scots fought against the French in the War of
the Spanish Succession.
When the verbs confend, tussle 2, and yie are used with a plural Subiect, they do not have
the simple pattern pl-n V. Instead, contend has the pattern pl-n V for n; tussle has the
pattem pl-nY for/over n; vie has the patterns pl-n V to-inf and pl-n V for n.
The capital has become a wreck, as rival forces contend for power.
Behind him came Robin Seymour and Chris Young, while Fred Salmon and Paul Lasenby
tussled for seventh place ahead ofBarrie Clarke.
lo kgep customers loyal, the two firms are vying to provide the best sales and serttice
back-up.
The verb drawusually has the pattern pl-n V amount, rather than p!-n V.
The lwo sides drq, 7-7 in Germany a fortnight ago.

batfle a duel 3 (olso non-recip) ioust ,,2 tussle ,,2

brawl 2 feud 2 scuffle 2 vie
clash ,,5 fight t5 skirmish z wresfle 2 (olso non+ecip)
compete 1,2 (olso non-recip) grapple z spar ,
contend 3 iockey z struggle 4
dtaw 24 (olso non-recip) iostle 2 tie ,,

The verbs battle, fight, andwrestle also have the pattern V n: see meaning group 3.3.
I.3 THE'FRATERNIZE' GROUP
These verbs are concerned with associating with someone or engaging in sexual activity
with them.
Ityay.be lhgt some couples cohabit initially because they are uncertain about the strength
of their relationship.
Widows' benefits are not payable if the widow remarries or if she is cohabiting with a man as
hiswife.
On a-rainy evening before a game between the Leones and the Tigres, players of both ctubs
are fraternizino in the Tigres dugout.
Atthe-;Tonvffions,exedtivesfiaternizedwithkeypersonnelof otherbanks.
Wellonly been going out for about six months at the time.
He used to go out with Kylie Minogue.
In the case of mingle and mix, the preposition with is always followed by a plural noun
group. This pattern is V wifh pl-n.
In these institut-ions, guards mingle with prisoners in open day rooms, rather than patrol
long lines of cells.
The verb cuddle up also has the pattem V P fo n.
'When I met Kev, I thought, mmm, nice,' laughs Paula, as she cuddles up to her man.
The passive verb get married has the patterns pl-n gef V-ed and gef V-ed to n.
S_he gave.a little party for me ond Alexander afterwe
@Lmarried.
t mgettiry mankd to my American girlfriend, Ginny, in September.

breed -i fraternize (olso non-recip) neck 4

canoodle intermarry rendezvous 3
. cohabit (olso non-recip) get married 1 (olso non+ecip) smooch
copulate mate 5 (olso non-recip) snoS
elope mingle 2 (olso non-recip)
fornicate (olso non-recip) mix 5

cuddle up make out 7

go out 2 meetup >2

458
 Pottern combinotion I
The verb snog also has the pattern V n: see meaning group 3.1 below.

I.4 THE 'TEAM UP'AND 'BREAK UP' GROUP

These verbs are concerned with starting or ending a relationship of some kind. We
include here make up, which indicates that people resume a relationship.
His demands increaseduntilwe finally broke up.
lustbefore Penny's marriage I broke upwithaman I'dbeen seeingfor over ayear.
Mary Stuart Masterson, Madeline Stout and Drut Barrymore team up to star in'Bad
Girls', the Westem that focuses on females.
What it lacks is a base in America. To provide it, the company may team up with Sprint.
The verbs part and separate have the pattern V from n, not the pattern V wifh n.
I hove oarted from mv wife bv mutual aoreement.
The passive verb get divorced has the patterns pl-n get V-ed and gef V-ed from n.
When my parents glot-divorced, I didn't really register how much it bothered me at the time.
He is getting divorcedfrom hiswife of 77 years.

. getdivorced 2 (olsonon-recip) pafi 2.i separate 5

: breakup z ioin up 2 meetup >,
fall out 2 linkup I shack up
hookup z makeup 6 teamup

I.5 TIIE'GET ON'GROUP

These verbs indicate that two or more people have a good relationship.
They clicked immediately. They loved the same things - oddball things, far-out things,
avant-garde things.
In any team there are always people more likely to clickwith one player than another.
We getonpretty well, all in all.
Ifthe job you're after involves working as part of a team, put down any hobbies that show you
are versatile and can get onwith people.

click : connect 9
communicate 3 gel 1 (olso non-recip)

getalong 7 geton, rubalong

I.6 TIIE'COLII\BORATE' GROUP

These verbs indicate that people work together or take part in an activity or venture
together.
Redway was as eager to publish Waite as Waite was to write for him, and they collaborated
happily for four years from 1896 to 1899.
In 1976, the firm collaborated with the Victoria and Albert Museum in staging an
exhibition of Mintonwares from 1798 to 1910.
They danced as though they had been dancing together all their lives.
Inthe living room, Alwas dancingwithMary, bothof themfrowning, intense, comicol.
When the verbs connive, conspire, and co-sfar are used with a plural Subject, they do not
have the simple pattern pl-n V. Instead, connive and conspire have the pattern pl-n V to-inf,
and co-starhas the pattern p!-n V in n.
A grand jury has been investigating whether officials at Southern Co. conspired to cover
up their accounting for spare parts to evade federal income toxes.
Robin Wright, 25, and Sean Penn, 31, met when they co-starred in the movie'State Of
Grace'.

459
 Chopter 6: Reciprocol Verbs

collaborate I conspire I dance 3 (o/so non+ecip)

collude co-operate 1 (olsonon-recip) liaise (olsonon+ecip)
' connive I co-star 2 tI.ade 2

Verbs which indicate specific kinds of dancing, such as iive, tango, and waltz also
sometimes have these patterns.
I.7 THE'TALLY AND'CI.A,SH' GROUP
These verbs indicate that two or more things are similar or compatible, or are not similar
or compatible.
Anxious mothers still consult lennifer to make sure their party dates don't clash.
The unfortunate thing is that the final at Hickstead will clash with the lunior European
Championships.
Homby cites one instancewhere the case evaporatedbecausethe childintentiewvideos and
written transcriots did not tallv.
The figure tallied with the payments into her building society account.
The verb conespond also has the pattern V fo n.
That number corresponds to a telephone number on this list he gave me.
The verb go usually has the pattern pl-nY together rather than pl-n V.
AII natural colors go together.

agree t8 coincide 2 converge 3 harmonize t

blend 3 collide z correlate , iib€ 3
clash 2,3,4 conflict 5 correspond 1 (olso non+ecip) tally 2
cohere (olso non+ecip) contrast 5 go 3.4 (olso non+ecip)

r.A THE'DIFFER'GROUP
These verbs are concerned with being or becoming different. All the verbs in this group
have the pattern V from n or Y P from n, not V with n or V P wifh n.
People differ in the amount of time they need on their own.
BritaindiffersfrommostEuropeancountries inhaving no statutory minimumwage.

differ I diverge ,,2

grow apart

I.9 THE'INTERSECT' GROUP

in contact, or come into
These verbs indicate that two or more things occur together, are
contact.
If you want to know how fish farming works or how fish and marine plants coexist, this
museum wiII show you.
Grey squinels probably do not kill red squinels, but they cannot coexist with them, except
perhaps in dense pine and spruce foresfs.
The two SlEhawk iets apparently collided in mid-air as they were practising takeoffs.
Twenty-two people were killed yesterday when the bus they were travelling in collided with a
Iorry outside Cairo.
There are two main corridors which intersect at the very heart of the building.
It then became paved road just north of Tahoma, until it intersected with Highway 89,
where we turned south.
The verb merge also has the pattern V into n.
The closer to the edges and the woodland, the more natural is the planting, so that the garden
seamlessly merges into the woodland.

460
 Pottern combinotion 2

coexist collocate 2 intertwine 2 overlap 2

coincide I intermingle merge 2
collide I intersect ,,2 mingle I

The verbs intersect 1 and overlap also have the pattern V n: see meaning group 3.4 below

1.IO THE'INTERACT' GROUP

These verbs indicate that two or more things have an effect on each other.

A lof is already known about the factors that give 'ise to these violent storms, but there's still
much to leam about how they interact.
However, X-rays have their limitations because they interact with the electron cloud
surrounding the nuclei of atoms.

interact 3 react 4

1.TT VERBS WTIH OTHER MEANINGS

There are two other verbs with this combination of patterns. Compromise has the pattern
V with n. Divergehas the pattern Y from n.

Three directors decided the theatre should stop trading immediately. The remaining three
decided it should carry on. Finally, they compromised.
The govemment has compromked with its critics over tight fiscal and monetary policies.

If the lens is small and the wavelength of light large, the light waves diverge as they pass
throughthe lens.
Comish arrived there at 13 .39 when the tug was seaward of the Hakai Passage on a course
that diverged from the Calvert Island coastline.

compromise 2 (olso non+ecip) diverge j (olso non+ecip)

Structure informotion: Pottern combinotion L

a) In the pattern Y with n, the prepositional phrase is the prepositional Obiect.

b) There is a passive pattern, be V-ed with,btrt it does not often occur, and is not possible
with some verbs.
c) Phrasal verb patterns are the same, except that there is a particle, P, which comes after
the verb.

Pottern combinotionz. pl-n V n; V n withn

These verbs have two patterns:

o pl-n V n: The verb is used with a plural Subiect and is followed by a noun group.
o V n with n: The verb is used with a Subject referring to one participant and is followed
by a noun group and a prepositional phrase indicating the other participant. The
prepositional phrase consists of with and a noun group.

The passive patterns arc be Y -ed, be V-ed with n, and be V-ed by/between n.

461
 Chopter 6: Reciprocol Verbs

Active voice
pl-n V n

MPs hove been deboting the issue.

Som ond Debbie swop stories of life in their homelonds.

Y nwithn

|f..,,,t,,,,:,..,,
',S@,., t,:. : .':'!€8,:,l:rl.,,.:l:,ll:.:,.1'l

om not going to debote the issue with you.

could swop doto with them.

Possive voice

beV-ed

Glonces were exchonged.

A compromise wqs reoched.

beV-ed withn

. ,!g&f,fst, ,',,.,:, ,,,

,.,,,.'',,.
i,i,IBt,,..',,:r:
..
New ties were estoblished with countries in Lotin Americo.
No finol ogreement hos been reoched with Woshington.

beY-edbetween/bypl-n

A pitched bottle is being fought between Croot militio ond Serb fighters.
An ollionce hos been forged between seven ofthe foctions.

462
 Pottem combinotion 2

Phrosol verbs
Active voice
pl-n V n P, pl-n V P n (not pron)

The two of us are fighting it out.

She and her fother hove potched things up.

Andy Forbes ond Andy Noylor fought out on enthrolling bottle.

Mr Clinton ond Mr Brown their

V n P with n,V P n (not pron) with n

con't breok it off vrith her.

tolked it over with mydod.

CIbJect
The Americons should breok their diologue with the orgonizotion
She tolked over the problem with her doctor.

Possive voice
beV-ed P
Verhgto1ry f;arti&
,f$ry$twrretatl
Diplomotic ties were broken off in 1939
Issues involving commitment should be tolked through.

Verbs with this combination of patterns belong to the following meaning groups:

2.I THE'DISCUSS'GROUP
2.2 T}IE'AGREE' AND'NEGOTIATE' GROUP
2.3 THE'HOLD'GROUP
2.4 T}IE'FORGE'AND'BREAKOFF' GROUP
2.5 THE'EXCHANGE'GROUP
2.6 THE'FIGHT'GROUP
2.7 VERBS WITH OTHER MEANINGS

463
 Chopter 6: Reciprocol Verbs

2.T THE'DISCUSS'GROUP
These verbs are concerned with discussing something. The noun group following the
verb indicates what people are discussing.
We discussed her options.
For hk part, Mr Perez de Cuellar welcomed the news and said he would discuss the matter
with the lraqi ambassador.
The report's findings and recommendations would be discussed with consumer grouPs
and retailers, he said.

argue 4 discuss 1(olso non-recip)

. debate 3 dispute 3 (olso non-recip)

. talkover (alsonon-rccip) talk through I (olso non+ecip)

2.2 TFTB'AGREE' AND'NEGOTIATE' GROUP

These verbs indicate that two people or groups agree on future arrangements, or are trying
to agree on them.
Tottenham and Norway have agreed a compromise deal in the row over the availability
of goalkeeper E rik T horstv edt.
He was determined to agree terms with the French and then to impose them on his allies.
The US and Canada then negotiated an agreement that was completed in 7987.
The city's Peace Officers Association is currently negotiating a nerr, contract with the city .

The verbs do and make can be used with a wide range of noun groups, but are reciprocal
only when used with noun groups such as an agreement and a deal.
'l came inhere thinkinqwewere aoino to do a deal,'Roberts said.
He has done a deal ldith Custffiiffia excXe to allow selected VAT-free shops beyond the
customs banier.

agree 3 finalize (olsonon-recip) reach 7

conclude z make r., (olso non+ecip) sign 6 (olso non+ecip)
do 2.1 (olsonon-recip) negotiate I (olso non-recip) strike t3 (o/so non+ecip)

2.3 THE'HOLD'GROUP
These verbs are used with noun groups such as falks and a conversationtoindicate that two
or more people talk to each other.
The ANC leader and Mr de Klerk held talks at the weekend before Mr Mandela left for his
six week intemational tour.
He's also scheduled to hold talks in Genevawith lordanian officiak before retuming to
Washington.
TaIk are being held between the unions and the government at the moment but no
agreement looks likely.
The verb have can be used with a wide range of noun groups, but is reciprocal only when
used with noun groups of the kind mentioned above. It has no passive.
The two fishermenwere having a conversation, andthough theywere at least a quarter of
a mile away from us, we could hear every word.
I havehadabrief conversationwithmy client,who stillmaintains his innocence.

have 2.1,2 (olso non-recip) hold 2.6 (olso non+ecip)

464
 Pottern combinotion 2

2.4 THE 'FORGE'AND 'BNEAJ( OFF' GROUP

These verbs are concerned with having, beginning, ending, or renewing contact or a
relationship.
The lwo West African states had broken offrelations two years ago after bloody clashes
erupted in the frontier area.
The Soviet Unionbroke offrelationswith Israel in 1967 at the time of the Six Day War.
After years locked in confrontation, they can now make a new beginning, forge a nevy
partnership and a sturdy peace.
A top ANC official has called on British people to forge closer link with Black South
Africans.
The verbs resolve and seffle are usually followed by a noun such as dispute or differences.
Unless France and Britain can resolve their differences there will be no treaty on political
union.
The former captain has now resolved his differences with team officiak.
In the case of breakoffand make up, when the noun group comes directly after the verb, it
is always it.
Then did she come here to make it Wwith him - to make peace with him, anyway?

r establish 2 have 2. l, 2 (olso non-recip) resolve 1 (olso non-recip)

forge I (olsonon-recip) renew 2 settle ,
',
,,form l0 (olsonon-recip) reopen 4
. breakoff i (olso non-recip) makeup 6 patch up I (olso non+ecip)

2.5 THE'EXCIIANGE' GROUP

These verbs indicate that people give, say, or do things of the same kind to each other
They often have the patterns pl-n V pl-n and V pl-n with n.
We exchanged addresses , and as a result of our meeting he has given much needed financial
assisfonce to the team.
The separatists exchanged fire with security forces at two places in the old city area.
The Daily Mirror says the three candidates traded insulfs and blew their own trumpets
yesterday as each one claimed to be heading for victory.
He was too reckless, too willing to challenge the odds and to trade punches with a larger
opponent when he should have walked away.
The verb bcndy is used mainly with the noun words.
He was tired of bandying words with the man.

, bandy (olso non-recip) snrap ,

,. exchange , ttade 5,6,7

2.6 THE'FIGIIT'GROUP
These verbs are concerned with fighting and competing.
The allies have tumed on each other andfought a running battle for the past four days.
At the weekend police fought a gun battle with a gang which used military hand
grenades againstthem.
The verb haye can be used with a wide range of noun groups, but is reciprocal only when
used with noun groups llke afight.It has no passive.
We had a fight yesterday, and he walked out.
Surprisingly enough, readers, I got honendously drunk and had a fight with Graham
Poppie in the bar of the hotel.
In the case of fight out, the noun group following the verb is usually if.

465
 Chopter 6: Reciprocol Verbs

He spent his first week lying on the floor of his elegant residence while the guenillas and the
army fought it out in his back street.

fight j (olso non+ecip) have 2.1 (olsonon-recip) play 2 (olsonon+ecip)

fight out (olso non-recip)

2.7 VERBSWITH OTHERMEANINGS

There are two other verbs with this combination of patterns.
Thev dance a tanoo.
You should see me dance the tango with a girl who l<nows her paces.
My sister and I shared a bedroom until I was seven.
For once Livy wished she wasn't sharing a r(xrm with Caroline.

; dance i (otso non+ecip) sharc 2,3,4,6 (olso non+ecip) .

There are a number of phrases which are like reciprocal verbs of this type and their
Obiects. See 'Reciprocal phrases' at the end of this chapter.

Structure informqtion: Pottern combinotion 2

a) In both the pl-n V n pattern and the V n with n pattern, the noun group following the
verb is the Object. In the V nwith n pattern, the prepositional phrase is an Adiunct.

b) There are three passive patterns. In the pattern be V-ed, neither participant is
mentioned. In the pattern be V-ed with n, one of the participants is mentioned in the
prepositional phrase after the verb. In the pattem, be V-ed betweenlby pl-n, both
participants are mentioned in the prepositional phrase.
c) Phrasal verb patterns are the same except that there is also a particle, P. The Obiect
comes either between the verb and the particle, or after the particle. If the Obiect comes
after the particle, it cannot be a personal pronoun. You say
He talked them throuah with a colleaque
orrutalkedthrpuf-nisideaswitha'colleague
but you do not say He talked through them with a colleague.

Productive uses
Many verbs are reciprocal and are used with these patterns when they have the prefix co-,
for example co-author, co-found, co-host, co-srynsor, and co-write.

Pottern combinqtion 3: pl-n V; V n

These verbs have two patterns:

o pl-n V: The verb is used with a plural Subiect.

o V n: The verb is used with a Subject referring to one participant and followed by a
noun group referring to the other. The passive pattern is be V-ed.

466
 Pottern combinotion 3

Active voice
pl-n V

They embroced.
Their eyes met.

Vn

She embraced lock.

Her eyes met Horry's.

Possive voice
beY-ed.

It is intersected by onother orteriol rood.

He wos kissed by them oll.

Verbs with this combination of patterns belong to the following meaning groups:

3.1 THE'KISS'GROUP
3.2 THE'MARRY'AND'DWORCE'GROUP
3.3 THE'FIGHT'GROUP
3.4 THE'INTERSECT'GROUP
3.5 VERBS WITH OTHER MEANINGS

3.I THE'KISS'GROUP
These verbs are concerned with affectionate or sexual contact. When these verbs are used
with a Subiect referring to one participant, the meaning is usually that the-other
participant iloes not do the same thing back - the action is not reciprocal. Some informal
verbs referring to sexual intercourse also have this pattern.
We hugged and cried.
He wantedtohug her.
She gave afractional smile. They kissed. She drove away.
She kissed me and tumed out the light.

cuddle hug snoS

embrace , kiss

The verb kiss also has the patterns pl-n V n and V n n. The noun group which follows the
verb, or follows the first noun group, is something such as goodbye or goodnight.
They kissed goodnight before splitting up to avoid photographers who spotted them.

467
 Chopter 6: Reciprocol Verbs

He kksed me goodnight and then went off to check on something in the kitchen.
The verb snog also has the pattern V with n: see meaning group 1.3 above.
3.2 THE'MARRY AND'DryORCE' GROUP
These verbs are concerned with marriage, divorce, or romantic relationships.
Tha, divorced in 1976.
She divorcedher Army husband at 23.
The front page of the Sun this moming has a story about a guy who'S berngt divoreed by his
bride because he likes buses.
Whenwe manied we vowed to be together, to live together, and to die together, she said.
t

She manied a barrister, and died childless in 1864.

covrt 2.1 divorce 2 (olso non+ecip) .,

3.3 THE'FIGHT'GROUP
These verbs are concerned with fighting or competing.
When my brother and I used to fight, Mother would become hysterical and shriek that we
were going to kiII each other.
I had to fight him even though I hate violence.
The two sides meet at Goodison Park on Saturday in what promises to be an explosive clash.
The winner of the lndia-West Indies tie in Melboume tomorrowwill meet Auitralia in the
final.

baftle 4 meet 78
fight .3,5 wrestle 2(olsonon+ecip) ,

The verbs battle, fight, and wrestle also have the pattern V with n: see meaning group 1 .2.
3.4 THE'INTERSECT' GROUP
These verbs indicate that two or more things are in contact. We include here overlap,
where the meaning is metaphorical.
As he paused-where the three galleries intersected, another thought occuted to him.
It was well after noon and the gas gouge was almost at E before the ioad intersected a largcr
highway.
The _drive leads through thick woods, over boulders and a stream to a crossing where four
oaths meet.
Where bones meet other bones to form a moving ioint there is a protective covering of
cartilage over the surface of the bone which stops thim wearing away.
Although each person is assigned.to.one area of the shop, their roles oftenwerlap.
It is not uncommon for a mother's life to overlap her daughter's by 7O years or more.
In the case of criss-cross, the noun group following the verb is always a reciprocal
pronoun.
The roads here are quite a maze, criss-crossing one another in a fashion that at times defies
Iogic.

criss-cross 2 ioin z overlap 2

cross 1.3 meet 14 (olso non-recip)
intersect , meet 15,17

The verbs intersect 1 and overlap also have the pattern V with n: see meaning group 1.9

468
 Other potterns ofreciprocol verbs

3.5 VERBS WITH OTHER MEANINGS

There are a few other verbs with this combination of patterns.
lohnandl met inhigh school.
I told you. We were ftiends.I met her about a month ago.
Like charges rewl.
Oneway tlo redice the problem is to use positrons insteadof electrons, as they repel positive
ions.

attract 5 meet 1,2,15 :

consult 2 repel z
,,

Structure informotion: Pottern combinotion 3

a) In the V n pattern, the noun group following the verb is the Obiect.
b) There is a passive pattern be V-ed. However, it does not often occur.

Other pqlterns of reciprocol Yerbs

1 Potterns rvith'pl-n'
In the following patterns, the verb is used with a plural Subject. These pattems are dealt
with in other chapters.

pl-n V to-inf
The verb is followed by a to-infinitive clause.
He alteged that the maior oil companies conspired to fix gasoline prices from the 1950s
till the early 1970s.
See page 94, meaning groups III.1 and III.3.

pl-n V thot
The verb is followed by a that-clause.
Experts agree that one cause of poverty among the young is the dramatic rise in the
number of single-parent families.
See pages 98-100, meaning groups 1 and 4.

pl-n V wh
The verb is followed by a finite wh-clause.
The Germans are now debating whether that constitutional provision should be
changed.
See pages 106-707, meaning grouP 1.

pl-n V wh-to-inf
The verb is followed by a to-infinitive clause introduced by a wh-word.
They are waiting while federal authorities debate what to do about them
See page 112, meaning group 3.

469
 Chopter 6: Reciprocol Verbs

pl-n V about n
The verb is followed by a prepositional phrase which consists of about anda noun group.
People still argue about the costs and benefits of that d*elopment.
See pages 147--1,48, meaning group II.1.

pl-n V against n
The verb is followed by a prepositional phrase which consists of ogainsf and a noun group.

But Britkh newspapers. allege!.that the government and royal family were conspiring
against her, fearing she would embarrass them.
See page L54, meaning group 1.

pl-n V for n
The verb is followed by a prepositional phrase which consists of for and a noun group.
More than 23N) candidates from 93 political partles are comryting for 486 seats.
See pages 17 8-17 9, meaning grotrp 11.2.

pl-n V into n
The verb is followed by a prepositional phrase which consists of into anda noun group.
The fights coalesced into abattlethat raged the long lmgth of the street.
See page 2O4, meaning group I. 1.

pl-n V on n
The verb is followed by a prepositional phrase which consists of on and a noun group.
Even when people disagree on issues, trust builds bridges and *eryone benefits.

See page 218, meaning group II.3, and page 223, meaning group II.l 7.

pl-n V over n
The verb is followed by a prepositional phrase which consists of over anda noun group.
The two.sides are squabbling over issues of citizenship, gold reserues and internation-
aI treaties.
See pages 235-236, meaning group I.1.

2 Potterns with 'withn'

In the following patterns, the verb is followed by a prepositional phrase beginning with
with.

Y with n to-inf
The prepositional phrase is followed by a to-infinitive clause which indicates what two or
more people or groups are trying to do.
It said she conspiredwith others to perform iIIegaI campaign sentices.
470
 Other potterns ofreciprocol verbs

collaborate I conspire I ,

l, connive I

Y with n thot
The prepositional phrase is followed by a that-clause which indicates the topic or issue
involved.
Manywould agreewithhimthat intelligence is somethingwithwhichoneisborn (or
not, as thecasemay be).

':
: agree, concur ioke z

Y with n about n, Y about n with n

The prepositional phrase beginning with wifh is followed by another prepositional phrase
beginning with abouf which indicates the topic or issue involved. The prepositional
phrases may come the other way round.
I actually agree with you abr,ut the gun situation.
Talk about itwithyour partner.

agree , consult 2 haggle spar 2

atgne 4,5 conveNe , ioke 2 speak t
banter 2 correspond 2 meet 7 squabble
bicker dicker nafter talk 2,6
chat disagree 7 negotiate ,
communicate , fight 6 quarrel -l
confer , gossip z row 3.3

Y with n for n, Y for n with n

The prepositional phrase beginning with wifh is followed by another prepositional phrase
beginning with forwhich indicates what two or more people or groups are trying to get.
The prepositional phrases may be the other way round.
Defence had to compete for money with other government seruices.
Turlington has iostled with Linda Evangelista, Claudia Schiffer and Naomi Campbell
for the earnings crown in the past three years.

co,Jrr/€te 1,2,3 iostle 2 vie

contend 3 struggle 4
jockey z tussle 2

Y withnonn, Von n withn

The prepositional phrase beginning with wifh is followed by another prepositional phrase
beginning with on which indicates the topic or proiect involved. The prepositional
phrases may be the other way round.
Yes, I do agree with you on that.
471
 Chopter 6: Reciprocol Verbs

differ z
disagree I

Y with n over n
The prepositional phrase beginning with r.vifh is followed by another prepositional phrase
beginning with over which indicates the topic or issue involved.
He also fought with Reagan aw cutback in social programs.

argue 4 fight 5 quarrel: squabble

compromise 2 haggle row 3.3 wrangle

Emphos izing reciprocity

There are three ways of emphasizing the reciprocity of an action or process when using a
reciprocal verb with a plural Subiect.
a) With most reciprocal verbs, a reciprocal pronoun (each other or one another) can be
used after the appropriate preposition or after the verb. These patterns are pl-n Y with
pron-recip, pl-n V n with pron-recip, and pl-n V pron-recip.
All across the world today people are fighting with each other and killing each other
because of their racial and religious differences.
The fans would exchange information with one another.
That huooed each other.
b) With a number of reciprocal verbs, a prepositional phrase consisting of among or
amongst and a plural reflexive pronoun can be used, when there are more than two
participants involved. A prepositional phrase consisting of between and a plural
personal pronoun or reflexive pronoun is also sometimes used, and in this case there
may be iust two participants.
The more thq
argue among themselves, the better.
Small groups around the ram discussed theories amongst themselves, looking from
one suspect to another.
She fied to persuade him to eat what was left of their food but he couldn't manage it, and so
the driver andAmy shared itbetweenthem.
These patterns most ftequently occur with the following verbs:

a8ree, co-operate, ioke 2 shate 2,i (something)

agree 3 (something) debate j (something) make ,., (onogreement) sign 6 (on ogreement)
atgae 4,5 differ t meet 7 speak I
battle I disagree I quarrel J squabble
bicker discuss 1 (something) reach 7 (onogreement) swap I (things)
chat feud z resolve 1 (yourdifferences) talk 2,5
compete ,,2 fight t6 row 3.3 wrangle
confer , interact 3 settle, (your differences)

c) With a few reciprocal verbs, the adverb together can be used for emphasis. This pattern
is gl-nY together.
Members of the group meet together once a week to check their weight, discuss healthy
eating and do some exercises.
They often fuytennis together, and share a love of Sixties music.

472
 Reciprocol phroses

dance 3 play 2(ogome) talk 2,6

meet 2,7 share Z,.l (something)
merSe 2 speak I

Other verbs with reciprocql meonings

a) Many verbs not mentioned in this chapter can have a reciprocal meaning. This
happens when they are used with a plural Subject and followed by a reciprocal
pronoun (each other or one another), as in They hated each other, or by a prepositional
phrase containing a reciprocal pronoun, asinThey looked at each other. These are not,
however, true reciprocal verbs because they cannot be used on their own with a plural
Subject, or do not have a reciprocal meaning when they are used like this. For example,
you donot say Theyhated, and if you say Theylooked,youdo notmeanthattheylooked
at each other.
b) VerbswhichhavethepattemsVpl-nandVwithn,Yton,orVfromnhaveareciprocal
meaning when they are used in the passive. For example, two things can be
distinguished , or one thing can be distinguished from another .

c) Some verbs with the pattern pl-n Y together are similar in meaning to reciprocal verbs,
but they are not regarded as true reciprocal verbs because they must be followed by the
adverb togetherwhen used with a plural Subject. See pages 139-141.

Reciprocol phroses
There are a number of phrases which behave like reciprocal verbs and have a reciprocal
meaning.
Most of them consist of a verb and a noun group, and are like the combinations of verbs
and noun groups found in Pattern combination 2. A few consist of a verb and a
prepositional phrase or an adverbial phrase.
They all have the patterns pl-n PHR and PHR with n.
Allpoliticalparties shouldbury thehatchet andworktogether to help drag Australiaout
ofthe recession.
Kevin Keegan last night buried the hatchet with Bobby Robson, the man who upset him
so much when he was droppd by England.
The police are sure to link us when they comryre notes.
What Michelle is missing most is the chance to comwre notes with other suffering
mothers, saidMarion.
We't los!-touch 34 years ago, when George joined the RAF.
Then after graduation Zachwent to Eurory, and I lost touchwith him.
Both men were grinning as they shook hands.
The boy came out to meet me and I shook hands with him.

battle it out go to bed linkarms pass the time of day

bury the hatchet go to war lockhoms see eye to eye
change places have itaway contact
lose settle accounts
chew the fat have it off touch
lose shake hands
compare notes have it out make contact shoot the breeze
cross swords have sex make friends shoot the bull
do battle have words make love slog it out
do business hit it off make peace slug it out
fall in love holdhands mend fences
go hand in hand ioin forces partcompany

473
 Chopter 7z Ergotive Verbs

Introduction
Whoton ergotive verb is
An ergative verb has the following features:
o it has two patterns
o only one of these pattems has a noun group following the verb
o the person or thing indicated by that noun group may also be indicated by the
Subject of the other pattern

For example, the verb breakhas two patterns, V and V n. Only one of these patterns, V n,
has a noun group following the verb. An example of the pattern V n is /ohn broke the vase.
Thenoungroupfollowingtheverb, thevase,mayalsobetheSubjectof theverb: Thevase
broke.

Combinotions of potterns with ergotive verbs

Some ergative verbs have symmetrical combinations of patterns. For example, the verb
break has a combination of two patterns, V and V n. This combination is symmetrical
because the only difference between the two patterns is that one has a noun group
following the verb and the other does not. You say
The stickbroke
and Shebrokethestick.
Some ergative verbs have combinations of patterns that are asymmetrical, that is, the
patterns are different in more ways than the presence or absence of a noun group. For
example, the verb puffhas the pattern V n but not the pattern V. Instead, it has the pattern
V prep/adv. Therefore, you say
The chimney puffed smoke
and Smoke puffed out of the chimney
but you do not say Smoke puffed.

Whot the potterns indicote

When you use an ergative verb, you have a choice between two (or more) patterns. These
patterns allow you to talk about the world in very different ways. For example, you can
choose to indicate that something just happens, perhaps as a natural occurrence, without
indicating that someone or something is responsible for it. Or you can indicate that
someone or something is the cause of what happens and so is responsible for it. Compare
the examples below. (Unlike the other examples in this book, these and the following
examples in this Introduction have been invented to illustrate the differences in meaning
between the patterns.)
Thevasebroke.
lohnbroke thevase.
The volume oftenvaries.
The technician can vary the volume.
Many factoriesclosed.
The govemment's policies closed many factories.
In the first example in each pair there is only one noun group. This noun group indicates
something that does something or has something happen to it: the vase breaks, the

474
 Introduction

volume varies, and the factories close. We can call the vase, the volume, and the factories
the 'doer'. In these examples with only a 'doer', you are not told what the cause of the
action is. In fact, you may understand that the action has no cause. You may think, for
example, that the vase broke by itself. Or you may understand that there is a cause but
that the speaker or writer has chosen not to mention it. You may think, for example, that
someone caused the vase to break but that the speaker or writer is deliberately hiding that
information.
In the second example in each pair there are two noun groups. One of them is the 'doer'
and the other indicales the person or thing that causes the action: John causes the vase to
break, the technician causei the volume to vary, and the govemment's policies cause the
factories to close. We can call John, the technician, and the government's policies the
'causer'. In these examples with both a 'doet' and a 'causer', you can understand the
clausein only one way:lhat someone or something caused something to happen.
How the 'doer' and the 'causer' relate to the action depends on who or what they are.
Here are some more examples:
(i)'Doer' and'causer' are both animate
Where the 'doer' and the 'causer' are both animate and the action is something that is
under the control of the 'doer', the exact roles of the 'doer' and the 'causer' vary
according to the verb.
The 'causer' may be someone in authority who encourages or orders the 'doer' to do the
action.
The horse gallo@ downthe hill.
The rider galloryd his horse dou,,n the hill.
The squadmarched down the hill.
The sergeant marched the squad down the hill.
The'causer'may provide conditions that allow the'doer'to do the action.
The cows gttqz-ed inthewater meadows.
The farmer ggazed the cows inthe water meadows.
The 'doer' and the 'causer' may both be involved in the action, with different
responsibilities.
She auditioned on Tuesday.
I auditioned her on Tuesday.
He enrolled on a two-year course.
The tutor enrolled him on a two-year course.
(ii)'Doer' is inanimate,'causer' is animate

Where the 'doer' is inanimate, or is animate but the action is not under their control, and
the 'causer' is animate, the exact roles of the 'doer' and 'causer' vary according to the
verb.
The 'causer' may hold ultimate responsibility for the action, even though he or she does
not intend to cause the action.
Thevasebroke when it fell on the floor.
He broke the vase when he dropped it on the floor.
The car crashed.
He crashed his car.
The 'causer' may provide the conditions in which a natural process takes place.
Raspbenie s freeze well.
Shei fron some raspberries.

The ,causer' may not cause the action at all, but may be affected by the action, for example
by suffering an injury.
475
 Chopter 7: Ergotive Verbs
His leg fractured.
He fracturedhb leg.
The 'doer' may not do anything, but may be affected by the action.
The bucket filled in two minutes.
He filled the bucket in two minutes.
(iii) 'Doer' may be animate or inanimate depending on the verb, 'causer' is inanimate

When the'causer'is inanimate, it maybe the immediate cause of the action.

Thevasebroke.
The impact broke the vase.
Alternatively, the 'causer' may be an indirect cause of the action.
Her spirits lifted as if by magic.
The party lifted her spirits as if by magic.

Potterns with reflexive pronouns

With many ergative verbs, the noun group following the verb is sometimes a reflexive
pronoun. When this is the case, the'doer'and the'causer'are the same person or thing.
Sometimes this means that there is little difference in meaning betyveen this pattern and
the pattern which mentions only the 'doer'. For example, the first two examples below
mean almost the same thing, although they have different patterns, buf the third
example has a different meaning.
manifusted ten days later.
The symptoms of the illness
The symptoms of the illnessmanifested themselves ten days later.
She manifested allthe symptoms of the illness.
Sometimes, however, the pattern with a reflexive pronoun emphasizes that the Subiect of
that pattern is the cause of an event and also the ptrson or thing that is affected by lt. ttris
is true particularly when the verb involved indicates that a person suffers hirm. For
example, the first e-xample below suggests that the drowning was an accident, the second
example suggests that it was suicide, and the third exampleiuggests that it was murder.
He drowned in the river.
He drowned himself in the river.
She drowned him in the river.
The following ergative verbs often have a reflexive pronoun following the verb.

acclimatize beach 2 hang s plunge I

assimilate I disengage I manifest 2 resolve 4
attach 4 drown , overstretch

Ergotive verbs ond the possive

In patterns where there is a noun group (the object) following the verb, the ,causer, is
indicated by the Subiect and the 'doer' is indicated by the Obiec[. If that structure is made
passive, however, the 'doer'becomes the Subject and the 'causer' may not be mentioned.
Compare the following examples:
The vase broke.
lohn broke the vase.
The vasewas brokm.
The third example is the passive of the second example. We said above that in the first
example, YQu may understand that the vase broke by itself or that someone caused the
vase to lreak, whilst in the second example, you must understand that John caused the
vase to break. In the third exa-mple, you uqgerstand that the vase did not break by itself,
but do not know who caused the breakage. The Subiects of the first and the third exhmples
are the same, but the meanings are different.

476
 Infoduction
Actuol ond potentiol events
Most ergative verbs can be used to indicate events that have taken place (actual events), or
events that might take place (potential events). An example of an actual event is:
The glassbroke.
Examples of potential events are:
This kind of glass tends to break in cold weather.
Thk kindof glassbreak easily.
Some ergative verbs, in the pattern with the 'doer' as Subiect, are usually used only to
indicate potential events. The pattem with the 'causer' as Subf ect can be used to indicate
both actual and potential events.
This cream smells clean and fresh, and applies easily.
After you have stepped from a warrn bath, apply the cream evenly over your body.
These eye shadows won't fade or oease and contain herbal extracts to soften the skin.
Ultraviolet light will fade the colours in organic materials.
These verbs are indicated in the meaning groups described below.

Ergotive link verbs

There are a few verbs which are ergative and which in one of their patterns only are Iink
verbs (see also Chapter 5). For example, the verb tum, in the pattern V colour, is a link
verb. It also has the pattern V n colour, in which it is not a link verb.
The feet start to bum, feel hot to the touch, and turn bright red.
She experienced a tremendous flush, turning her bright red.
The following verbs are ergative link verbs.

,i form 3 rank I tum ,7

: keep I rate 6

About this chopter

In this chapter you will find information about all the cofirbinations of patterns that
occur with ergative verbs. As in the other chapters, information about clause structure is
given here. This information is less detailed than in the other chapters, however. For
example, we do not here show the pattems or structures of passives, or of phrasal verbs,
although we do include examples of passives and phrasal verbs.
If you want to find out more about the patterns and structures described in this chapter,
look in the relevant sections in Chapters L-4.

Pottern Combinotions
There are six symmetdcal combinations of patterns.
> Pattern combination 1: V; V n
The vase broke.
lohn broke the vase.
> Pattern combination 2:Y prepladv; V n prep/adv
The boat sqiled up the river.
We sailed the boat up the river.

477
 Chopter 7: Ergotive Verbs

> Pattern combination 3: V adi; V n adi

The door slammed shut.
She slammedthe door shut.
> Pattern combination 4:Y as adi; V n as adi
That score counts as successful.
We count that score as successfuI.
> Pattern combination 5: V to-inf; V n to-inf
She trainedto compete.
They trained her to compete.
> Pattern combination 6: V ord prep; V n ord prep
They rank sixth in the world.
Most people rank them s*th in the world.

There are four asymmetrical combinations.

> Pattern combination 7:Y prepladv; V n; Vn prep/adv
Light reflects on the water.
The mirror reflects light.
The glass reflected light onto the wall.
> Pattern combination 8: V prep/adv; V n
Smoke puffed out of the chimney.
The chimney puffed smoke.
> Pattern combination 9: V adv; V n
This carpet cleans easily.
We cleaned the carpet.

> Pattern combination 10: V adj; V n

The chair folds flat.
He folded the chair.

Pqttern combinqtion L: V; V n
In the pattern V, the verb can be used on its own, without anything following it. In the
pattern V n, the verb is followed by a noun group. This pattern combination is
symmetrical.

This combination of patterns has one combination of structures:

> Verb; Verb with Oblect

The window broke.
They broke the window.

The pottem oltered.

The foghom blosted.
My spirits lifted.
Thotmeeting will reconvene in two weeks.

478
 Pottern combinotion I
Vn

All creotures olter their own environment o little.

Some motorists blost their homs in support.
Sunlight con lift the spirits.
Ministers will reconvene their meeting todoy,

Verbs with this combination of patterns belong to the following meaning groups:

Groups of verbs concerned with change

I.T THE'CHANGE'GROUP t.9 THE'CLOG UP'GROUP

r.2 TTIE'BREAK'GROUP 1 l0 THE'BLUR'GROUP
r.3 THE'DISSOLVE' AND'SOLIDIFY GROUP l.lI THE'DTVIDE'GROUP
I.4 THE'COOK'GROUP t.t2 THE'QUICIGN' AND'SLOW DOWN' GROUP
I.5 THE'EXPAND'AND'COMPRESS' GROUP 1.13 THE'OPEN' AND'CLOSE' GROUP
r.6 THE'IMPROVE' AND'WORSEN' GROUP l.14 THE'CALM DOWN' GROUP
I.7 THE'BLISTER'GROUP r.l5 THE'WEAKEN' AND'STRENGT}IEN' GROUP
r.8 THE'BLEACH'GROUP

Groups of verbs concernedwith movement and action

I.l6 THE'DETACH'GROUP
t.t7 THE'REVERSE'GROUP
I.l8 THE'SPURT OI..TT' GROUP
Ll9 T}IE'CLENCH' AND'REI^AX' GROUP
r.20 THE,ASSEMBLE' AND'DISBAND' GROUP
t.2l THE'OVERWORK'GROUP
1.22 THE'LEAK'GROUP

Groups of verbs concerned with starting something

t.23 THE'START' AND'STOP' GROUP

1.24 THE'DEVELOP'GROUP
t.25 THE'A!\IAKEN'GROUP
t.26 T}IE'HOOT'GROUP
t.27 THE'DETONATE' AND'PLqY' GROUP

r.28 VERBS WITH OTHER MEANINGS

1.T THE'CTIANGE'GROUP
In the pattern V, these verbs ale concerned with something changing. In the pattern V n,
they aie concerned with someone or something bringing about a change. The verbs in
thii group have general meanings. More specific kinds of change are dealt with in other
meaning groups below.
As society has changed in lava, the ways in which dancers are taught have also changed.
Those who wish to change society have to create an active, political community.

, alter change f metamorPhose Yary 2

479
 Chopter 7: Ergotive Verbs

I.2 TTIE'BREAK'GROUP
These verbs are concerned with something breaking or being damaged. They may be
divided into two groups:
(i) In the pattern V, these verbs indicate that something breaks or shows damage of some
kind. In the pattern V n, they indicate that someone or something breaks or damages
something or someone. The Subiect in the pattern V n is the person or thing that causes
the damage.
He slammed the door with such force that a window broke.
They threw stones andbroke thewindows of buses.
While children can swallow many small objects without ill effect, batteries can cause severe
damage if they conode inside the body.
It is claimed that chewing gum helps prgvent tooth decay by stimulating saliva, which
neutralises the acids that can corrodi teeth.
In due time, Carey would go free while his accomplices hanged.
The convicted men were due to be hanged this week, having lost their appeal recently.

With some of these verbs, the pattern V is usually used to indicate that something often
happens (a potential event), rather than to indicate an actual event.
Mentendtobruke far more thanwomen, because oftheway theirfat is arrangedonthe body.
These verbs are often followed by an adverb such as easily. This pattern is V adv (see also
page 137).
I keep a iar -of.-comfrey ointment which clears up bruises fast. I bruise very easily and the
ointment is brilliant.

break 1,3,4 crack 1., fuse 2 scuff 7

bruise 23 crumble 7 hang 5 shatter ,

buckle.t deform iam 3 short-circuit I
bu;fit 11,12 derail z mark 2 snap ,
burst 7,2 drown t puncture 4 split 5
chip r erode , rip I suffocate ,,2
choke I flake 3 rupture 4 tear 2.1
corrode, tuay 1 scorch 2 warp ,

blowup I burnup I weardown ,

. burn down wearaway wearout,

(ii) In the pattern V, these verbs indicate that something breaks or shows damage of some
kind. In the pattern V n, they indicate that something is broken or damaged. The Subiect
of the pattern V 1 may be someone or something that suffers damage to a parf of
themselves, asin I fracturedmy sktll, or it may be someone who is responsi6le for thi thing
at the time that it is damaged, as in I crashed my car.
A couple of fuses had blown, so I had to trot over the roadto Halfords.
When I tried to factor in the extra odds, my computerblew a fuse.
Whe-n lulie was a baby they had to literally wrap her up in cotton wool to make sure no bones
broke.
Suzanne ran anxiously down the path assuming he?lbroken a leg.

blow 1.1 1,1 2 (o fuse or tyre) crash 2 overstretch ,

, break 2(obone) crash-land rupture 2 i

' burn 5 fracture 2 teat 2.4 'l

480
 Pottern combinotion L

13 THE'DISSOLVE' AND'SOLIDIFT GROUP

In pattern V, these verbs are concerned with something changing in some physical
the_
way. In the pattern V n, they are concerned with someone or something causing a
physical change in something. The Subiect in the pattern V n may be a person who males
a process happen, or provides conditions for a process to happen, as in Ihe scientist
condensedthe vapor, ot something that takes part in the process, as in The cold atmosphere
condensedthe vapor. In the case of someverbs, such as npen,ripple, androt,the secondkind
of Subiect is more frequent.
Stir the mixture with a metal swn until the sugar has dissolved.
Dksolve the sugar in the warm water and add the dried yeast.
The seedwill only germinate.when the weather is warm and damp.
First, the researchers germinated the plantain seeds.
The engineers filled the glasses with water and gunned the engine to 157 miles per hour. The
water in the glasses didn't even ripple.
The surface of the waterwas rippled by a suddenwind.
Silicon solidifies as it cools.
The latest snowfall was soft, but the bitter coldhad solidified the layers beneath it.
After a few minutes, the clumps of trees started to thin out, and Nancy realized she was
heading uphill.
The trees had been thinned out for cookinq fires. They were able to move fast.

bu'r,r 4(fuel) dull a liquefy solidify I

chill I empty 5 loosen 3 spoil 4
coarsen , emulsify melt , stabilize
condense 2 evaporate , mutate , steady 5
cool 5 faften , naturalize 7 tamish 2
crystallize 2 ferment 2 overheat , thaw 3
curdle fill , oxidize thicken t
decompose flood z perish r thin ,,
deepen 4(osound) fossilize I regenerate 2 tighten 2
defrost 2(oheeze) freeze 1 npen toughen I
digest , germinate , dpple 2,3 torn 20
dilute I harden 7 root 2 vaporize
dissipate I hatch 2 rot , weather 2
dissolve , heal I shrivel
drain Z.] improve t singe
dry 2 incubate 2 soften I

boil away dryout , firmup I thawout Z>3

cool down >5 dryup I Srow out (o hoirstyle) thin out > r,
cool off even out light up 7 warmup,
dryoff fillup >l liven up I

r.4 THE'COOK'GROUP
In the pattern V, these verbs indicate that food cooks. In the pattern V n, they are
concerned with someone cooking food. The Subject of the pattern V n is usually the
person who cooks the food, but it is sometimes the fuel or cooking equipment that is
used.
While the water boiled. I picked up the shopping and put it away.
Milwaukee residents have been advised to boil their tap water or drink bottled water.
Buffalo meat cook faster than beef.
I have to have cakes and pastries in my life; fortunately my wife cooks them brilliantly.
The heat from the coals cook the food.
Stir until the souo is iusf simmerino.
Simmer the vegetables in the lemon juice and stock for 10 minutes.
In the case of boil 2, the Subject of the V pattern and the Object of the V n pattern is the
container of the food or liquid.

481
 Chopter 7: Ergotive Verbs

Ann and Mrs Kelly were standing awlanrdly in the kitchen waiting for the kettle to boil.
Youwill almost cbrtainly want toboil a kettle within minutes of anivaL
In the case of freeze, the pattern V is used to indicate that a particular food does not come
to harm when it is frozen.
The lced Apricot and Almond Cream and lced Maple and Pistachio Cream will freeze .

The verb is often followed by the adverb easily or well. This pattem is V adv (see meaning
group 9.1 below for other verbs with this pattern and use).
Marrows don't freeze well, but they can be storcd by hanging in nets.

bake z crisp 2 macerate percolate 2

boil1,2,4 defrost t marinade 2 reduce 5 (o liquid)
brown 5 dissolve I marinate simmer ,
char , fueeze 2 mature 6 steam 3 1

cook 2 infuse 3 melt , thaur 3

boilaway thaw out 2,>3 warmup,

I.5 THE'E}PAND' AND'COMPRESS' GROUP

In the pattern V, most of these verbs are concerned with the size, degree, shape, or
configuration of something changing. The verbs bend, curl, curue, kink, and taper 7
indicate what shape something is, rather than how a shape changes. In the pattern V n,
these verbs are concerned with someone or something changing the size, degree, shape,
or configuration of something.
When we breathe in, the lymphatic vessels in the abdomen compress.
The implosionwould compress any metal at its core.
I tried to concentrate on the qualities I admired in him: his confidence, his charm, the way his
hair curled at the nape ofhk neck.
He spent hours on end curling a strand of his hair with his fingertips and looking stupid.
The hot weather has caused the track to expand slightly.
This old-fashionedwooden Shoe Stretcher has special attachments that expand the leather
in the specific spots where your foot needs more room.
With the use of random drug testing, the chance of being caught has increased.
lust one severe sunbum in childhood can increase the chances of developing skin cancer.
Fighting has also intensified in other cities throughout the republic.
In recent weeks. the ouerillas have intensified their attack.
Relox your muscles and feel your spine straighten out.
Osteopathy is gentle - straightening out the ur,lvb and lower back to improve movement
andbreathing.
In the case of compress, creese, tangle, tie, unzip, and zip up, the patterns V and V P are
usually used to indicate that something may happen or often happens, rather than to
describe an actual occurrence.
I don't use Styls lines because they tend to tangle in the wind.

bend s deflate 2 halve I redouble (efforts)

coil r diminish I increase, shorten ,,2
compress , double 9 ilrflate 1,2 shrink 2
concertina 2 ease 4 intensify slacken,
contract 3 elongate kink z snag 2
crease 2 enlarge I lengthen l,z straighten 3
crumple I erode 2,3 lessen stretch &,0
curl 3 escalate moderate 5 swell I
curve 2 expand 1,2 multiply I swivel 7

decrease , flatten I narrow J tangle 2

deepen I gtolv 2,3,4,5,1 2 quadruple I taper 1,2

482
 Pottern combinotion I
I tiej uncoil unravel 3 unzip
', treble , unfold -l untoll widen t,z,t
. triple 2 unfurl I unwind z wrinkle I
build up >41 ease off fold up >4 slim down t (o compony)
bulkup fan out 2 ratchet up straighten out >3
crumpleup >, D, ruck up zipup
lattenout
I.6 THE'IMPROVE' AND'\ATORSEN' GROUP
In the pattern V, these verbs are concerned with something changing in some abstract
way. In the pattem V n, they are concerned with someone or something causing an
abstract change in something.

|n South Asia, the region most usually associated with mass poverly, the situation is now
imorovino ouite raDidlv.
We are convinced that he could imprwe the political situation.
As our economy strcZgthens, our govemment will be able to recreate the caring seryices and.
the decent standards to which I believe a civilised society rightly aspires.
Optimists believe that thiswill strengthen the companies' rqenue.
In 199 1 the Oklahoma plant begon to wind down.
The recession went on and on, and I slowly wound doutn the business.
In addition to the problem of poverty of the old, there is concem over the problem of family
poverv, which continues toworsen.
The_P_ope said that war would be a disaster for all of humanity andwould only worsen the
problems of theregion.

bounce 10(ocheque) globalize sharpen j (o disogreement)

brighten I heal 3 (o situotion) softten 3
broaden 2 improve ,,2 solidify z
clear l8(ocheque) industrialize I sorfi 5 (o rclotionship)
depreciate (o currency) loosen 26 strengthen 3,4,5
develop t,z normalize I thaw 4 (rclotions)
dim E (hope) ossify tighten j (its grip)
dissolve 5 overheat 2 (on economy) unravel 2
drop I pefrity 2 weaken I
dull 8 rclax 4 (o rule) worsen
: float l0 (o currency) reunite 2
fossilize 2 (an ideo) revive I
. bogdown even out rev tp 2 (o situotion)
brighten up >u firmup 2 sharpen up
i broadenout I liven up I turnaround/round 3
calmdown 2 move along 2 wind down 3 (o business)
clear up .l openup 2
. easeoff perkup 3

I.7 THE'BLISTER'GROUP
In the pattern V, these verbs are concerned with someone experiencing something
physically. In the pattern V n, they are concerned with something having a physical effect
on someone. The Subiect in the pattern V n is often inanimate. The Obiect in that pattern,
and the Subject in the pattern V, is a part of the body.
My Ieft hand is dead to sensation. I could accidentally pick up scalding c.tps of coffee and not
feel a thing although my handwouldblister.
Some persons are able to endure fire, for example, handle, walk on, or rcll in hot coals without
beinoblktered.
Coughing and hacking, her eyes stinging. she backed out of loe's room.
Sand stuno his anes.

483
 Chopter 7: Ergotive Verbs

age 4 cloud s dilate sharpen ,i;

blister z constrict , dim s stiffen 2
blur 4 convulse distend sting I
chafe I crease 3 knot 5 wrinkle 2
churn 3 dehydrate 2 mend 2

stiffenup >2

r.8 THE'BLEACH'GROUP
In the pattern V, these verbs are concerned with a colour ot degree of brightness charging.
In the pattern V n, they are concerned with someone or something making a colour or
degree of brightness change.

The verbs in this group, when used in the pattern V, often indicate that something may
change colour or has a tendency to change colour (a potential event), rather than that a
colour has actually changed.
Itis forbidden to cut indigo, make charcoal, or put cloth out to bleach in the sun.
We make our own yam, we weave it, we bleach it, we cut and sew.
Don't worry if the bananas discolour slightly - even when sliced at the last minute, they tend
to tum brown.
This fumiture should be stored indoors, because rust wiII discolour the metal and the
fabrics.

blu.t"., I darken 7 discolour redden

bleach z deepen 3 fade I whiten
brighten 5 dim 7 lighten I

r.9 THE'CLOG UP'GROUP

In the pattern V P, these verbs are concerned with something such as a pipe becoming
blocked. In the patterns V n P and V P n (not pron), they are concerned with something
blocking something such as a pipe.
I could stop worrying about my arteries clogging up so quickly again.
Too much butter will start to clog up the arteries and lead to excess body fat.

blockup freezeup siltup

clogup furup

I.IO THE'BLUR'GROUP
In the pattern V, these verbs are concerned with a glass or image becoming cloudy or
distorted. In the pattern V n, they are concerned with something making a glass or image
cloudy or distorted. In the pattern V n, the Subiect indicates the cause of the cloudiness or
distortion.
Alex frowned at the white figure; it was beginning to blur.
This creates a spectrum of colours at the edges of objects which blurs the image.

blur 2 distort 2 mist 2

cloud e fog t
fogup >+

484
 Pottern combinotion I
I.1I THE'DryIDE'GROUP
In the pattern V, these verbs are concemed with a thing, organization, or group of people
dividing into two or more parts. In the pattern V n, they are concerned with someone or
something dividing a thing, organization, or group of people in this way.
The gene causes a problem in the way celk divide.
The suggestion that I proposed to divide the city is absolute nonsense.
This inbred. world is dividinq and polarisina.
Hehasto oolarize the etidoraii.
When the Soviet Union split up. Sahlins lost touch with the theater completely.
One of the largest commuter airlines in the counfiy - may be split up.

degrade I fracture 3 split 2

demerge fragment 2
divide , polarize
break down + breakup , splitup 3

r.T2 THE 'QUICKEN'AND 'SLOW DOWN' GROUP

In the pattern V, these verbs are concerned with something happening more quickly or
more slowly. In the pattern V n, they are concerned with someone or somethinS making
something happen more quickly or more slowly.
The pace ofunification began to quicken at the beginning ofthis year.
The crisis has at least indirectly forced the President to quicken the pace of change.
The car never slowed down. Its tires squealed as it sped round the comer and out of sight.
The idea was drcamed up to slow down traffic and protect qclists in built-up areas.

accelerate , quicken slow 5

slow down 7 slow up speed up ,,2

r.T3 THE'OPEN' AND'CLOSE' GROUP

In the pattern V, these verbs are concerned with something opening or closing. In the
pattern V n, they are concetned with someone or something opening or closing
something.
Rumbelows said 200 of its 5OO shopsmay closewithintwoyears.
Eusiness was so bad Lynn McCouftney got aiob out of town and is closing the shop.
The door oryned and Mrs MacMahon, carrying a tray, entered.
Before anyone realised what was happening he opened the door and iumped onto the track.

close I .1,4,5 reopen ,,5

oWIr 1, 3, 1 2, I 8, 1 9, 20.26 shut ,,4
close down > 7.5 openup >3,>,
close up ,,2 shutdown

I.I4 THE'CIILM DOVYN' GROUP

In the pattern V, these verbs are concerned with someone starting to have a feeling or
emotion. In the pattern V n, they are concerned with someone or something making
someone feel an emotion.
lustcalm down andtell mewhat's happened.
Frannie synt two hours on the phone with Dede, trying to calm her down.
All the passengers in the aircraft got up and sort of ran to the front of the plane as the
stewardesses were yelling,'Don'tPank!'
48s
 Chopter 7: Ergotive Verbs

Cats could easily pank the birds and cause the eggs to be broken.

(not) budge I mellorr .l suffocate 3

freak s panic a tire I
heal 2 relax , wotry 1,2
calm down t cool down 2 perkup 7

cheerup crease up warmup 4

I.I5 THE.WEAKEN' AI\ID'STRENGTHEN' GROUP

In the pattern V, these verbs are concemed with someone expedencing something
mentally. In the pattern V n, they are concerned with something affecting someone's
mind or attitudes. The Subiect in the pattern V n is often inanimate. The Obiect in that
pattern, and the Subject in the pattern V, is an aspect of the mind, thoughts, or emotions.
But later, the acid retums to Ryder's tongue, he hunches over the table, and his mood apryars
todarken once more.
Nothingwas going to darkenhb mood today.
N ationalist feeling has strengthened.
Economic blockades may strengthen nationalist feeling.
When other men asked me out, the healthy part of me accepted, but as the day wore on, resolve
wouldweaken.
No act of defiancewillweaken our resolve or shake our determination.

boggle dfun 10 (memory) lift 5 stir 4 (memoty)

baikl 6 (confidence) tuay 2 lighten 3 strengthen 7
cool 6 (on emotion) harden 2 (ottitudes) melt 4 weaken 2
crystallize I (opinion) heighten (o feeling) sha4ren I
darken 2 iangle 2 stiffen 3

: >0 (confidencQ rvear out j (awelcome)

fuildup
I.16 THE'DETACH'GROUP
In the pattern V, these verbs are concerned with someone or something moving, but not
under their own control. In the pattern V n, they are concerned with someone or
something moving someone or something, or putting someone or something some-
where. We include herc accrue ar:d accumulafe, where the movement is sometimes
metaphorical.
Many of these verbs also have patterns with adverbs or prepositional phrases (see
meaning group 2.8 below), and for most of them those patterns are more frequent.
Her six-monthly statements would have revealed how liftIe interest was accruing.
It has promised that the bank's customers will not lose their money, which will continue to
accrue interest.
A cable connects the seat to the aircraft. When this k pulled tight, it detaches and ignites the
rocket packbelow the seat.
One- night we unscrew every screw and unplug every plug and detach every wire and then that
night we put in new systems.
Dark, dusty alleys separated the buildings, and lines of brightly colored clothes flaoped like
flags on clotheslines stretched across the rooftops.
Icy windflappedhis overcoat andhe tumed hisbackto escape itsknife-like pain onhis face.
The first stone fitted exoctly over the other stone, and then they would both rqolve.
Karlov picked up a round ruler like a baton and revolved it slowly between his long fingers.
In the case of recline, the pattern V is used to indicate that something such as a chair has a
particular quality which can be made use of rather than to indicate an actual occurrence.
Air France first-closs seats recline almost like beds.

486
 Pottern combinotion L

Charleshad reclined his seat andwas lying back smoking.

acctrc 1,2 flap I refuact (light) swirl

accumulate flufter , revolve 4 tilt ,
balance 8 flyz rewind I Ufi,r i,4
bounce ,,4 ground 75 rock 5 tltrirl ,
(not) budge 2 iar 5 rotate , unscrew ,
circulate ,,2 iolt , seftle 8 unstick
collect 4 iumble 2 shake 7 vibrate
detach I laIJ.d 14 shift I waggle
disengage I move , slop t whirl I
dispene I overturn , slosh 7 wiggle
engage 6 (o mechonism) part 2.1 spin ,
entwine 2 recline 2 submerge I
breakoff I iumbleup >2 shear off tumover,
double up pile up I tip over
getaway 3 pourin tip up
hangup >, rain down >4 turn around 2

r.I7 THE'REVERSE' GROUP

In the pattern V, these verbs are concerned with a vehicle moving. In the pattern V n, they
are concerned with someone driving or operating a vehicle. We include here capsize,
refuel, and sink.
The authorities in lapan said the ship would not be allowed to dock.
Carpenter duked his ship and tumed over his command.
Thevan came to ohalt, rarcrsed. haltedagain.
A gunman openedfire as PC Whitehouse reversed the car in a desperate attempt to escape.
Then my engine stalled, and had to be restarted.
She stalled the engine, and restarted it.
In the of capsize, halt, and sink, the Subiect in the pattern V n may be inanimate.
case
Two anglers diedwhen awave capsized their 77ft boat offCresswell, Northumberland.

Most of these verbs have another V pattern in which the Subiect indicates the person
driving or operating the vehicle.
When she got out, the driver rwersed. crushing her against the patrol car.

anchor 2 dock z rev , start ;

back 3.2 halt I reverse 4 stop 5
beach 2 land z sail 3 swerve
capsize naYigate, sink.l tack 4
ditch I refuel stall 4

revup >, startup >6 warmuP 3

I.18 THE'SPURT OUT' GROUP

These verbs are concemed with liquids, gases, or flames coming out of a container. In the
pattem V, the Subject indicates the liquid, gas, ot flame. In the pattern V n, the Subiea
indicates the container.
Bake the lemon in the oven at a moderate heat until it begins to crack open and the iuice starts
toexude.
fne dandelionis composedof atapering roat andgreen serratedleaves,bothofwhichexude a
milky iuicewhencut.
The point of the blade stipped funher in and a few drops of blood spurted 9ut.
So nbw when the washiig machine spurts out water at least we can mop it up.
487
 Chopter 7: Ergotive Verbs

exude 2 leak 7 spurt 7

, spurtout >7

1.19 TTIE'CLENCH' AND'REII\X' GROUP

These verbs are concerned with movements of part of the body, or changes in behaviour.
In the pattern V, the Subject indicates the part of the body or aspect ofbehaviour. In the
pattern V n, the Subiect indicates the person whose body or behaviour is involved.
He got suddenly angry. His fists clenched.
She clenched her fists. She stared at him fiercely.
Y_our ears g&_upwhen you hear discouraging or nasty remark.
The dog oricked-up ifs ears, wagged its tail, and scrambled into the back of the truck.
The tensed muscles of the animal slowly relaxed.
These tapes willhelp youto relax each muscle inyour body.
Her speechlvas slurring. She was tired and said she was dying.
I was slurrino mv words a bit.
lill's voice solgned, and her eyes were normal again.
She was unable to soften hervoice.

In the case of loosen up, tense up, and twitch, in the patterns v and v p, the Subiect may
indicate a part of the body or a person.
His face tensed up a bit once more.
Baxter tensed uo.

adjust 4 deepen s narrow 3 soften 4

arch 4,5 drop 8 open 4 ta'r 2
beat 8 flail , pucker tauten
bend 3 flap 2 relax 2 thrash 3
clench I flare 5 retract 2 tighten 7

close 7.3 focus 5 roll P twitch

coarsen 2 furrow 4 ruffle 4 work 27
contort iut 2 shut 3 wrinkle 5
crinkle I loosen 5 slacken 2
curl tp lower 8 slur 2
ball up 3 prickup tense up >4
loosen up 2 screwup,

I.2O THE'ASSEMBLE' AND'DISBAND' GROUP

These verbs are concerned with a group of people moving or doing something together.
This includes:
o forming a group e.g. assemble, organize
o splitting a group up e.g. demobilize, disband
o going somewhere as a group e.g. pull out, relocate
o behaving in a particular way as a group e.g. bunch up, rotate
In the pattern v, the Subiect indicates the group of people. In the pattern V n, the Sublect
indicates someone who organizes the group oriom-ething ttrat m6tivates the group to do
something.
Monks should assemble at the fuIl and new moons for a form of private mutual confession.
While in his twenties he had bought aboat, assembled a crew, ind sailed. round the world.
On November 17th the group voted quietly to disband.
At the end of 1 7 80 washington had to disband part of his army for lack of clothing.
\e_reSoinglO_unite and we're going to win the next general election.
Opposition to the govemment unites soldiers and ciiilians.

488
 Pottern combinotion I
In the case of rotate, the Subject of the pattern V and the Obiect of the pattern V n is
sometimes inanimate.
If there is a leaderwill the leadership rotate among the members?
The new party rulesrotate the lead*ship.

r assemble , mobilize ,,3 reSroup rotate 2

r demobilize muster 2 relocate scatter 2
disband organize 5 (workers) reorganize setfle 5
. disperse 2 reassemble 2 resettle unite
mass 9 redeploy I reunite , withdraw 2
I bunchup pull back 2 tumback ,
:: holdtogether pull out 3
lineup I split up z

I.2I THE'OVERWORK' GROUP

Theseverbs are concerned with a person or animal going somewhere or doing something,
under their own control. In the pattern V, the Subiect indicates the person or animal who
moves or does something. In the pattern V n, the Subject indicates the person or group of
peoplewho:
o makes the person or animal move or do something
o encourages the person or animal to move or do something
o provides conditions that allow the person or animal to move or do something
A jolly baby may feed eagerly, but after the first three or four months may keep breaking offto
have a little 'chat' or a giggle with you.
The simplest thing to [o b*to feed your baby.
I push myself too hard. I overwork alot.
He blamedhis heart attack onhis employer forovelorking him.
If only I hadtakenbetter care of him, if only I hadinsistedhe slow down, or eatmore sensibly.
Meanwhile, Maria refused to let pregnancy slow her down.
As the distribution started the crowd stampeded and many were crushed or trampled
underfoot.
The next moment loe yelled,'TheylestgApedrngtthe herd!'

r assimilate , hush 2 quiet ,0 retrain

feed I integrate , quieten , rvrr 3 (oho6e)
, graze I nurse 5 rearln stampede 2
hatch 1 (abhd) overwork reform 3 ttailr 2.1,3
dryout 2 move along I quieten down sober up
I holdback I pull up 3 shut up trip up
liven up 2 quietdown slow down 2

I.22 THE'LEAK'GROUP
These verbs are concerned with something moving metaphorically. In the pattern V, the
Subiect indicates the thing that'moves'. In the pattern V n, the Subject indicates someone
or something that makes the thing'move'.
NBC Radiowas afraidthat the newswouldleak.
It would help calm the furious row if details of the trip were leaked.
Perhaps, after ten years in office, it is inevitable that problems ptle_ap.
We sometimes waste our energy pi@t_upand dwelling onyears of worries.

leak 3 shift 2 spread 5

pile up 2 spill out

489
 Chopter 7: Ergotive Verbs

I.23 THE'START' AND'STOP' GROUP

In the pattern V, these verbs are concerned with an activity starting or stopping. In the
pattern V n, they are concerned with someone or something starting or stopping an
activity.
At one stage during the day there was every chance that the meeting might break uP without
any resolution being passed at all.
The meeting was broken up and was called again at six o'clock this moming.
The blaze started in the kitchens ofthe thirty-six floor hotel.
The following year she started a blaze at her husband's parents' home.
For now, the fighting has stopwd. but the guns haven't.
We're doingwhat must be done if we?e @ingtostopthefighting.

adjourn convene reconvene start 2

, begin 2 end 2 restart still 2.< (o sound)
commence halt 2 resume , stop 4
continue 24 recommence stall 7 terminate ,

breakup 3,4 strike up 2 (o tune)

kick off 2 taper ofl >2

I.24 THE'DEVELOP' GROUP

In the pattern V, these verbs are concerned with something coming into existence or
becoming noticeable. In the pattern V n, they are concerned with someone or something
making something come into existence, making it noticeable, or noticing it.
In the pattern V n, the Subject may indicate:
. someone who brings something into being, as in Ihe children formed a circle
. someone or something that is the unconscious source or cause of something, as in
She manife sts self-confi dence
o someone who is affected by what is brought into being, as in He developed measles
Concepts develop in parallel and even the greatest thinkers see their initial thoughts
developedby others.
He has developed the concept of a teaching programme for unborn children.
Fear obout my blindness didn't register. as I was in such a state with the pain.
She had quicklyregisteredthe differencebetweenArchie's run-downresidence andthe
opulent garage, but said nothing.
A pair of pliers turned up in the pocket of a bonowed jacket.
He turned up a frightening arsenal of licensed and unlicensed guns.

develop I (on illness) fofin 3,9 obtrude register 4,7

develop 1l (on ideo) form l0 (o rclotionship) premiere 2 trtIr 30 (Newspoper...o story)
evolve 2 manifest 2 re-form show 4z
brew up 2 (o situation) open tp 3 (oppoftunities) turnup 2
get across (on ideo) show up7

r.25 THE'AWAKEN'GROUP
In the pattern V, these verbs are concerned with someone waking up. In the pattern V n,
they are concerned with someone or something making someone wake up.
The tea dkhes must be done before the old woman awakened.
The soundofthe door opening awakenedher.
One woman fans her with a magazine, another gets some water, and she finally revives.
Alan tried to give Natalie the kiss of life but failed to rqive her.
Wehavetowakeup early.
490
 Pottern combinotion I
lmagine being woken up by the smell of buming coming from downstairs-

awake 3 reYive 3 wake I

awaken 3 rouse , waken
*1u:"1:' wakenup >

I.26 T}IE'HOOT'GROUP
In the pattern V, these verbs are concerned with something making a noise. In the pattern
V n, th^ey are concerned with someone or something doing something that makes a noise,
either deliberately or by accident.
The coal dust crunched with gritty familiarity under his feet'
Sie ran for ner car, wttiltbold brancheis underfoot and making far too much noise.
Somewhere in the distance a sirenhooted.
As he drove away he hooted his hom.
The horses wheeled together again, stimtp irons iingling under the riders' black boots as the
police reqrouped for another charge.
if your faOy ieems fascinated by d mobile, do you iingk it even more?

clack iingle I tinkle z

click I ratchet 2 toll ,
beep z crack r.2 rattle , toot
blare crunch 2 ring 1.3 twang ,
blast 7 honk I rustle ,
blow 1.6 hoot , slam I
chink: iangle I sound 1.5
blare out > blast out boomout >6

I.27 THE'DETONATE' AND'PIIIY GROUP

In the pattern V, these verbs are concerned with a machine or device working or a natural
;;.;r; h;pp"nirrg. In the pattem V n, they are concerned with someone or something
'op"iiti"g tt macirine or d'evice or providirig conditions that allow the natural process to
happen. "
Two days later nine firebombs went off in shops in Manchester city centre, while four more
failed to detonate.
ii-niia=ffi[to aAonate an explosive device, and told the pilot to take the plane to
Taiwan.
The normal clutch is four white eggs which usually hatch after about 14 days.-
int pair was for many years kept in a cage indoors, where they laid eggs and even rwtche(l
thei, but always failed to rear the young
A taDed messaqe from his mother plays in the background'
nt first tivy nia pweathe recoids-ueryone playedthose days'

detonate flush z light 1.2 rrttt 12,13,14

explode hatch 2 (on egg) operate ,,3
flash z ignite , play 11,12

I,.28 VERBS WITH OTHER MEANINGS

There are a number of other verbs that have this combination of patterns.
Is there any reason he canlt audition-?
tastingd{rectorsu',ofifuactorswhothemselveshavementaIdisabili-
ties to play such roles.
49L
 Chopter 7 Ergotive Verbs

Each year we draw up a schedule for opening and closing branches and they normally balance
out.
You need to balance out all the costs before committing yourself to a particular
environment.
The.winters were long and cold, while roads, electricity, drainage and schools were largely
lacking.
He suggested-that while Lithuania was theoretically self-sufficient in food, in two weeks time it
could lack the means to bring that food to thi shops.
The.y9! rang say that the puppy's condition had miraculously improvee that he just might
pullthroughloafter all.
We all hoped that proper treatment would pull him through.

, audition 2 enrol 2 sigrl z

interview
enlist I graduate 4 Iackz substitute ,
, addup >Z balance out pullthrough strikeoutt

Pottern combinotion2iy prep/adv; V np.ep/ordv

In the p_atte-rn V prep/adv, the verb is followed by a prepositional phrase or an adverb
group..In the pattern V- n prep/adv, the verb is fo[owed by a noun group and a
prepositional phrase or adverb group. This pattern combinationis symmetr-rcal.^
This combination of patterns has four combinations of structures, depending on whether
there is.a prepositional phrase or an adverb group in the pauerri, and on what the
preposition is:
> Structure combination (i): verbwith prepositional complement; verb with object
and prepositional Obiect Complement -
The prince changed into a frog.
The magician clanged the prince into a ftog.
> Structure combination (ii): verb with prepositional object; verb with object and
prepositional Obiect
Beauty equates with goodness.
He equated beauty with goodness.
> structure combination (iii): verb with prepositional obiect; verb with obiect
and
Adjunct
She converted to Christianity.
He converted them to Christianity.
> structure combination (ivl,v9ru..wrth Adiunct; verb with object and Adjunct
The coach halted in front of the ballroom.
The footmanhaltedthe coach in front of the ballroom.

Structure combinotion (i) :

Y".F *itl
prepositionol Complement;
verb with obiect ond prepositionol obiect complement
V prep

Verbgnup
+
Subiect Vcrh
These foshions porode os modern movements in ort.
The stick snopped in holf.
You 'lltum into everyone's dogsbody.

492
 Pottern combinotion 2

V n prep

Verbgroup n6lrtglfotry
StrHrrt YEts qbtq(t rp{Fp, OtFct Cotrphrrcnt
He poroded them os stors.
Fierce storms snopped the tonker into two ports.
Porents con't tum their house into o fortress.

Structure combinotion (ii): Verb with Obiect;

Verb with Obiect ond prepositionol
Vprep

Chority would equote with interference.

Thispoliry didn't squore with on occident.

V n prep

t4t!{t, ir@4,,,,, :,,

They equoted diseose with vice ond sin
He couldn't squore his dreoms with reolity.

Structure combinotio! (iii): Verb with prepositionol Obiect;

Verb with Obiect ond Adiunct
V prep

A high priority ottoches to science ond technology

The country plunged into civil wor.
They quolify for extrq oid.

V n prep

You con ottoch blome to people.

This plunged the country into turmoil.
This them for oid.

493
 Chopter 7: Ergotive Verbs

Structure combinotion (iv): Verb with Adiunct;

Verb with Obiect ond Adiunct
V prep/odv

A lorger ship onchored offshore.

His gun still dongled from his hond.
The disploy ends with o flyby of militory oircroft.
You enrol on o full-time course.
We morched ocross the surfoce of the moon.

V n prep/odv

We onchored the boot in six feet of woter.

She dongles the cigorette from herlips.
Thomos ended his remorks with this stotement.
He enrolled his doughter in o public school.
She morched the girls bock to school.

Verbs with this combination of pattems belong to the following meaning groups:

2.I THE'CTIANGE'GROUP 2.9 THE'SAIL'GROUP

2.2 THE'DTVIDE'GROUP 2.TO THE'DROP'GROUP
2.3 TTIE'COUNT'GROUP 2.TT THE.GALLOP'GROUP
2.4 THE'EQUATE'GROUP 2.T2 THE'THUMP'GROUP
2.5 THE'AWAIGN'GROUP 2.13 THE'DRAIN'GROUP
2.6 THE'ACCLIMATIZE' GROUP 2.I4 THE'BEGIN' AND'END' GROUP
2.7 THE'FOCUS'GROUP 2. T5 VERBS WTTH OTHER MFTNINGS
2.8 THE'DETACH'GROUP

2.T THE'CHANGE'GROUP
These verbs are concerned with change. In the pattern V PreP, the Subiect indicates the
person or thing that changes. In the pattern V n prep, the Subiectindicates t-he person or
thing that causes the change. The prepositional phrase indicates the result of the change.
The verb change also has the patterns V and V n (see meaning group 1.1 above).

The prepositions most frequently used with the verbs in this group are into and fo. With
thes6 prepositions, the verbs in this meaning group belong to Structure combination (i).
Otherwise, theybelong to Structure combination (iii) or (iv).
In the event, the scandalble*t up into a maior political furore.
No good pu,rpose would be setyeid if the unfortuiate death of Miss Oates was blown up into
front-page news for the Tory gutter press.
His skin dried up like leather and his face cha4ge4into a grinning sktll.
Welegottg-change this world into a world of love.

494
 Pottern combinotion 2

tlllgkenrtoughened glass.forms info safe pellet-like pieces rather than lethal shards.
O'Brienformed the men into a ragged liie.
This Dracula can metamorphose into rats or a wolf as well as a bat .
She ioltp upight, metamorphoses her face into a macabre parody of her mother and
suddenly fills the hushedroomwith atenible blood-curdling cry.'
After 30 minutesthe powderwill swellto its maximum capacity, formino atransoarent oel.
There is o smallherb-richmeadow inthewoodwhichhelpsio stytilithepldnt list tb over iZO
species.

. change 3 3
form swell I
:: Con\/€ft I metamorphose transmute
. evolve 2 mutate, fum ,J
l
: blowup s

2.2 THE'DIINDE'GROUP
In the patterl V prep, these verbs are concerned with something breaking or dividing. In
the pattern V-n
Prgp, they are concerned with someone or someihing maling sometfiing
break or divide. When the verbs in this group are used with into, they belong-io StructurE
combination (i). When they are used with other prepositions, they belonf to Structure
combination (iii).
If.you have lots of children in the car, you might want to divide into two or three groups and
sing simple songs.
Patients are divided into groups, each group with a primary counselor.
Itwas decided to separate into two groups.
The police wanted to separate them iito smaller groups, but they insisted on staying
together.
I was iust explaining that the omament was of no great value when I dropped it. It shattered
into tiny pieces.
Kelly tume-d her head to see the truck plow through the phone booth, shattering it into a
thousand pieces.

divide I resolve 4 snap ,

fragment 2 separate ,0 split ,
polarize shatter 7 tear 2.1
breakup I

2.3 THE'COUNT'GROUP
These verbs are concerned with one thing being thought of or presented as another thing.
In the pattern v prep, the Subiect indicates one of the two things; the other thing is
indicated by the prepositional phrase. In the pattern V n prep, the Subject in most cases
indicates the person or group of people who thinks of one thing as being another, or who
presents one thing as another. The preposition most frequently used with the verbs in this
group is as, but boil down is used with fo. This group belongs to Structure combination (i).
A few words scrawled on a piece of paper, or a simple gesture, could count as art.
I count him as my best friend.
In.the case of qualif , the Subject in the pattern v n prep is something that makes people
think the comparison is valid.
leff Campbell sat through the program and was won over, but still doesn't qualig as a
strong supwrter.
Hk loyglty and good work helped qualiP him as a candidate for sainthood in the
CatholicChurch.
In the case of translate, the pattern V as n is used to indicate that a particular translation is
possible, not that it was actually used on a particular occasion.

495
 Chopter 7: Ergotive Verbs

The Arc valley is better ktown as the Mauienne, a name combining the patois words of 'manl
and 'iau' which translate as 'wicked river' .
The Celtic word'geb' is usually translated as'taboo', but actually canied connotations not
bomebythat*
:r count 7 qualify 3 translate 4
parade l0 rank 4

.l boildown YPP

2.4 THE'EQUATE'GROUP
These verbs are concerned with two things being thought of or presented as similar or
compatible, or with something being compared with a Sroup of things. In-the pattem V
prep, the Subiect indicates one of the two things; the other thing is indicated by the-
irepositional phrase. In the patternV n prep, the Subject indicates the person or grorrp of
people who thinks of the two things as being comparable, or,who presents the two things
-as
comparable. The preposition most frequently used with the verbs in this group is wifh.
This groupbelongs to Structure combination (ii).
In relqtion to several imryrtant criteria, hostel accommodation fails to equate with the
housing preferences of lone migrantworkers.
Many pitiple equate conflictwithwar and seekpeace by designing the'perfect' society.

equate square 6

'' matchup >3 tiein YPP

2.5 THE'AWAKEN'GROUP
In the pattern V prep, these verbs are concerned with someone coming to feel or think
something. In the pattern V n prep, they are concerned with someone or something
making someone fetl or think something. The prepositions most frequently used with
the verbs in this group are to and towards. This group belongs to Structure combination
(iii).
Today many more people are awakening to deeper issues and taking responslbillA.
His 1'979 fiim,'Ca:mb6dia: TheYear Zero', didmuchtoawakentheworldtothehortorsof
the four previous years of rule by the Khmer Rouge.
Corti was unable to decide whether Bugno's troubles lay in his head or his legs, but was
inclining towards the lafter.
It becomes important to identify the other factors which incline us towards the particular
beliefswehold.

awaken 2 incline 7

convert 5 tilt 4

wake up YPP

2.6 THE'ACCLIMATIZE'GROUP
In the pattern V prep, these verbs are concerned with somebody becoming involved in or
used t6 a place,'soiiety, or activity. In the pattern V n prep,-they are concerned with
someone 6r somethinj making somebody do this or creating the conditions where they
are able to do this. This group belongs to Structure combination (iii).

496
 Pottern combinotion 2
The troops and tanks-have had time to acclimatise to the desert, and are ready for action.
The mountaineers advance-d from camp to camp to acclimatise themselves to the thinning
orygen at higher altitudes.
Don'! rush into this decision unless you are in desperate need of money.
WrAfu is resisfing the temptation to'rush her stiaight into the othbr big roles of the
repertoire.

acclimatize (to) plunge 3,4 (into) frain 2.3 (tot) ,

.: hook 6 (rnto) qu^ality 2 (fo)
integrate 1 (into/with) rush a (into.)

2.7 T:IIE'FOCUS'GROUP
In the pattern V preP, these verbs are concerned with something focusing on a particular
thing.-In the pattern v n prep, they are concerned with someone or something making
something focus on a particular thing. This group belongs to Structure combination (iii).
Discussion is expected to centre on expanding the role of the United Nations.
9fS" centred his farewell speech on a caII for all Nicaraguans to work for the
dbannament of the Contras.
hevitably attentionwillfocus on the appearancesby Oscar Peterson.
The case focused much international attention on- Brazil.

attach 3 (to) fix 7 (on) switch 3 (to)

. centre 9 (on/oround) focus ,,5 (on)
fasten 3 (on) shift z

2.4 THE'DETACH'GROUP
In the pattem V prep/adv, these verbs are concerned with someone or something moving
somewhere, but not under their own control. In the pattern V n prep/adv, they are
concerned with someone or something moving someone or something, or putting
someone or something somewhere. We include herc catch, which indicates that
something becomes entangled in something. This group belongs to Structure combina-
tion (iv), except for dig, hook, pass, sink, strike, and transfer, which belong to Structure
combination (iii).
Many of these verbs also have the patterns V and V n (see meaning group 1.16 above).
Someverbs with similar meanings are found in Pattern combination 7 below.
Dead and dying cellshad detachedfrom the flask and driftedinto the fluid.
Pick apples and pears when they can be detached easily from the branches.
The wind funnelled dourn power lines, blew out windows and damaged several roofs.
The towers are topped by wind catchers that funnel air into them.
Tree limbs whichrub together can cause weakness through deformation.
Nancy rubfud her palms together and got ready to push again.
It developed into a huge game with water splashing everryhere.
Leaning over the fountain, loanna sploshed water uryn her face.

In the case of clip, the pattern V prep/adv is usually used to indicate that something has a
particular quality, that is, it can be clipped somewhere, rather than that something
actually happens.
Whennotinuse, theblade isprotectedby asheathwhichclipsontothehandle oftheknife.

497
 Chopter 7: Ergotive Verbs

balance I flick , settle 8 squeeze 4

beam 3 flip 3 shift , squirt ,
bind s float , shoot 4 stack 2.2 (in)
blow Lz funnel I shuftle I strike 5 (ogoinst/on)
bounce , hang , sink ,I (,nto) swill 2 (oround/obout)
bounce 3 (off) hook 2 (ontQ slide , swing 2
bus 2 inch z slop I swirl
catapult ,4 keep 2 slosh I swivel I
catch 5 leak I slot 2 tilt ,
clip z lock I smash 3 tip 2
coil r mould s snag 2 transfer 1,2 (hom/to)
curl 5 move , snap 2 trickle I
dangle I nestle ,,2 spatter twine 2
detach I pasts 6 (fo) spew I uncoil
diffuse 4 peel 3 (off/hom) spill s waft
dig 3 (into) railJ 4 (blows) (on) spin I wash 3
disengage I rest 2.6 splash z whirl 7

dribble , roll I splatter winter 2

drip I tub 5 (together) spray 3,4 withdtaw z(rrom)
drop I screw 2,4 spread 5
pour into rain down >4 (on)

Most of the verbs in this group also have the patterns V adv prep, V prep PreP, V n adv
prep, andV n prep prep.
A ftiend and I bussed from Ne*, York City to Neur lersey without any certainty we'd be able
to see our friend.
Many supporters are bussed in from across the country.
The verbs spatter, splash, splatter, and sprayalso have a pattern V n, withthe substance that
moves as Subject.
Rain was spaftering the windscreen.
2.9 THE'SAJL'GROUP
These verbs are concerned with vehicles moving. In the pattern V prep/adv, the Subiect
indicates the vehicle. In the pattern V n prep/adv, the Subject indicates the driver of the
vehicle or someone or something that makes the driver move the vehicle somewhere.
This group belongs to Structure combination (iv). Some of the verbs in this Sroup also
have the patterns V and V n (see meaning group 1.17 above).
andtaxied towards the terminal.
The plane finally glided down
taxiedthe planeto the end of the runway.
The pilot
Most of these verbs have another V prep/adv pattern in which the Subiect indicates a
person driving or travelling in the vehicle.
On day three we sailed to Poole.
In the case of navigate, the pattern V n prep/adv sometimes has the vehicle as Subject and
a place as Object.
There was a time when small boats could navigate the creek all the way to the point
where Nqvell Road crosses.

., anchor 2 dock z neverse 4 tack 4

, back 3.2 halt , sail r taxi 2
beach 2 land 7 slew 2
:: crash 2 (into) navigate , swerve
. ditch I nose 5 swing 3

Most of the verbs in this group also have the patterns V adv prep, V prep prep, V n adv
prep, and V n prep prep.

498
 Pottern combinotion 2

\9tl1ing prepared us for the sight of santorini as we sailed into the bay from crete.
The boatman nosed his lauich up against what appeared to be a'thick watl of jungte
foliage.
2.IO THE'DROP'GROUP
These verbs are concerned with part of someone's body moving. In the pattern v
prep/.adv, the_subject indicates the part of the body thai moves.-In the paltern v n
prep/adv, the Subiect indicates either the person who moves, or someone oi something
that causes that movement. This group belongs to Structure combination (iv).
Freddy's eyes roll up in their sockets and his head drops into his chest.
McGregor slumped, dropping his open palms onto his legs.
Whenhe's into a song, Iones' iaw iyltsforth.
Father iutktlhis jaw toward the people sitting across the able, and I gave a silent nod.

ball 3 drop 8 poke 4 twist 2

curl 5 ittt 2 sweep 4
drop s lash a tighten ,

2.II THE'GALLOP'GROUP
These verbs are concerned with a personf group of people, or animal going somewhere or
doing something, under their own control. In the pattern V prep/adv, the Subject
indicates the person, group, or animal who moves or does something. In the pattern v n
prep/adv, the Subject indicates the person or group of people who:
o makes the person, group, or animal move or do something
o encourages the person, group, or animal to move or do something
o provides conditions that allow the person, group, or animal to move or do
something
This group belongs to Structure combination (iv).
A riderless horse gdlegd in panicked circles, adding immeasurably to the confusion.
Staffofficers gsllogdfine horses downthe road's wideverges.
He parachutec! to safety.
Hewas parachuted in.
The verbs canter, gallop, trot, and walk, which, in the pattern V n prep/adv, indicate that
someone rides a horse at a particular speed, also have another V prep/adv pattern with the
rider as Subiect.
The Duke gsllogd along the right of his line.

canter Sroup 6(togethe) settle 5 walk I

crowd 4 (into) march I transfer 4,5,8 (frcmfio)
gallop I parachute 2 trot 2
gather , prrll vB loutog unite
beam down beam up

2.I2 THE'TIJUMP'GROUP
These verbs are concerned with someone or something making a noise while moving. In
the pattern V prep/adv, the Subiect indicates the person or thing that moves and makes
the noise. In the pattern V n prep/adv, the Subject indicates the person or thing that
moves someone or something somewhere. This group belongs to Structure combination
(iv).

499
 Chopter 7: Ergotive Verbs
A couple of cars *ttished by, spray hissing up from their tyres.
Theyihen swamped the dinei oh horseback in an attempt to scare people away, stttishing
their whips through the grass as they went.
She carried her drink out to the kitchen, her heavy shoes thumping on the polished floor.
She made afist andthumped it onthe covnter as hardas she could.

rasp 2 scrape 2 thumP 3

rattle I swish I

2.I3 THE'DRAIN'GROUP
These verbs are concerned with metaphorical movement. In the pattern V prep/adv, the
Subiect indicates the thing that 'moves'. In the pattem V n prep/adv, the Subiect
indicates the person or thing that makes it 'move'. This group belongs to Structure
combination (iv), except for get across, which belongs to Structure combination (iii).
Memory drained out of him in the heat.
Relief drained the strength from his muscles as Charley Lunn's head appeared round the
half-open kitchen door.
Then a memory stirs in you and you start feeling anxious.
This might siir many'emotiois in me, but l-am afraid that understanding is not one of
them.

. centre ,0 keep 3 (owoy/off) spread 5

.. drain z land 9 (in) stir 7 (in)

carryover Setacross (to)

2.I4 THE'BEGIN' AND'END' GROUP

These verbs are concerned with activities or periods of time beginning or ending in a
particular way. In the pattern V prep/adv, the Subject indicates the activityor period of
time. In the pattern V n prep/adv, the Subiect indicates the person or thing whose
behaviour is indicated in the prepositional phrase or adverb group. The verbs in this
group are most frequently used with prepositional phrases beginning with wjfh, in, and
on, ahd with prepositional phrases consisting of by and an '-ing' clause. This group
belongs to Structure combination (iv).
Sunday wiII begin with a full breakfast, followed by a beauty presentation from Rene
Guinot.
Clintonbegan his week in California, o state crucial to his electoral success in November.
A meeting between Turkey, Iraq and Syria to discuss the sharing of waters from the river
Euphrates has ended in disagreement.
in
Eivironment minisfers from Eastem and Westem Europe have ended a one-day meeting
Dublinwith agreement that protection of the environment is one of the most urgent
political priorities on the agenda.

begin 3 eIrd 4,6 open 2'

close 1.7 finish I start 2

2.I5 VERBS WITH OTHER MEANINGS

There are a number of other verbs which have this combination of patterns. Of these
verbs, frain belongs to Structure combination (1), tum belongs to Structure combination
(11), connect, fill, pitl, open up, andtranslotebelong to Structure combination (iii), and the
other verbs belong to Structure combination (iv).

s00
 Pottern combinotion 3

tri:l*tr:;ilttr:;!#f,i':!:#,;,:fi;"v::;il1}:,q#:{,:hlspicenbut derives from the ord

Etak, which derives its name froln the roiynesian word foi iaiigation, was found.ed by
Stan Honey.

le scrgenpylln qratyy blgc!<

with soapy water
andwhite newsreel footage.
?.i.5^\y1.*!.:.P-tPy:\:t outside and rit your chitd scrub down toys,
outcloor fumiture, or just the patio.
Britain's ethnic communities have suffered injustices and degradations which would meet
with outrage if they occuned elsewhere.
AII new ideas are niet with hesitancy, most will have teething troubles.
Table.s h-ave bun,orn*nrdso thateach lifeevent canbe rated as to how disturbing
it would
usuallv be to a Derson. Losses by death or divorce, or gains by maiage oi ainn r"t"
hishly. "tiliyi
I was told he rated me highly, which is a real compliment.
The roots of this plant can substitute for potates.
In no case should you substitute alcohoi for other foods.
His parents wanted him to train as a doctor.
They train the young women as seamsfresses.
Iffinewordsweretotranslgte intodee*, amassive campaignof Bibticalre-educationnow
had to be mounted among the white population.
If this moodis translateii intovotei, ihe Democrats must strengthentheir grip on Congress.

connect 5 (ro) frll t (with) rank 3 (,n) translate .]

. decrease l
': deive z 1from1
hold 3.0 rate 6 tarn VP (ogoinst)
increase , stretch J (,nto) widen I
, enlist I (rnlos) meet 8(with) substitute , (for)
'enrol pull vP4 (out of) train 2.1 (os)
:
i fillup >t (with) openup 2(ro)

Pottern combinqtion 3: Y adi; V n odi

In the pattern v-a-dj, the verb is followed by an adjective group. In the pattern v n adj, the
verb is followed by a noun group and an adjective groip. this pattern combination is
symmetrical.

This combination of patterns has one structure combination:

> Verbwith.Complement; Verb with Object and Obiect Complement

The door slammed shut.
She slammed the door shut.

V odi

The twigs ierked free.

The door slommed shut.
The lock snopped shut.

s01
 Chopter 7: Ergotive Verbs

Vnodi

The boy ierked himself free of Andrew's grosP.

She slommed the door shut.
The Moior snopped his box shut.

Verbs with this combination of patterns belong to the following meaning Sloups:

3.I THE'SIAMSHUT' GROIJP

3.2 THE'WORK FREE, GROUP
3.3 VERBSWTIH OTHERMEANINGS

3.I THE'SI.AM SHUT' GROUP

In the pattern v adi, these verbs are concerned with something opening or closing,
,t.ritty'roitily or vioiently. In the pattern V n adj-, they are conccrned with someone or
,o-"thing ofening or cl6sing sorirething, usuaily noisily or violently. The adiectives
most freqiently usdO with the verbs in this group arc oryn and shuf'
passenoers complained when automatic doors on a new train iammed open.
They jist iam the door open with a brick-
He oeered warilv uo the staircase iust as the door upstairs opened then slammed shut'
Hehanagedtd drag herbackinside the vehicle andslamthe door shut.
Her eyes soueezed shut and tears appeared under the lashes'
Hart'squTzeithis eyes tight shut,- but the tears fell arynvay'

j (shut) slam , (shut) spring s tear 2.1 (open)

1.2 slide I squeeze 3 (shut)

, io-: snap 2 swing I

3.2 THE'WORKFREE' GROUP

In the pattern V adj, these verbs are concemed with someone or something becoming
detacnia from something. In the pattem V n adi, they are concerned with someone
detached. The adlectives
fulling or shaking someoie or somithing so that fhey become
'rrort fi"qr"t tly ulsed with the verbs in this group are free and loose'
He shook his head back and forth, and tried to pullfree.
She struggled to Pdl herself loose -
The chair may topple baclo,vards when sat upon and the arrnrests can work lurse.
He pulledhiikey ring from his pocket andiorked one key free of it.

, shake 2 wrench 2 ,

I work 23

3.3 VERBS WITH OTHERMEANINGS

There are three other verbs which have this combination of patterns. The adiective
most
ftequently used in each case is indicated in the list below'
Ticket and subscription sales hqve.h_eld stead_y and fund-raising is even up slightly.
They had achieved their aim ofholding numbers steady.
The woman's eyes oPened wide.
She oryned her eYes very wide.

502
 Pottern combinotion 5

freeze 1,2 (solid/hoq hold, 2.2,3.6(steady) open 1,4 (wide)

Pottern combinqtion 4:Y as odi; V n as odi

In the pattem V as adi, the verb is followed by a prepositional phrase which consists of os
and an adiectivg 8r-oup. In the pattem V n as adjfthe verb is followed by a noun group and
a prcpositional phrase which consists of as and an adjective group. thi-s pittern
combination is symmetrical.
This combination of patterns has one combination of structures:
with prepositional complement; verb with obiect and prepositional obiect
> verb
Complement
He aualified as unemoloved.
This qualifiedhim as unemployed.

Vas odi

Monywomen count os unemployed.

His ioy os

Vnosadi
*I

count myself os old-foshioned.

This quolified him os young in spirit.

In the patt_ern V as adj, these verbs are all concerned with something having a particular
attribute. In the pattern V n as adj, they are concerned with someone-cohsidering
someone or something to have a particular attribute, or something causing someone oi
something to be considered in that way.
The events of 16th lanuary must rank as equivalent to a coronation.
The respondents also ranked their local competition as weak, moderate, or strong.

count 7 qualify 3 rank +

Pqttern combinotion 5: V to-inf; V n to-inf

In the pattern V to-inf, the verb is followed by a to-infinitive clause. In the pattern V n
to-inf, the verb is followed by a noun group and a to-infinitive clause. This pattern
combination is symmetrical.
This combination of patterns has two combinations of structures:
> Structure combination (i): Verbs in phase; Verb with two Obiects
I incline to think he is wrong.
This inclined me to think he was wrong.
> Structure combination (ii): Verb with Adjunct; Verb with two Objects
She qualified to teach children.
Her course qlalified her to teach children.

503
 Chopter 7: Erqotive Verbs

Only one verb, incline, has Structure combination (i). The other verbs have Structure
combination (ii).
It is true that conseruotionists incline to adopt a people-centred language.
Their political ideas incline them to romaniicki thb idea ofworking-class solidarity.
The oolicewomenonly aualifv to carry arms onduty whenthey reachahigh standard-
Cliv|hasnadanhoui'ihssofonadry slope,whichqialifieshimto advbetherestof usby
shouting 'snowplough!' at the top of his voice all the time.

incline , qualify 2 train 2.1

Pottern combinotion 6: V ord preP; V n ord prep

In the pattern V ord prep, the verb is followed by anordinal number and a prepositional
phrase. In the pattein V n ord prep, the verb is followed by a noun group, an ordinal
^number,
and a prepositional phrase. ln both patterns, the prepositional phrase usually
begins with among, in, or out of.This pattern combination is symmetrical.

There is only one verb with this combination of patterns. The pattem V ord PrgP has the
structure V6rb with two Adjuncts; the pattern V n ord prep has the structure Verb with
Obiect and two Adiuncts.
The second-best British player, Michael Adams, already rank 2oth in the world.
The junior team is rankedthirdintheworld.

rank 3

Pottern combinoti otr 7 | Y prep / oilv; Y n; V n prep / o.dv

In the pattern V prep/adv, the verb is followed by a prepositional phrase or adverb group.
In the pattern V n, the verb is followed by a noun group. In the pattern V n prep/adv, the
verb is-followed by a noun group and a prepositional phrase or adverb group.
This combination is asymmetrical because in the structure without an Obiect the verb
must be followed by a prepositional phrase or adverb group, whereas in the structure with
an Object the verb may be followed by a noun group alone.

This combination of patterns has one combination of structures:

> verb with Adiunct; verb with object; verb with object and Adjunct
The boat rockedup and down.
Huoe waves rocked the boat.
The waves rockedthe boat up anddown.

For structure tables, see Pattern combinations I and 2.

Verbs with this combination of patterns are concerned with something movinS, or
someone or something making something move.
A court at Peking has sentenced a hijacker to eight years in pison for forcing a plane to divert
tolapanlastDecember. _

NASA have offered to divert the Space Shuttle Columbia on its next mission to help.
Planners fight gridlockby simplifying traffic pattems as well as by nying to divert cars away
fromthe problemarea.
The light reflected offthe ochre stone, creating a golden glow he found entrancin-gt. _

The c\rued surface of the mirror reflects the sun's rays so they form a spot of light one
centimetre across.
The dish reflects radio waves to an antenna susrynded at its focus 75O metres above.

504
 Pottern combinotion 8
In the case of spout, the Subject in the patterns V n and V n prep/adv is a container holding
a liquid or gas.

An undergr_ound labyinth of conidors leads to a pool where water sryuts from the mouths
of cantedlions.
He replaced the Raybum when the last one began to spout flames.
Ickei jotted down'the license plate numberi or cai swut@ black smoke from their
exhaust pipes.

In the case of angle, the pattern V prep/adv indicates the configuration of something,
rather than a movement.
The poth angled downhill and northward.
Charles reached out for the driving minor and angled it so that he could see back along the
trackwe'd driven.
The lock is the smallest on the river but, by angling the boat across the width, we just
scraped through.

angle o fasten , reflect 2 swing I

brush J flash 7 rock 4 swivel 3
divert , ierk I spill 1,3 trail 6
drain I parl 4 spout ,

Pqttern combinotion 8: V prep /qdv;Y n

In the pattern V prep/adv, the verb is followed by a prepositional phrase or adverb group.
In the pattern V n, the verb is followed by a noun group.

This combination is asymmetrical because in the structure without an Object the verb
does not occur alone.

This combination of patterns has three combinations of structures:

> Structure combination (i): Verb with prepositional Complement; Verb with Obiect
The glass splintered into pieces.
The blow splintered the glass.
> Structure combination (ii): Verb with prepositional Obiect; Verb with Obiect
His heart hardened against her.
The vears hardened mv heaft.
> Structure combination (iii): Verb with Adjunct; Verb with Object
Water gashedout of the hole.
The hole gusheclwater.

For structure tables, see Pattern combinations 1. and 2.

Verbs with this combination of patterns belong to the following meaning groups:

8,1 THE'SMASH'GROUP
8.2 THE'OBSESS'GROUP
8.3 THE'BENEFIT'GROUP
8.4 THE'TOPPLE'GROUP
8.5 THE'BELCH' GROUP
8.6 THE'DIFFUSE'GROUP
8.7 THE'ORIGINATE' AND'CONCLUDE' GROUP
8.8 VERBS WITH OTHER MEANINGS

50s
 Chopter 7: Ergotive Verbs

A.T TIIE'SMASH'GROUP
These verbs are concerned with damage. In the pattern V prep/adv, the Subject indicates
the person or thing that is damaged. In the pattern V n, the Subiect indicates the person or
thint that causes the damage. This group belongs to Structure combination (i).
When you fire at a clay pigeon and it smashes into lots of little pieces, it's a real thrill.
The b6ttle smashed thewindow, but didnot go into the house.

smash I splinter 2

8.2 THE'OBSESS'GROUP
These verbs are concerned with someone feeling an emotion about something. In the
pattern V prep/adv, the Subiect indicates the person who feels the emotion. In the
pattern V n, the Subiect indicates the cause or topic of the emotion. This group belongs to
Structure combination (ii), except for thrill, which belongs to Structure combination (iii).
Ifyouobsess obout smallthings, it keepsyoufrom obserssing about the really big things.
As Rebecca's death grew closer, the lack of a child started to obsess him.
Coleridge has written a book for those who thrill to the scene in Citizen Kane where
Charles declares'I think itwouldbe fun to run anewspaper'.
It was a sight that never failed to thrill her.

bother 4 (obout) obsess (obout/ove)

harden 4 (agoinst) th.nll 2 @t/to)

8.3 THE'BENEFIT'GROUP
These verbs are concerned with something being an advantage to someone. In the pattern
V prep/adv, the Subiect indicates the person who gains the advantage. In the pattern V n,
the Subiect indicates the thing that is advantageous. This group belongs to Structure
combination (ii).
It is hoped that hundreds of youngsters will benefit from the charity.
We neidto persuade employers that equal opportunities canbenefit them as well as us.

benefit j (from) prcfit 3 (hom/by)

A.4 THE'TOPPLE'GROUP
In the pattern V prep/adv, these verbs are concerned with someone or something moving
somewhere. In the pattern V n, they are concerned with someone or something moving
something or someone in a particular direction. This group belongs to Structure
combination (iii).
I toppledontothefloor.
Protestors tried to topple a bust of Stalin.

spiral 2 splay topple ,

8.5 THE'BELCH'GROUP
These verbs are concerned with liquids or gases coming out of something. In the pattern V
prep/adv, the Subiect indicates the liquid or gas. In the pattern V n, the Subiect indicates
what it comes out of. This group belongs to Structure combination (iii).
Traffic roared by and smoke belched from the steelwork in the background.
The old van had slowly become a big polluter, wasting gasoline and belching black smoke.

506
 Pottern combinotion 8

The man staggered back, blood spurting from his hand.

A gash just above the eye was spurting so much blood that he was all but blinded.

belch 2(hom/outoD haemorrhage 4 (from) puff z

gush , ooze 1 spurt ,

, belchout >2

A.6 THE'DIFFUSE'GROUP
These verbs are concemed with something moving metaphorically. In the pattern V
prep/adv, the Subiect indicates the thing that 'moves'. In the pattern V n, the Subject
indicates the person or thing that makes the thing 'move'. This group belongs to
Structure combination (iii).
My advice to anyone about to launch a new technology is to look at how a new innovation
diffuses through the populace.
The Society's declaredobjectwasto collect anddiffiiseknowledge ofthelawswhichgovern
the universe.
Even the restive military rallied to Mr Clinton yesterday moming when he chose Fort McN air
for hk moming jog.
In trying to rally voters, they've focused on dissatisfaction with the govemment.

devolve (upon/on) drain 9 exnde 1(from)

diffuse I etnalate 1(from) rally 2 (to)

8.7 TIIE'ORIGINATE' AND'CONCLUDE' GROUP

These verbs are concerned with something starting, coming into existence, or conclud-
ing. In the pattern V prep/adv, the Subiect indicates the thing that starts, comes into
existence, or concludes. In the pattern V n, the Subiect indicates the person who makes
something start or conclude, or the source of something. This group belongs to Structure
combination (iii).
Whales must have originated from a land mammal which moved around on front and
hindlegs.
Dr Stevenson did not really originate this type of test.

conclude 3 originate sprout td

A.A VERBS WITH OTHER MEAI\IINGS

There are a few other verbs which have this combination of patterns. The verbs average
out and signup (as) belong to Structure combination (i). Sign up (fo) belongs to Structure
combination (ii). The verbs climax and put up belong to Structure combination (iii).
There were reportedly 'important differences of view' between head teacher and govemors
which climaxed in the head leaving.
The victory climaxed a perfect season for UCLA, which won all 3O of its games.
He decided that he would drive back at once instead of @ling-up for the night at the hotel.
The company will put you W when you're between tours.

climax 2

avera8eout putup 6 signup (os/fo)

507
 Chopter 7: Verbs

Pottern combinotion 9: V odv; V n

In the pattern V adv, the verb is followed by an adverb group. In the pattern V n, the verb is
followed by a noun group.
This combination is asymmetrical because in the structure without an Obiect the verb
mustbe followed by an adverb.
This combination of patterns has one combination of structures:
> Verb with Adlunct; Verb with Object
The dress washes eosily.
She washed the dress.

For structure tables, see Pattern combinations L and 2.

In the pattern V adv, the verb often focuses on a quality or feature of the person or thing
indicated by the Subject, rather than on something that has actually happened.

Verbs with this combination of patterns belong to the following meaning groups:

9 THE'CLEAN'GROUP
9.2 THE'SCARE'GROUP
9.3 THE'FISH'GROUP

9.T THE'CLEAN'GROUP
In the pattern V adv, these verbs indicate that something has a desirable quality, such as
being easily cleaned, prepared, or moved. In the pattern V n, they indicate that something
is affected in some way, such as being cleaned, prepared, or moved.
Most of the pans cleaned easily with hot, soapy water and a soft cloth.
These products are a much safer bet than caustic soda, although not as effective in actually
cleaning the surface.
I've put the vine in a raised bed that drains freely.
Tulip trees hove masses of roots that lie just below the surface and drain the surrounding
soiL
The doorwas closedbut only with awoodenbarwhichlifted easily.
She lifted the lid.
The knitwear soldwell.
It's a regular market. I mean they sell food there, they sell clothing.

apply 6 display t,t glue read 1,6

clean + drain z Srill 4 sell l,+
cut , fold a lift , wash ,

9.2 THE'SCARE'GROUP
In the pattem V adv, these verbs indicate that someone feels an emotion often or easily. In
the pattern V n, they indicate that someone or something makes someone feel an
emotion.
This use is productive: any verb which has the pattern V n and indicates that someone is
made to feel an emotion can be used with the pattern V adv. However, there are only two
verbs for which the pattern V adv is frequent.
Although they are ayoung team, they do not scare easily.
'Things are starting to scare me,' I said.

508
 Pottern combinotion 10

scare , spook:

9.3 THE'FISH'GROUP
In the patte_rn V adv, these verbs indicate that a place used for a sport allows the sport to be
enioyable. In the pattem V n, they indicate that someone takei part in that spdrt at that
place.
The beach is a south-west-facing venue that fishes well when there is a strong breeze blowing
direAly onto the beach.
Chatting to other anglers who fish the water can also be a great help.
T_he cross_-coyntry course rode well, although the water jump coused problems.
Ryan rude the 7 3-fence show-jumping course at Barcelona as if he were David Broome .

.1i11,".i11 i :

Pqttern combinotion 1O: V odi; V n

In the pattern v adj, the verb is followed by an adiective group. In the pattern v n, the verb
is followed by a noun group. This pattern combination is asynnmetriial.

For strucfure tables, see Pattern combinations 1 and 4.

There is only one verb with this combination of patterns.

These easylo-clean non-stick rack fold flat for easy storage.
Brtan rose, picked up his copy of 'litterbug Perfitme', foldedl the lawn chair.

tro1:l
:

509
 Chopte r 8: Ergotive Reciprocol
Verbs

There are some verbs which are both ergative and reciprocal. Verbs of this kind have the
label V-RECIP-ERG in the Collins Cobuild English Dictionary.

A typical ergative reciprocal verb has the following features:

L Like an ergative verb, it has both pattems where the verb is not followeddirectly by a
noun groip (for example pl-n V and Y with n) and pattems where the verb is followed
directly by a noun group (for example V pl-n and V n with n). The person or thing
indicatedby the Subject of the first kind of pattern may also be indicated by the noun
group folloi,rring the verb in the second kind of pattern. For example: The oil mixes with
ihe other ingredients; She mixed the oil with the other ingredients.

ZLike a reciprocal verb, it has a pattern where the verb is used with a plural Subiect
indicatinglhe participants in an action (for example pl-n V), and one ot more patterns
where onl participant is indicated by the Subject and the other is indicated_by the
Object, prepositional Obiect, or Adjunct (for example V with n). For example: The salt
water and fresh water mix; The salt water mixes with the ftesh water.

Ergative reciprocal verbs all indicate that two or more people, Sroups, or things ioin
together or are linked in some way, or that someone or something causes two or more
people, groups, or things to join together or be linked.

Pottern combinotions
An ergative reciprocal verb has one of these three pattern combinations:
> Pattern combination 1: pl-n V; Y with n; V pl-n; Y n with n
The liquids will blend to make a rich sauce.
The chocolate blends with the coffee.
Blend the remaining ingredients.
Blend the butter with the sugar.

> Pattern combination 2: V; pl-n V n; V n with n

The peace talk will reopen tomorrow.
The two groups reopened talks yesterday.
They have reopened negotiations with the govemment.

> Pattern combination 3: pl-n V; V n; V pl-n; Y nto/withn

The chairs all matched.
H er hat matched her coat.
Match the two lengths of cloth.
W e will match the fabric to your existing fumishing.

Pottern combinqtion 1: pl-n Y;Y with n; V pl-n; V n withn

These verbs have four patterns. Two pattems are reciprocal:

o pl-n V: The verb is used with a plural Subiea.

510
 Pottern combinotion I
o V with n: The verb is used with a Subiect indicating one participant and is followed by
a prepositional Phrase indicating the other. In most cases, the prepositional phrasb
consists of with and a noun group; in a few cases, the preposition is from) to, or
against.

Two pattems are not reciprocal:

o V pl-n: The verb is followedby a plural noun group.

o v n with n: The verb is lollowed by a noun group and a prepositional phrase. In most
cases, the prepositional phrase consists of.with and a noun group; inl few cases, the
preposition is from, to, or against.

pl-n V

The volues of exports ond imports should bolonce.

Oil ond woter don't mix.

Y withn

The flosh shouldbolonce with the normol lighting.

The smell of soge mixed with the solt oir.

V pl-n

Plqnners mustbolonce these two demonds.

Mix the dry ingredients.

Vnwithn

He is boloncing the clossics \Mith o voriety of modem works.

Mix the flour with the sugor.

Verbs with this combination of patterns belong to the following meaning groups:

r.I TTIE'MERGE'GROUP
I.2 THE'INTERTWINE' GROUP
r.3 TTIE'SEPAAATE' GROUP
r.4 THE'DOVETAIL' GROUP
r.5 THE'ALTERNATE'GROUP

511
 Chopter 8: Ergotive Reciprocol Verbs

I.I THE'MERGE'GROUP
In the patterns pl-n V and V with n, these verbs indicate that two or more things or people
join together or touch. In the patterns V p!-n and V n with n, they are concerned with
someone or something ioining things or people, or making them touch'
A short distance from where these two creeks merge. a duck emerged from the water.
It has since merged with other parties to form tie lanata DaI that is now in power in Delhi.
RibFarbrother,ihief of Nexus, sirys consumerswillforce companieswho issue cardstomerge
theirsystems, so thatmost cardswillbe acceptedby everyone.
He seemed to want to do something drastic with the paper, but what? Close it down, merge it
with another p ub lic at ion?
The orchestra is tobe mergedwith the orchestra of Scottish Opera to create the National
Orchestrq of Scotland.
The verb connect has the patterns V to n and V n fo n, not the patterns Y with n and V n
withn.
His project involves compact disc players that connect to personal comPuterc and play
images aswell as music.
Tendons are tough fibrous bands of elastic tissue which connect muscles to the bone which
that muscle moves.
The verb clink has the patterns Y against n and V n against n, not the pattems V with n
andVnwithn.
The rifle clinked against a rock as it swung in front of his chest.
She clinked her glass against his.
The phrasal verbs pair off and pair up usually have the passive pattems pl-n be V-ed P and
be V-ed P with n, rather than the active equivalents. All theil patterns are shown here.
We sort of mrred_W. properly in the Lower Fourth because we found we shared a toste for
makino a nuisance of ourselves.
She hds no immediate desire to pair up with someone, preferring to concentrate on her
career as a photographer.
Non-smokers are paired up.
lnGreece, agroup of male contestants'mothersprotestedthattheir sonshadbeenpairedup
withunsuitablewomen.

amalgamate combine Z5 entwine , interlock ,

blend I conioin firse l,s merSe ,
bond 2,6 connect I hybridize mix I
clink cross-breed I integrate 2 unify
pair off pair up

I.2 THE'INTERTWINE' GROUP

In the patterns pl-n V and V with n, these verbs indicate that two or more things or people
have a connection. In the patterns V pl-n and V n with n, they are concemed with
someone or something connecting things or people.
Sautet's flowing, unfussy style brings each of these figures into clear focus os their lives
intertwine.
Asyou wiII see, each of these factors interTwines with the other two.
This is appropriate, for advertising and market research are closely il_ttertwined.
She hail'Iecimed many strange and terrible things since some trick of her genes had
intertwined her life so utterly with lonty Thrale's.
The verbs interconnect and interlock usually have the passive pattern pl-n be V-ed, rather
than the active patterns V pl-n and V n with n.
They are ideally suited to organisation-wide work-group computing, where all users are
interconnected.

512
 Pottern combinotion 1

Students cannot identify world leaders or the capitab of other countries at

a time when the
natiois are interlocked.
destinies of all
The verb correlatehas the patt€m Vto n as well as the pattern V withn. It has the passive
pattems pl-n be v-ed and be V-ed with n, not the active patterns v pl-n and v n wiih n.
The performance of a side does
lot necessarily conelate to the ability of its leader.
Also, we were n*er totally convinced that the'two effects were conetdted.
It has also been shown gonglulively that these mind-rela@with
healthful changes in the body. '
Theverbrelafehasthepatternsvtonandvnfon,notthepattemsvwithnandvnwith
n.
In any_society thercwillbe reasonably clear cultural differenceswhichrelatetofeatures ofits
social structure.
Sociologists might relate these films to violence on the street.

combine , interconnect interlock z interweave

connect 4 interface 4 interrelate relate 2
correlate , interlink intertwine ,

I.3 THE'SEPARAIE' GROUP

In the patterns pl-nV and V from n, these verbs indicate that two or more things or people
mov-e. apart or stop being connected, physically or metaphorically. In the patiernjv p-l-n
and V n fury.n, they are concerned with'someone or soriething riroving tliings or people
apart or ending a connection between them.
This mascara is easy apply. The eyelashes separate_ nicely; it doesn't clump orflake.
-to
T
\9.
t9ru ard pa.rt of the fuselage_ anii cockpit
-
sepiarated frori. the mainMy bf the aircraft
within two to three seconds of the blast.
A_scuffle developed_. Th9 women's teenage girls tried to separate them.
U1!3rcyling makes it impossible to-qarate the ieatfrom the bones; overcooking
clestroys the texture and flavor.
The verb splif up has the patterns pl-n V P, V P with n, and V n p.
When Ellen ahd her husband split up, she took her three teenaged children and moved back
to herhometown.
She sPlit uP with her husband more than two years aqo and now wants to divorce him.
It's obvious she's being malicious and trying to iplit us-upbui tt,s not working.

separate ,4
splitup I

r.4 THE'DOVETAIL' GROUP

In the patterns pl-n V and V with n, these verbs indicate that two or more things are similar
or compatible in some way. In the pattems V pl-n and V n wifh n, they are coricerned with
someone or something using
_or putting two or more similar oi compatible things
together, or putting them together successfully.
We include here line up, which is concerned with putting two or more things in the right
position relative to each other.
Desplte
lhe fgct that most of his assumptions were based on guess"ttork, they alt dwetaited so
neatly that there must be some underDinq truth.
The tompany is inter-estedinroutes_wiliciyoll4dovetailwith itsbus operations.
Peorsonmigh! be o,blgto dovetailthe schedules of BSkyB andUKGoidto attractviewers
away from ITV to satellite.
The-management of local affairs should dovetail regional interests with those of the
entire country.

513
 Chopter 8: Ergotive Reciprocol Verbs

The phrasal verb match up also has the patterns V P to n and V n P to n'
lJnder new EC law, package tour operators must Wy compensation if the holiday thq have
sold you doesn't mbtch ip to the one you receive-
ioiL ire graduateswho@ve notbeen_ilbleto get iobs, while others are inthe middle of doing
their stuf,ies. We match them Wto the appropriate levels-

dovetail I mesh 2 rhyme ,

2 match 45 (donot) mix s synchronize
i tirr"op: matchup >J

1.5 THE'ALTERNATE' GROUP

In the patterns pl-n V and V with n, these verbs indicate that two or more things occu-r or
do soriething alternately or swap roles or places. In the pattems V pl-n and V n with n,
they are concirned wittr-someone or something using two or more things alternately or
swapping them over.
That evening just before sundown lozsef went into -an alarming series of attacks, the tremors
andthe coma alternating without any intervalbetween.
Depression can alternate witn nign spirits, noisy outbursts and arcn 9uph9ri9-.
Uake a faittt<e design with the apple-and liver inside the ring, alternating the liver and
apple.
Thb text alternates naturalistic dialogue with surreal, comic train announcements
and p as s ionate monologue s.

alternate , interchange 2

Pottern combinqtiott2i V; pl-n V n; V n with n

These verbs have three pattems. Two patterns are reciprocal:

o pl-n V n: The verb is used with a plural Subiect and is followed by a noun 8toup.
o V n with n: The verb is used with a Subject indicating one participant and is followed
by a noun group. This is followed by i prepositional phrase consisting of with and a
noun group which indicates the other participant.
One pattern is not reciProcal:

o V: The verb need not be followed by anything.

The peoce negotiotions hove reopened.

pl-n V n

Coterpillor Inc. ond its striking union reopened negotiotions

514
 Pottern combinotion 3

Vnwithn

Zuckermon reopened tolks with Pete Homill.

Verbs with this combination of patterns belong to the following meaning groups:
2.T THE'NORMALIZE'GROUP
2.2 TTIE'CLINK'GROI'P

2.I THE'NORMALIZE' GROUP

These verbs indicate that two or more countries, groups, or people start communicating
with each other again.
The govemment invited him to become its exclusive business agent in the United States when
relations normalized.
They sgy lapan already made formal apologies to China when the two countries
normalized relations 20 years aqo.
gaker nia tnat Washingtdnwitliormalize economic relations with Cambodia as soon
as the United Nafions team begins implementing the new peace treaty.

normalize 2 reopen 3

2.2 THB'CLINICGROUP
These verbs indicate that two or more people put their drinking glasses together or touch
each other. They have the patterns pl-n V, pl-n V pl-n, and V pl-n withn.
Their glasses clinked. their eyes met.
The two clinked glcsses like a pair of Red Army colonels downing a toast of vodka, then
refilled their glasses from a Lalique decanter on Paco's coffee table.
Politicians and businessmen clinked glasses with him at the Leipzig trade fairs.

clink touch 2

Pattern cornbinqtion 3: pl-n V; V n; V pl-n; Y ntohyith n

These verbs have four patterns. Two pattems are reciprocal:

o pl-n V: The verb is used with a plural Subiea.

o V n: The verb is used with a Subiect indicating one participant and is followed by a
noun Sroup indicating the other.
Two pattems are not reciprocal:
o V pl-n: The verb is followed by a plural noun group.
o V n to/with n: The verb is followed by a noun group and a prepositional phrase
consisting of to or with and a noun group.

pl-n V

Cots' territories moyoverlop.

515
 ChopterS: Ergoti ve Reciprocol Verbs

Vn

The second toe overlops the third toe.

V pl-n

Overlop the strips.

Y nto/withn

Overlop your right hond with yourleft.

There are five verbs with this combination of patterns. The verbs match and overlaphave
the pattern V n with n. The verbs marry, match and touch have the pattem V n to n.
He comparedthe sequence ofvisits enteredinthe appointments diarywiththe dates quotedat
the backof the fiIe.Thot matched.
They toldhimhe couldi't-boardthe plane unlessthe name onhisticket matchedthe one on
his passport.
Magnetic boards are also very popular because the children can match shapes, animals
andnumbers, effectively developing their memory skills.
Mr Wrigh* task is to match graduates with firms.
She held out her hand andtheir fingers touched.
Smoothly lower the bar so that it touches the middle of your chest, then press it upwards to
arm's length again.
Laura and I touched knees again.
She touched her glass to his.

The verb wedhas the passive pattern pl-n be V-ed, not the active pattems V pl-n or V n
to/withn.
Wewerewed in 1928 andhadavery happy marriage.

marry 1,2 overlap , wed

match 3,5 touch z

Emphos izing reciproc ity

When ergative reciprocal verbs are used in pattems with a plural Subiect, they can be
emphasized with phrases in the same way as ordinary reciprocal verbs (see page 472).
With most of them, a reciprocal pronoun (each other or one another) can be used after the
appropriate preposition or after the verb.
The third possibility is that building societies may merge with each other.
These muscles werlap each other.
With the verbs listed below, the adverb together canbe used for emphasis.
Given enough speed, nuclei fuse together and make a n*rt, heavier element.
Biological, psychological, and cultural factorc all mesh together to produce illness.
516
 Emphosizing reciprocity

blend , dovetail , mesh 2

borr.d 2,6 fuse 4s
clink merSe ,

517
 Chopter 9: Potterns with it
In this chapter we describe verb pattems in which the Subiect or Obiect is always the word
if. In these patterns if has two basic uses. It may function as a 'dummy' Subiect or Obiect
pointing forward to a clause somewhere else in the sentence, in which case we call it
introductory if. Or it may refer vaguely to a general situation, and not point anlrwhere else
in the sentence. In this case we call it general it This chapter contains the following
sections:
L lntroductory it as Subiect
2 Introductory it as Obiect
3 General if as Subject
4 General if as Obiect

I Introductory it os Subiect
In all the patterns described here, the clause begins with introductory if, which is the
Subject of the clause. Although it is the Subiect, it does not contribute to the meaning of
the clause, and is often known as a 'dummy' Subiect. English prefers to have old
information at the beginning of a clause and new information at the end of a clause. If a
clause does not contain any old information, having if as Subiect allows all the new
information to be placed at the end of a clause. For example, the clause It is difficult to see
what you meanhas two pieces of new information; difficult andto see what you mean.You
could say To seewhatyoumeanisdifficult, but then some of the new informationwould be
at the beginning of the clause. In the clause beginning with it, none of the new
information comes at the beginning of the clause.
In spoken English, the word if is sometimes omitted, especially with the verbs look, seem
and sound, e.g. Iooks as if we're out of luck, Seems he knows all the answers, Sounds as if it runs
in the family. The same thing occurs with the phrase it stands to reason, e.g. Stands to reason
he stole it. In the case of be, some nouns and adjectives sometimes occur without if is, e.g.
PiA you didn't let me know.

All the patterns described here contain a clause such as a that-clause or a to-infinitive
clause. All these are new clauses, with their own structures.

The patterns with introductory it as Subiect fall into six pattern groups:
> Pattern group 1: itV clause
> Pattern group 2: if V fo n clause
> Pattern group 3: it V prep clause
> Pattern group 4: if be V-ed clause
> Pattern group 5: it V n clause
> Pattern group 6: itV adi clause

Pottern group 1: it V clouse

There are five patterns in this group, each consisting of if, the verb, and a type of clause:
o 1.1 if V that
It seemed that I was right.
o 1.2 if Vto-inf
It helps to talk.
518
 Section L: Introductory it os Subiect

o 1.3 if Vwh
It doesn't matter what you think.
o 1.4 if V when/if
It hurts when you forget to write.
o 1.5 itV as iflas though/like
It sounds as if they made a dreadful mistake.

l..l itVthot
The verb is followed by a that-clause.

It emerged thot smoking reduces life-expectonry.

It seemed thot he would keep his word.
It tronspired thot the gunmon hod been releosed from ioil.

Verbs with this pattern belong to the following meaning groups:

I THE'EMERGE'GROUP
2 THE'APPEAR'GROUP
3 THE'HURT'GROUP
I THE'EMERGE'GROUP
These verbs indicate that something happens or becomes known, or that something is
logically the case. With some verbs the word thot is often omitted, asin It hap$ned I was
there at the time.
It neverreally clickedthat Iwas homeless untilI hadbeenonthe streets acouple of months.
It emergcdthat he had aviolent criminalrecord, of whichthewelfare agencies hadbeen
unaware.
Douo was a oood man when I knew him, but that had been a lot of years ago . And it figured
thai there fias a solid case against him.
Since soundis actuatly the motionofmolecules,itfollowlthatthe_fastest speedwithwhich
theairmoleculeschn getoutof theway isthe speed of sound.
It hapryned that we had a number ofvery competent women so it was not difficult to pick
awomanto doit.
There are five phrasal verbs with this meaning, listed below. Their pattern is it V P that.
How did it come about that a man so shrqvd and wise as David should fall for such a
blatantly ohious confidence trick?
What'II happen is, it'l!-come out that he didn't shoot himself, lack shot him'
If it does turn out that the inspectors have found highly enriched uranium, this raises a
number of questions.

click 2 figure ,2 happen 4

emerge 3 follow r transpire ,

comeabout getaround/round 3 tumout J

come out 2 leakout >3

The old-fashioned verb Sroup corme fo poss also has this pattern.
519
 Chopter 9: Potterns rflith it
After the war, it came to passthat he did not resume his medical studies.
2 T}IE 'APPEAR'GROUP
These verbs are concerned with what a situation is, or seems to be. They are all tink verbs
(see chapter 5). The word fhaf is often omitted, as in If seems you underitand me.
A police spgkepmgn said it appeared that the bag had contained two tubes fitled with
pieces of lead which fleut into the air injuring tie eleven people.
The verb be is not usually used alorre in the affirmative in this pattern. The following types
of clause are frequent: negative clauses; clauses in which be fbllows a modal; ana chuies
including an adverb such as fust or simply.
He was to be a priest, sq she thought, it could not be that he was interested in her.
This-doesn't necessarily mean that sport can improve your emotional health; it coutd simply
peoPle with d more extroiert persoiality are more likely to enjoy-sports iniie
*+a!
first place.

appear I be 2.2 seem , :l

3 THE'HURT'GROUP
These verbs indicate how someone feels about the event indicated by the that-clause.
Hundreds of people attended the wake and funeral . It helryd that so many people cared. I
felt stronger when people were around.
I have been wanting to wite to you since day one. It hurts that you cannot see this.
The bigger the cost, the more it matters that the money shoutd not be wasted.

help2 mafter9'
hurtJ rankle

1.2 it V to-inf
The verb is followed by a to-infinitive clause.

It moyhelp to tolk obout it.

It hurt to breothe.
It poys to shop oround for the best deols.

Three of the verbs with this pattern indicate that something is helpful to someone, or is a
good thing.
Different building societies offer different seruices so it pysto shop around.
The verb do usually occurs in negative clauses.
I'm leaming t Je language. A career diplomat has to. It doesn t do to have to use
trans lators all the time.

(not)do 2.22 help 2 pay e

There are two other verbs with this pattem.

520
 Section 1: Introductory it os Subiect
Though his case was far from complete, he was convinced he was right. It remained to
convince his superior s.

hurt ei remain I

1.3 it V wh
The verb is followed by a wh-clause. There is only one verb with this pattem.
I don't think it matters what you really are, it matters what you do.

matter 9

1.4 it V when/if
Theverb is followedbya clause beginningwith when or if, which indicates a situation that
occurs or may occur.
It didn't helowhenhe tried to cover his mistake.

help z hurt 5

1.5 it V os if, it V qs though, it V like

The verb is followed by a clause beginning with as if or as though. In informal English, the
clause sometimes begins with like. Some people think these clauses are incorrect, but we
include them here because they occur ftequently.

It Iooks os if there will be o rebellion.

It seemed like his dreom hod come true.
It sounds os though she is leoding on involid life.

Verbs with this pattem are concerned with what a situation seems or feels like. They are all
link verbs (see Chapter 5).
There was smoke coming up at the bottom of the hill. It appeared as if there had been a
bonfireor something.
Chess experts are awe-struck by Fischer's play. It is as if he had never stopped pwrnS
chess.
The band played. It felt as though the room were a mwing vehicle and had just crashed
up against awall of sound.

i appear I feel 2 seem ,

: be 2.2 look 2.t sound 9

Pqttern group 2:itY to n clouse

There are four patterns in this group, each consisting of it, the verb, a prepositional phrase
beginning with to, and a type of clause:

5ZL
 Chopter 9: Potterns with it
c 2.1 itY fo n that
It seems to me that I had done everything I could.
o 2.2 itY fo n to-inf
It fell to me to organize the event.
o 2.3itY tonwh
It matters to me what happens to you.
o 2.4 itY to n as iflas though/like
It sounds to me as if you don't want to help her.

2.1itVtonthot
The verb is followed by a prepositional phrase beginning with to, and a that-clause. The
prepositional phrase always indicates a human being. The prepositional phrase is the
prepositional Obiect.

It come to him thot the cor following him wos the some one.
It didn't occur to him thothe mightwin.
It seemed to me thot there wos obsolutely no hope.

The word fhaf is often omitted, as in It seems to me you're lying.

Verbs with this pattem belong to the following meaning gloups:

r THE'SEEM'GROUP
2 THE'OCCUR'GROUP
3 VERBS WITH OTHER MEANINGS

I THE'SEEM'GROUP
These verbs are concernedwith what a sifuation seems like to someone. They are also
found without the prepositional phrase, in the pattern it V that. Of the verbs in this
meaning group, seem occurs much more frequently than any of the other verbs.
All the verbs in this group are link verbs (see Chapter 5).
It seemed to me that the book tried to say something in a different way than it had
been saidbefore.

look 2.+
seem ,

2 TrIE'OCCUR'GROUP
These verbs indicate that an idea occurs to someone. These verbs are not found in the
pattern it V that: they occur only with a prepositional phrase, for example to me ot to my
attention.
Quite recently it came to my aftention that I am older than the Prime Minister.
She seemed to be asleep. Then it occurred to him she might be dead.

,i,,
oo"':.:
,.,:o-""
s22
 Section 1: Introductory it os Subiect

3 VERBS WTTH OTHER MEANINGS

There is one other verb with this pattern.
Her husband appealed to the public yesterday: 'It matters to everyone that the killer is still
around.'

:: mafter 9 i

2.2itVtonto-inf
The verb is followed by a prepositional phrase beginning with to, and a to-infinitive
clause. The prepositional phrase always indicates a human being. The prepositional
phrase is the prepositional Object.

It oppeols to bonkers to keep supporting o strong fronc.

It hqdn't occurred to me to bring o cheque-book.

There are only three verbs with this pattern.

It feII to Malcolm to care for her, but he had less and less time.
It occurredtometowonderhow other animalsthat live inhighly-organbed societies,
like human beings, cope with their diseases.

appeal r fall vPl occur 3

2.3itVtonwh
The verb is followed by a prepositional phrase beginning with fo, and a wh-clause. The
prepositional phrase always indicates a human being. The prepositional phrase is the
prepositional Object.

It cqme to me whot Pop hod forgotten.

It didn't motter to her whot hoppened to us.

Two of the verbs with this pattem indicate that an idea occurs to someone.
It occuned to me how truly blessed we are to live in a town that's just chock-full of so
many interesting races, creeds andcolors.

come ,,

There is one other verb with this pattern.

It doesn't matter to them whether or not thq sell your product.

matter 9

523
 Chopter 9: Potterns with it
2.4it V to n os if, itY to n os though, it V to n like
The verb is followed by a prepositional phrase beginning with to, and a clause beginning
with os if or as though.In informal English, the clause sometimes begins with like. Some
people think these clauses are incorrect, but we include them because they occur
frequently.
The prepositional phrase is the prepositional Obiect.

It felt to me like the wor wos coming closer ond closer.

It looked to me os ifthis gun had been used close up.
It sounds to me os though you've tried your best.

All the verbs with this pattem are concerned with what a situation seems or feels like to
someone. These verbs are also found without the prepositional phrase, in the pattem it V
as if. All the verbs in this group are link verbs (see Chapter 5).

You have many skilk and capabilities. All in all it seems to me as though you could be very
usefultous.

: appear look 2.1 sound 9::

: feel z seem ,
:,.,......,.,,..,.,.,,,..,,

Pottern group 3: it V prep clouse

Patterns in which the preposition is fo and the prepositional phrase indicates a human
being have been described in Pattem group 2 above. Here we describe the pattems which
contain other prepositional phrases.
There are two patterns in this group, each consisting of if, the verb, a prepositional phrase,
and a type of,clause:
o 3.1 if V prep that
It came to light that he hadnot beentelling the truth.
o 3.2 itY prep to-inf
Itwas upto me to decide what to do.

3.1it V prep thot

a prepositional phrase and a that-clause. The prepositional phrase
The verb is followed by
isthe prepositional Complement with the verbs be, come, and, count, and an Adiunct with
the other verbs.

It IS to our credit thot people ore now heolthier,

It counts os on ochievement thot he wos oble to resign.

524
 Section 1: Intoductory it os Subiect

It come to light thot the plone hod not been insured.

It 9oes without soying thot most gordeners love the outdoor life.

Verbs with this pattem have a variety of meanings. Most of them occur within fairly fixed
phrases.
It is to his credit that the bittemess he felt over his rccent failure did not alter his
determination to cany out his regimental duties to perfection.
It is not for nothing that sports Wople call their clothes their'strtp'. Athletes now wear
clinging, blackgarments that leave nothing to the imagination.
It came as little surprise that the twelve minbters found much to criticise in the
reform proposals.
Since alcohol k drying, it stands to reason that those produds marketed forwommwith
dry skin have little or no alcohol.
There is one phrasal verb with this pattem, creep up.Its pattem is it V P on n that.
It's hard to say at first why Ed is so remarkable but then it creeps up on you that this is
top-quality song -writing.

be 2.2 come (to) (see light l4) go (without) (see soy 1 8)

corne 20(os) count 7 (os) stand 28
crqePuP vPP

3.2it V prep to-inf

The verb is followed by a prepositional phrase and a to-infinitive clause. The prepositional
phrase is the prepositional eomplement with be and come, arrd an Adjunct with accord.

It occords with the public interest to prosecute.

It rS up to them to stoy competitive,

Verbs with this pattern have a variety of meanings.

If there are any surylus resourceg it is not in the interests ofthe garcmment to keep them.
It comes os no surprise to learn that magistrates in England and Wales dislike the
netv Criminal lustice Act and are now seeking to modify it.

accord i b. 2.2 come 20

Pottern group 4z itbe V-ed clquse

There are three patterns in this group, each consisting of if, a verb in the passive, and_a
type of clause. Although in these patterns it is the Subiect in a passive clause, we include
them here because there is no active equivalent containing if.
o 4.1 it beY-ed that
It is thoughtthatthe templewas usedinthe thirdcentury-
525
 Chopter 9: Potterns with if
o 4.2 itbeY-ed to-inf
It was decided to cancel the meetinq.
o 4.3itbeY-edwh
It is not known what causes the disease.

4.1it be V-ed thot

The verb is followed by a that-clause.

It wos odmitted thot the tests were oll wrong.

It wos ogreed thot o new treoty would be signed.
It is estimoted thot o hundred people hove now died.

This pattern is used to indicate that something is said, thought, or discovered, without
indicating who said, thought, or discovered it. The implication is that this is a group of
people, people in general, or occasionally an unspecified individual: the context has to
determine which of these alternatives applies.
This is a productive pattem and occurs occasionally urith a large number of verbs
concerned with saying, knowing, and thinking, such as add, affirm, appreciate, compute,
decree, deduce, deem, hint, hypothesize, maintain, mention, moot, perceive, posfulate,
speculate, and stipulate. The verbs listed below are the ones which are most frequently
used in this way.
The word fhaf is often omitted, as in If r.yas sa id he had a good head for business.
Verbs with this pattem belong to the following meaning groups:
r THE'REPORT'GROI,'P
2 THE'THINK' AND'DISCOVER' GROUP

I. THE'REPORT'GROUP
Theseverbs are concemed withwhat is spoken and written. This includes somethingthat
is:
o agreedorconceded
o suggested or recommended
. announced, reported, ordisclosed
o rumoured or alleged
o arguedordenied
We also include here demonstrate and show, which do not necessarily involve speaking or
writing.
Eventually it was agreed that the present laws would continue to apply in the same
areas for twoyears.
It is clqimed that running helps to unleash hidden energies, both psychic and
physical.
In 1990, it was disclosed that he had contracted the AIDS virus.
A short tiyte ago, it ygtqfredthat demonstrators had broken through the plice
lines and more vehicles were set alight.
It is rumoured that hb farmhouse resembles a fortress, with a panic-button to alert the
police in the event of intruders breaking in.
Untilit is shownthat the tape is genuine, wehave to remain sceptical.

526
 Section 1: Introductory it os Subiect

Itis.suggestedthat teachers should design adivitieswhichwillkeep the class acttvely

and construct iv ely eng a ged -
There are two phrasal verbs with this meaning, given below. Their pattern is it be V-ed P
that.
When it wos Winted out that she would need considerable iournalbtic experience she
agreed she didn't have it.
These verbs are sometimes used with a modal such as rnust or con to indicate that the
speaker feels obliged or able to say something, not that someone else has said something.
It can be argued that human health would not suffer if we were to stop most animal
research.
Though it cannot be denied that appearance is the first step towords attraction, it is
similarity of attitude that is often a deciding factor when it comes to pursuing a relationship.
It must be emphasized that goat's and sheep's milk abo contain lactose.
It must be said that the success has been solid rather than spectacular.

beacknowledged I beconceded I beheld 2.1 be said I

be admitted , be confirmed z beproposed I beshown t
beagreed,,3 be contended z be recommended 2 bestated 8
be alleged be demonstrated 7 be recorded 2 be stressed ,
beannounced 7 bedenied I bereported I besuggested I
beargued I be disclosed berevealed 7 betrumpeted 2
beasserted t be emphasized be ruled z be whispered 2
be claimed I be explained I berumoured
belaiddown z be pointed out 2

2 THE'THINK' AND'DISCOVER' GROUP

These verbs are concerned with what is thought. This includes something that is:
o expected, hoped, orfeared
o thought or believed
o decidedorintended
o remembered or forgotten
o known or suspected
o discovered
It is accepted now that drinking water in many arecls contains certain pollutants
which are undesirable.
At one time it was beliarcd that an addict couldn't quit until she hit bttom and lost
uerything. That's true for many people but, it tums out, not for everybody.
Itwas concludedthat the aircraftwas flying at the maximum permitted speedwhen
the leading edge of the wing opened up, ripping the wing apart.
Inquiries were made and it was decided that there were no grounds for further
investigation.
They became concemed when it wos discovered that more than nine-thousand ballot
papers hadbeenforged.
It is estimated that up to two million people around the country suffer from various
formsof asthma.
It exrycted that by the weekend, air traffic, garbage collection and mail delivery will
is
be back in full operation.
At first it was feared that a bomb had caused the blast but now it appears that the
explosion may hwe been triggered accidentally.
It was felt that valuable work could be carried out in establbhing a good working
relationship Mween the grouPs.
527
 Chopter 9: Potterns with it
It should be rememfured that the success rate of Alcoholics Anonymous stands
secondtonone.
From the stories related in this bool<, it can be ser.n that the average age of those women
marryingis 77.
It has longbcenthought that aluminiumwas a pobonous substance and it has been
linked to cancer of the stomach, though there is no aidence for this.
It is underctood that damage estimated at more than a hundredthousand pounds
has been caused to fumiture, fittings and equipment in the Embassy building.

beaccepted z,l be envisaged beimplied I berealized ,

beanticipated I be established 3 beintended t bereckoned +
beassumed , be estimated , be iudged 4 be rrcognized z
bebeHeved I beexpected I be known 1 beregretted ,
becalculated 1,2 befeared I belearnt 2 beremembered 5
beconcluded I befelt ro benoted 9 be seen 4
beconsidered I befound z benoticed I be supposed 2
b€ decided t,2,4 be forgoften 2 be predicted besuspected z
be determined 2,3 behoped I be presumed I bethought 7

bediscovered , be imagined z beproven 2 beunderstood s

4.2 it beV-edto-inf
The verb is followed by a to-infinitive clause.

It wos hoped to use helicopters to evocuote refugees.

It is proposed to ollow comeros into courts.

Verbs with this pattern are concerned with a course of action being proposed, hoped for,
recommended, or decided upon.
At an emergency meeting of teachers and parents, it was agreed to send home ail 3AO
pupib at Chigwell county primary, Fssex, untilfitrther notice.
She was actually too old for foster care, but because she was so upset emotionally, lt was
decidedto placeherwith a foster family.
A spkesman said that it was intended to complete the ancuatlon of the remaining
7,7(X) citizensD4u lanuary 7oth.

beagreed r behoped I beplanned z

bedecided , beintended , beproposed z

4.3 it be V-ed wh
The verb is followed by a wh-clause,

It is being osked why you did not moke your views known eorlier.
It wos not disclosed how much the sole will roise.

528
 Section 1.: Introductory it os Subiect

The verbs with this pattem are concemed $,ith information being asked for, discovered,
explained, understood, or doubted.
It hqs to be dartfiedwhether the radicak are holding lwo of the soldiers, as they say,
or three, os other reports have suggested.
It was narcr established whether the motor failed or the take-offwas abrted.
Many theoies exist, but it b not ktownwhat causes endometriosis, or how the disease
c an trig g er infert ility.

Another top Tory-is-under pressure to quit after it was ranealed holn, a company he ran cost
taxpayers f,2(n,OOO.
It k pretty well understod what controls the flow of carbon dloxide in and out of the
atmosphere today.

beasked I bediscovered , beimagined z be seen 4

be clarified bedoubted z beknown I beshown ,
bedecided I beestablished: beleamed I beunderstood 5
be determined z be explained I bequestioned 3
be disclosed befound 7 berevealed I

Pottern group 5: it V n clouse

There are eleven patterns in this group, each consisting of if, the verb, a noun group, and a
type of clause. Patterns 5.8 to 5.L1 contain other elements as well.
o 5.1 if V n that
It struck me that the story would make a good film.
o 5.2 itY n to-inf
It worries me to see vou unhaoov.
o 5.3 if Vnwh
It beats me why sales are falling.
o 5.4ifVnwhen/if
Itwories me whenvou come home late.
o 5.5itV n -ing
Itt no fun working all weekend.
o 5.6 itY nlamount before/since
Itlonly a matter of time before he finds out.
o 5.7 itV n forn to-inf
It took months for them to answer my letters.
o 5.8 itV n n to-inf
It took me ages to finish my work.
o 5.9 itV amount forn that
It said a lot for him that he was able to apologize.
o 5.l0ifVnadjthat
It drove him oazy that he couldn't do anything to help.
o 5.11 if V n adj to-inf
It makes me sick to think about all the thefts.

5.1 itVnthot
The verb is followed by a noun group and a that-clause. The noun group is the
Complement in group 1, and the Obiect in groups 2 and3.

529
 Chopter 9: Potterns trith it

It IS o shome thot the press ignored these events.

It become orule thot visitors could not leove their cors.

It bothered her thqt he hodn't osked for her.

It hit me thot I wos going offon my own.

Verbs with this pattern belong to the following meaning groups:

1 THE'BE'GROUP
2 THE'ANNOYAND'PLEASE'GROUP
3 TTIE'STRIIG'GROUP

r THE'BE'GROUP
These verbs are concerned with what a situation is, seems, ot becomes. All the verbs in this
group are Iinkverbs (see Chapter 5). Theword fhatis often omitted, as in lft apityyoucan't
come.
You can name your own price.It'salmost a foregone conclusion that you'll get whatyou
want.
It remains a subiect of fascination that one family produced three exceptional
writers: Charlotte, Anne, andEmily Bronte.

be 2.2 remain I
become t seem ,

2 THE'ANNOYAND'PI.EASE' GROUP
These verbs indicate how a situation makes someone ieel. The noun Sloup always
indicates a human being.

This is a productive use and ocfllrs occasionally v\rith a large number of verbs indicating
the emotional effect of something, such as alarm, anger, awe, baffie, bemuse, confuse,
depress, enrage, fascinate, fntstrate, honify, intrigue, offend, stagger, and upsef. The verbs
Iisted here are the ones which are most ftequently used in this way.
It amuses me that every 22-year-old now wants to own property. I was 38 before I could
affordmy first flat.
It annoyed me that I didn't have time to do more ironing, but I will get it done.
It frightens me that kids are novt walking around with guns.
In a dormitory I saw a notice: 'It pleasesGod that children should bc respectful to their
elders.'
It puzzles me that people are willing to Pay any taxes at all to thb Ganernment.
It saddens me that almost all my anxieties have ber;n confirmed. I wish I had been
provedwrong.
Does it surprise you that the polls are showing currently that this initiative will be
apprwedby thevoters?
530
 Section 1: Introductory if os Subiect

amaze concern 2 gall z please 5

amuse , disappoint hurt 5 prl.zzle I
annoy distress 3 infuriate sadden
appal disturb 2 irk shock 4
astonish embarrass I irritate , surprise 3
bother I frighten , pain 3 worry 2

3 TTIE'STRIKE'GROUP
These verbs indicate either that an idea occurs to someone, or that they fail to notice
something. The noun group usually indicates a human being. In the case o'f escape, ii;;t
be something such as my aitention or their notice.

!!-"y*t::!:gyly_,9ltgy"a fife, enjoyed the things they togethel, that it almost escaoed
their attention that some people did not approve'ofQig the famity.
Didn't it strike you that he was awfutty uptight and tense?
There is one phrasal verb with this meaning, dawnon. The pattern is it v p n that.
I noticed that he was soaking wet, and for the first time it dawned on me that he had come
down across thefields fromthe hitt.

escape 5 hit i strike 70

dawnon

Otherproducfive uses
This.pattern is-productive: a.wide range of verbs concerned with the consequences or
implications of situations and events sometimes have this pattern. For exampti, it occurs
in sentences like It destroved our credibility that we didn't ht6w what was goingbn within iur
ownteam.

In addition, there are a few fairly fixed phrases with this pattern.
It broke my heart that she could shut out my pain so easily.
He.syyed.l-ess.s!lf, more comfortable about being polite and ordinary. So it crossed my
mind that I might give him another chance.
It n?er entgred her head that their divorce would go through without a financial
settlement having been made.
Most of the evidence was against him, and so it makes sense that he was found guitty.
Itmadenodifferencethatwetriedtotalktoher, she justlooked straight aheadanddidn,t
answer us.

5.2itVnto-inf
The verb is followed by a no31gr^qup and a to-infinitive clause. The noun group is the
Complement in group 1, and the Obi-ect in groupsZ,3, and 4.

It become poliry to increose the number of mogistrates.

It seemed o pity to breok up the peoceful scene.

531
 Chopter 9: Potterns with it

It omused him to see her furious.

It tqkes time to leom obout nnonce

Verbs with this pattern belong to the following meaning groups:

r THE'BE,GROUP
2 THE'PAIN' AND'PLEASE' GROIJP
3 TTIE.PAY GROUP
4 VERBSWITHOTHERMEANINGS

I THE'BE'GROUP
These verbs are concerned with what a situation is, seems, or becomes. All the verbs in this
group are Iink verbs (see Chapter 5).
It a crime to listen in on prtvate conversations with scanners'
is
Iameshadoften saidthatwhile itwas onething tohavechildrendependentuponyou, it
was intolerable to be materially dependent onthem.
It remains our aimtomaintain itsrealvalue over arun ofyears'

be 2.2 remain ,
become , seem ,

2 THE'PNN'AND'PLEASE' GROUP
These verbs indicate how a situation makes someone feel. The noun Sroup always
indicates a human being or a human attribute such as feelings or heart.

This is a productive use and occurs occasionally with a large number of verbs indicating
the emotional effect of somethinS, such as anger, ostonish, awe, bore, choke, confuse,
dismay, embarrass, enrage, iar, reasiire, repulse, and Soothe. The verbs listed here are the
ones i,rrhich are most frequently used in this way.
I don't suppse it bothered the Platts to know that the money wasn't honest[ come by'
It disturbs me to see you
unhappy, darling-
As a nurse it frightened her to contemplate the procedure and its risks.
It gladdens my heart to see you again-
It hurts my pride to depend on her for our daily bread.
I'm jealous, but it kills me to admit that I am-
you are always inmy thoughts andit@sme to thinkofyou struggling all alone-
It &asedhimto see that he'ddelightedherwithhis choice.

,.:,,,,..
. .,,,,"'.', "
: alarm 2 disturb 2 infuriate scare ,
,i amaze fascinate interest 3 shame 3
amuse , frighten , intrigue 2 shock 4
annoy gall 2 irk surprise 3
bother + gladden I kill 5 tickle 3
comfort 5 grieve 2 pain 3 touch ,0
delight I horrify please 5
deprcss , hurt 5 sadden

532
 Section 1: Introductory it os Subiect

3 THE'PAYGROUP
These verbs indicate that an action is helpful or useful to someone.
Clearly it pqtsbank to take big risk with our money.
For some peculiar reason it suited her to live like a character in a Victorian melodrama.

benefit: paY e
help z profit

4 VERBSWTTH OTHER MEANINGS

There are a few other verbs which have this pattern.
Reforms seldom come from the top down so it behoves us to put pressure on the decision
makers.
It takes courage to face the unknown.
In the case of cost, meen, andtake 2.13, theverb is always or often followed byan amount.
This pattern is it V amount to-inf.
It costs a fortune to fly these people in from all over the country.
It means a lot to win the World Cup.
In the case of mean, a prepositional phrase beginning with fo often occurs after the verb.
This pattem is it V amount fo n to-in}.
She'd begun composing as a child in Berlin, so it meant a lot to her to have her music
performedhere.

behove mean 3
cost 2 take 2.13,14 i.

Otherproductive uses
This pattem is productive, and occurs with a wide range of verbs concerned with the
c.ons€quences or impljcations of actions and events. For example, it occurs in sentences
like It accentuateswrinkles to filI themwithface-powder and It Wt6 strain onhis heart to reach
uphigh.
In addition, there are a few fairly fixed phrases with this pattern.
It broke my heart to see him go.
It crossedmy mindto phone her.
It never entered herhead to questionhim.
It makes a world of difference to be dying for your ideas.
It made sense to delay the meeting, as there were no concrete proposals on the table.
It serves no purpose to dbclose what happens for those who haven't seen the fiIm.

5.3itVnwh
The verb is followed by a noun group and a wh-clause. The noun group is the
Complement in group 1, and the Obiea in groups 2,3, and,4.

It ts o mystery how they do thot.

It remoins opuzzle why these evils hove gone unnoticed.

533
 Chopter 9: Potterns with it

It doesn't bother me whether you ogree with me.

It worries me whqt the future holds.

Verbs with this pattem belong to the following meaning groups:

I TTIE'BE'GROUP
2 T-!:IE' IJ0IAZE, AND'SADDEN' GROTJP
3 THE.STRIKE'GROUP

I THE'BE'GROUP
These verbs are used when describing a situation or question. Both of these verbs are llnk
verbs (see Chapter 5).
Itis amysterywhy anyone shouldwantto shoo.thim.

be 2.2 remain ,

2 THE'AMAZE'AND'SADDEN' GROUP
These verbs indicate how a situation or question makes someone feel. This includes
making them feel ptzzledbecause they cannot understand somethingor do not know
how to-answer a qriestion. The noun group always indicates a human being.
This is a productive use and occurs occasionally with a large lumber of verbs indicating
the emo^tional effect of something, such aS anger, astonish, astound, fuffie, confuse,
fascinate, infuriate, interest, intrigue, shake, startle, arrd trouble. The verbs listed below are
those for which this pattern is frequent.
It amazes me hovt many plastic shopping bags are given out by cashlers in large
supermarkets.
It-beats me why sales, particularly in a recession, are still running at f,3il) milllon a
year.
-Youbelievedin
somethingbigger: your own sense of morality.It didn'tconcernyouwhether
a thing was illegal or ilangerous but whether it was right-
It saddened me how these children have accePted life in detention as normal.

amaze bug z pain 3 surprise 3

amuse , concern 29 please 5 upset 2
annoy hurt 5 puzzle 1 worry 3
beat 17 irritate , sadden
bother I kill j scare ,

3 THE'STRIKE'GROUP
These verbs indicate that an idea occurs to someone. The noun group always indicates a
humanbeing.
It
struck her hwy self-centred she'd been, considering only her sonow, not his.
There is one phrasal verb with this meaning , dawn on.Its pattern is it V P n wh.
It dawned on them what happened in Nagasaki in 7945 and what lt must have been
like.

hit 5 strike ,0
dawnon

534
 Section 1: Introductory it os Subiect

In addition, the phrase make a differencehas this pattem.

As far as leaming is concemed, it doesn't make any differmcehow oldyou are.

S.4itVnwhen/if
The verb is followed by a noun group and a clause beginning with when or if which
indicates a situation that occurs
group 1 and the Obiect in groups i.
-ry occur. The "orir gr""'p isitre complement in
2 and3.

It is his tough luck if he doesn't understond the risks.

,s
It the teom's problem if they're not strong enough.

It wouldn't surprise me if she left.

It upsets me when you soy things like thot.

Verbs with this pattern belong to the following meaning groups:

r TI{E'BE'GROUP
2 TTIE'AMUSE'AND'IRRITATE' GROUP
3 VERBS WITH OTI{ER MEANINGS

I THE'BE'GROUP
These verbs are concerned with what a situation is or may be. Both of these verbs are link
verbs (see Chapter 5).
'I wouldlike to sryaktothembut it ianotthe endoftheworldif I donot,, he added.

be 2.2 remain 7

2 THE'AMUSE' AND'IRRITATE' GROUP

These verbs are concemed with how a situation makes someone feel. The noun group
always indicates a human being.
when I was still innocent, it amused me when my father ioked about men who trade in
their 47-year-oldwives for two 2o-year-olds.
It initates me when I'm asked to do things that are not part of my iob.
It always nleases me when guests compliment me on the look of my fad.
sometimes if seoaes me whjlt I think that people may recognise me and that one doy
my past could catch up with me.
Itwouldn'tworrymeifhecametomyhouse, but I don'tknow if I wouldgooutofmywayto
askhim.

535
 Chopter 9: Potterns with it

atnaze bag z pain 3 surprise .l

amuse , concern 2 please s upset 2
annoy hurt 5 prrzile 1 rvorry 3
beat 17 irritate , sadden
bother 4 kill 5 scare ,

In addition, the phrase break someone'shearthas this pattern.

It break mv heart when all the little girls say they want to be nurses. I say, 'Have you
thought of Lreing a doctor? ' but they look blank.
3 VERBS WTIH OTIIER MEANINGS
There are two other verbs with this pattern.
ItwoutdhelP arcryone ifwe gotthat issue sortedout.
In the case of mean,theverb is always followed by an amount. This pattem is itV amount
when/if.
It,s for her to be in America to eam money, she deserves that. But it would mean a lot
best
lf
iust once she would say she rememfurs ui, that we were her friends.

help z me:rn 3

5.5itVn-ing
The verb is followed by a noun group and an '-ing' clause._ The noun group is the
-omptement when the verb is be, ind 6byect when the verb isbother,worry, or take.

It IS nofun doing things olone.

It $ no use comploining.

It must toke nerve morrying into o fomily like thqt.

It worries me seeing him so helpless.

Two of the verbs with this pattem are concerned with something bothering or worrying
someone.
Does it bother them king tyrycast mainty as Italian heavies or cops?

bother 4 wofiY 2

There are two other verbs with this pattern.

It is no putting all theblame onyoung drivers forthehighnumber of accldents.
use
It took ages getting through customs as they searched my belongings for drugs.

be 2.2 take 2.1i,14

536
 Section 1: Introductory it os Subiect

5.5 it V n/omount before/since

The verb is followed by a noun gro rp-or an amount, and a clause beginning withbefore or
s119e Thg group or amount isthe Complement with the verbibe and seem, and the
loun
Obiect with the verb fake.
There are_.only three verbs with this pattern. The verbs be and seem ate tink verbs (see
Chapter 5).
It is only a mafter of time before other Asian women bands emerge.
we ought to get out of here fast; it won't be long before they send more troops aft,* us.
It seems an age since only the Post Office supptied our phones.
It took sarcral monthsbefore lanice,s condition couldbe stabilized.

be 2.2 seem , take 2.I3

5.7 itV nfor n to-inf

The verb is follow-ed by a noun group and a clause which consists of the preposition for, a
noun group, anq _a to-infinitive clause. The noun group following tha verb is the
Complement with be and become, and the Object with take.
There are_only three verbs with this pattern. The verbs be and become are link verbs (see
Chapter 5).
It hasbecome commonpractice forwinemakersto add acidto some sun-rtpewines to
boost feshness.
Sometimes it takes courage for us to approach the subjea of the death with another
suntivor.
In the case of take 2.13, the first noun group following the verb is often an amount. This
pattern is it V amount for n to-inf.
It didn't take too long for everyone to catch on to the real meaning behind the
doublespeak.

be 2.2 become t take 2.13,14

In addition, the phrase make sensehas this pattern.

'Maybe it does make sense for us to get together,, he said.

5.SitVnnto-inf
vgrU is followed by two noun groups and to-infinitive clause. Both noun groups
lfg
Obiects.
a are

It cost me o fortune to renovote the house.

It will do me good to hove o rest.

There are four verbs with this pattern.

she t!e- wgrmth Rosie's company and it gavc her genuine pleasure to prform
liltle-enioyed -of her.
acts ofkindness for

537
 Chopter 9: Potterns wiq4
In the case of cost 6, the second noun group is always an amount. This pattem is it V n
amount to-inf. The verbs cost 2 and take 2.13 often have this pattern as well.
It cost him alot to admit he neededhelp.
It takthem a long time to reachthe other shore.

cost 2.8 give 1.7

do 2.6 take 2.1i,l4

5.9 it V omount forn thot

The verb is followed by an amount, a prepositional phrase beginning with for, and a
that-clause. The amouni is the Obiect, and the prepositional phrase is an Adiunct.
There is only one verb with this pattern.
It says a lot for her culinary skills that so many of her recipes have stood the test of
time.

say 8

5.1.0 it V n odi thot

The verb is followed by a noun group, an adiective group, and a that-clause. The noun
group is the Obiect and the adiective group is the Obiect Complement.
There are only two verbs with this pattern.
It makes me sick that young people commit offences time after time and narcr seem to
getpunbhed.

drive ,3 make 2.3

5.1.1 it V n odi to-inf

The verb is followed by a noun 8rouP, an adiective SlIouP, and a to-intnitive clause. The
noun group is the Obii:ct and the adiective group is the Obiect Complement.
There are only two verbs with this pattern'
I was sure he was thinking, you'll narcr pin this on me, Meg. And it drarc me crazy to think
that he might be right.

drive 13 make 2.3

Poltern group 6z itY odi clouse

There are seven patterns in this group, each consisting of it, the verb, an adjective group,
and a type of clause. Pattems 6.6 and 6.7 have a prepositional phrase as well.
o 6.1 itV adi that
It seemslikely that she willleave soon.
o 6.2itY adito-inf
It is difficult to see in the dark.

538
 Section 1: Intoductoryif os Subiect

o 6.3 if Vadiwh
It became apparent how ill she was.
o 6.4 itY adi when/if
It is nice when people complimentyou.
o 6.5 if Vadi-ing
It iginteresting seeing what happns here.
o 6.6 itV adi ofn to-inf
It 's nice ofyouto come.
o 6.7 itY adi forn to-inf
It bimryssible for me to arrive any earlier.

6.1it V odi thot

The verb is followed trv an adiective group and a that-clause. The adiective
group is the
Complement.

It is importont thot you soy exoctlywhotyou meon.

It seems certoin thot elections will go oheod.

These verbs are concemed with what a situation is, seems, or becomes.
All the verbs in this
group are link verbs (see Chapter 5). The word thai is often omlttea, as in
ft is certain he will
be there.
I thinkitkimryrtant that you get to lotow them hforehand.
It quicklybecomes apparentthathe is notmad at ail.
likely that the three national parties may form a government of
':"W:ftrff.ingly
lltorlOhthe course of eventswhichledtothe cataclysmiswelllaown, itremains astonishing
that awhole societywos werthrown so easily.

aPpear t become t look 2.4 remain ,

be 2.2 feel 2 pfove , seem ,

6.2it Vodi to-inf

is followed by an adiective Sroup and a to-infinitive clause. The adiective group
1:
is the""fb
Complement.

It feels good to hove finished o piece of work.

It would look pretty silly to tum the proposol down.

These verbs are concemed with what an action is, seems, or becomes. All the verbs
in this
group are link verbs (see Chapter 5).
ItaPryars reosonable to assume that most hostel tenants would prefer single to
sharcdrooms.

539
 Chopter 9: Potterns with it
It has proven difficult to infiltrate small tenorist cells, which often are heldtogether by
family relationshiPs'

appe,[ , become I look 2.t remain I

be 2.2 feel z prove , seem ,

6.3 it V odi wh
group is the
The verb is followed by an adiective group and a wh-clause. The adiective
Complement.

It is not cleor who will get the money.

It remoins uncertoin how mony sniPers were involved.

These verbs are concemed with what a Situation oI question is, seems,
orbecomes' All the
verbs in this Sroup are link verbs (see Chapter 5)'
It apwared unclear whether the councll would do much for the rebels beyond
expressing outrage.
Inthe endthe govemment didraise toxes asitbecame clearhow muchmoney nededto
be spent inthe East.

appear , become , seem 7

be 2.2 remain I

6.4it V odi when/if

The verb is followed by an adiective group and a clause beginrring with when or i4 which
group is the
indicates a situation ot eoent that-occurs ot may occui. The adiective
Complement.

It feels good when ourtostes ore similor.

It seems so unfqir when these things hoPPen.

These verbs are used when describing an event ot experience. They are all link
verbs (see
Chapter 5).
When you're part of a team it feels weird if you leave for a while'
As mv wife was supqsed to be suffering from a migraine it would horve looked odd if I had
faikid to leave tid palace earlY.

be 2.2 look 2.4 seem ,

fer,l z pro(e I

540
 Section 1: Intoductory it os Subiect

6.5 it V odi -ing

is followed by an adjective group and an '-ing' clause. The adiective group is the
T" "",tr
Complement.

It gets veryboring tolking obout racing oll the time.

It seemed so dromotic colling ot this hour.

These verbs are used when describing something you do or might do. They are all Iink
verbs (see Chapter 5).
Itbwotthwhilespendingtimereadingbiographiesandarticlesaboutimprtantand
powerfulpeople.
It feeb wrong having a physical relationship with somaone you can,t talk to.

W 2.2 get I .1 seem ,

fer'l 2 look 2.4

6.6it V odi ofn to-inf

The verb is followed by an adjective group and a clause which consists of the preposition
of, a noun group, and a to-infinitive clause. The adjective group is the complimint.

There is only one verb with this pattern.

It b kind ofyou to come to see me.

I 1l i:1-i

6.7 it Vodi fornto-inf

The verb is follgwed by an arliective group and a clause which consists of the preposition
for and, a to-infinitive clause. The adiective group is the Complement.

It wos eosy for me to get there on foot.

It remolns possible for them to finish the coune.

These verbs are used when describing an action or situation. They are all link verbs (see
Chapter 5).
n y'as=@ouine quite difficult for me to commute the fifry miles from my home and
office inChicago severaltimes aweek
It look bad for a civilized country to havethese kinds of probtems.
It seems almost impossible for me to find myself in a relationship without wanting to
get away at somepint.

541
 Chopter 9: Potterns $rith it

appear , become , look 2.t remain ,

be 2.2 feel z prove , seem ,

Other phroses
The following fairly fixed phrases also have introductory it as Subject.
Far be it from me to criticise, but shouldn't susan take a share of the blame?
Itcamehometohimthatafterhislongperiodofdeslanork,hehadputonweight, and
was out of combat condition.
It remains tobe seenwhether the agreementwill stick
Using it ond the verb be to focus
When you want to focus on an element of the sentence, you can- put if and a form of the
verb bd at the beginning, followed by the element you want to focus on, then a relative
pronoun such as"whq wliich, or fhat, then the rest of the sentence. Thus instead of saying
iohn got married last week, you can focus on /ohn and lay It was lohn who got mamsQpst
weeklThe meaning of this'is often contrastive: It was lohn, not Paul, who got manied last
week.
Her height is striking enough but it is her face which amazes qeryone. (Her face amazes
everyone.)
He was at Hove yesterday, and it was a fair bet that it was Alan Wells who he had gone to
watch. (He had gone to'iatch AlanWells.)

2 Introductory it os Obiect
In all the patterns given in this section, introductory it is the Obiect of the clause.
Although it is the ObJect, it does not contribute to the meaning of the clause, and is often
known as a'dummy' Obiect.
Many of these patterns are combinations of introductory if as Subject-and other patterns.
For example, ifihe clause i t is difficult to understand you is preceded by the verb f nd you get
a clause fke I find it difficult to understandyou.However, some patterns with introductory it
as Object cannot be explained in this way. For example, I hate itwhen she's awayh,as no
equivalent pattern with introductory if as Subject.

The pattems with introductory it as Obiect fall into five pattern Sroups:

> Pattern group 1.: Vif clause

> Pattem group 2: V if to n clause
> Pattem group 3: V if as n/adi clause
> Pattem group 4: V if n clause
> Pattern group 5: V if adi clause

Pottern group 1: V it clquse

There are two patterns in this group, each consisting of the verb, it, and a tyPe of clause:
o 1.1 V it that
I loved it that he cared enough to ask.
o l.2Vitwhen/if
I hate it when she's awaY.

542
 Section 2: Introductory it os Obiect

l.l Vitthot
The verb is followed by it and a that-clause.
Verbs with this pattern belong to the following meaning groups:
I THE'LOVE'AND'HATE'GROUP
2 THE'ARRANGE'GROUP
3 \IERBSWITHOT}IERMEANINGS

I THE'I.OVE'AND'HAIE' GROUP
These verbs indicate how a situation makes someone feel. These verbs have no equivalent
passive pattem.
I rcally appreciate it thot you raised me in such a warm and happy family.
I hate it thatyou can palnt contentedly while I'mfeeting restless and bored.
One-o-f his major attractions wos that he took charge. She loved it that he made aII the
decisions.
Ican't stand it that he wears a Sea World te shirt!

appreciate 3 like 3 (cannot) stand ,6

(cannot) bear 5 love J
hate 2 resent

2 THE'ARRANGE'GROUP
These verbs are concemed with plans and arrangements. They are usually used in the
passive. The passive pattern is it be v-ed that, where it is the Subjea of the ciause.
Itwas arranged that I should go along to the inn to see him.
ltlateMarch.
itPF\ed that these hostageswillbe released in phases over three months up to

arirrrge 2 (usu possive) plan 2 (usu possive)

The verb anange also has the pattern V it so that.

The League have arranged it so that all games are played before the Cup final.
3 WTII{ OTHER MEAI\IINGS
VERBS
There are three other verbs with this pattern.
Rumour has it that Britain's universities are jam-packed full of bright ideas
struggling to escape fromthose ivory tonters.
Yo.u have a reputation_for extreme discretion. Can I take it that what I am going to reveal
will remain strictly between the two of us?
One of the verbs is a phrasal verb. Its pattern is V it P that.
Then she undermined him, destroyed his confidence in his own talent, Wltit about that he
was unreliable, a troublemaker.
In the case of put about, there is a passive pattern it beV-ed P that, where if is the Subiect of
the clause.
when the introduction of charges for directory inqyiryes was syggerted, it was put about by
BT that fhis was the only way of dealing *ith',misuse, of ite factiity.

have 3.rJ take

put about

543
 Chopter 9: Potterns with it
l.zY it when/if
The verb is followed by it and a clause beginning with when ot if'
Most of the verbs with this pattern indicate how a situation or possible situation makes
someone feel or react.
'You can't bear it if I lmow things that you don't,' shie said.
I couldn't beliarc it when she said I should do something about my aPryarance and
wearmoremake'up.
' I really hate it when you cry like that,' Oliver said-

Howwould youlike it if your ninety-year-old self camewalking throughthe dmr?

Frankly,we'tppfer.it ifyoucouldfind anadequate excuseto leavethe country for the
timebeing.
Hewas so easy andfriendly I didn't resent itwhenhe askedme straight outthe purpose
of my trip.
In the case of appreciate,there is a passive pattem if be V-ed when/if, where if is the Subiect
of the clause.
It would be appreciated if those who can, would stay on here for another night or so.

accept 4 (cannot) endure , love 5 (cannot) take 2. r,

adore 2 enjoy I (not) mind 2.7 understand I
appreciate I handle: prefer welcome 3
(cannot)bear 1.r hate 2 re8ret ,
(cannot)believe 5 like 3 resent
dislike , loathe (cannot) stand ,6

There is one other verb with this pattern'

I can'thelp it ifyou think I'm odd.

(cannot) help t0

Pottern group 2:Y it to n clouse

There are two patterns in this group, each consisting of the verb, if, a prepositional phrase
beginning with tq and a type of clause:
o 2.1Y if to n that
I u4it to himthat he may have beenwrong.
o 2.2Y it fo n to-inf
I owe it to my Wrents to work hard.

z.lY it to n thot
The verb is followed by if, a prepositional phrase beginning with fo, and a that-clause. The
prepositional phrase always indicates the person who someone addresses.
They'l atready broken it to the troops that there was to be no brief priod in resente as
promised.
When I interyiewed him again I put it to him that he'd lied to you and to me about not
seeing his wife that afternoon. And he iust caved in.

544
 Section 2: Introductory it os Obiect

In the case of puf, there is a passivepattern itbeV-ed to n that, where if is the Subiect of the
clause.
He was rattled when it was put to him that his power has diminished.
The verb drum has the patterns V it into n that and if be V-ed into n that.
They drummed it intomethatyouwere nottolaow.

break l8 drum yP

2.2V ittonto-inf
the ver! is followed by it, a prepositional phrase beginning with fo, and a to-infinitive
claus-e. Theprepositional phrase usually indlcates a human being, but in the case of owe it
may be a country or institution.
You just shut your eyes, and left it to the other people to clear up the mess!
I owe it to my country to fight forwhat's right.
In the case of leave, there is a passive pattem it be V-ed to n to-inf, where it is the Subject of
the clause.
It was left to him to assess the needs ofthe various underground groups and disperse
the cash according to these needs
In the case of owe, the noun group is often a reflexive pronoun. This pattern is V if to
pron-ref! to-inf.
You were bom to be happy and healthy and you owe it to yourself to achiarc this goal.

leave 7 owe

Pottern group 3: V it as n/odi clouse

There are three patterns in this group, each consisting of the verb, if, a prepositional
phrase which consists of as and a noun group or an adiective group, and a type of clause:
3.1 V it as n/adi that
He regards it as significant that the Govemment is suggesting cuts.
3.2Y itasnladito-inf
They accept it as their responsibility to educate the public.
3.3 V if asn/adiwhen/if
He wauld take it as an insult if I left.

3.1. V it as nlodi thot

The verb is followed byit, a prepositional phrase which consists of as and a noun group or
an adiective group, and a that-clause.
Most of the verbs with this pattern are concerned with how someone sees or interprets a
situation.
Hgve grgylup qcceB-tlng_it as fact that there always have been and always will be
yve
c hildr en in Afric a?
st ant in g
Iregql_itas anaffronttocivilliberty that any Wrsongoing abouthislawfulbusiness
should be stopped randomly by any authoritjt.-
it as a serious flaw that a reryrt can have that kind of ambiguity.
I see
The passive pattern is it be V-ed as n/adi that, where if is the Subject of the clause.

545
 Chopter 9: Potterns with it
ft isseen as ironicthat after sayinghewastheonlypersonwhocouldholdthecountry
together, he is now trying to create afederation.

: accept 2 see 6 view 3

:: regard 1 take 2.22

There is one other verb with this pattern. The preposition as is followed by a noun Sroup'
not an adiective group.
The professor has given it as his opinion that the expedition took Place about the era of
M agnus Maximus ( 3 EO - 39O).

grve 3

3.2V it as nlodi to-inf

The verb is followed by it, a prepositional phrase which consists of as and a noun Sroup or
an adlective group, and a to-infinitive clause.
Verbs with this pattem are concerned with how someone sees or interprets an action or
state.
The Romansregarded it as undignified to compete naked infront of spcctators.
He saw it as his duty to furtherthe aims of the Party.
They say the West views it as legitimate to interuene in areas where thq feel their
econoiic interest s are threatened.
The passive pattern is it be V-ed as n/adi to-inf, where if is the Sublect of the clause.
In the late 1980s, it was regarded as almost trendy to be a non'stoP single-minded
workaholicyuppie.

accept 2 see 6 view 3

regard , take 2.22

3.3 V it as nlodi when/if

The verb is followed by if, a prepositional phrase which consists of as and a noun Sroup or
adiective group, and a clausebeginningwithwhenor if.
Verbs with this pattern are concemed with how someone sees or interprets a situation or
possible situation. These verbs have no equivalent passive pattem.
I take it as a compliment when pople call me aggressive.
The pubtic expect us to have three finalists in every championship andvie$) it as abnormal
whenwedon't.

Pottern group 4zY it n clouse

There are three patterns in this SrouP, each consisting of the verb, if, a noun group, and a
type of clause.

546
 Section 2: itos Obiect
4.lVifnthat
I thought it a pity that she didn't get the iob.
4.2Vifnto-inf
They fuft it their duty to visit her in hospital.
4.3Vitnwhen/if
I 'd consider it a compliment if you accepted.

4.lV it n thot
The verb is followed by if, a noun group, and a that-clause,
Most of theverbs with this pattem are concernedwith howsomeone evaluates or iudges a
situation.
The pilot called it a miracle that no onewas killed.
He considered it a good thlng that the parliamentswouldbe involved.
Ann felt it an iniustice that she had been automatically blamed.
Tom thought it a tragedy that she had settled for manying loe Scully.
These verbs are occasionally used in the passive with this pattern. The passive pattern is if
be V-ed n that, where if is the Subiect of the clause.
Therewere anumberof new facesthere and soitwas thought a goodideathatwe att just
say who we are beforehand.

believe I consider , fi,rd,7,9

call 2 feel lo think z

There is one other verb with this pattern.

If you are getting a mortgage, the lender will make it a cond.ition of the loan that the
proryrty is insured, andwill usually anange cover.

make 2.3

4.2V it n to-inf
The verb is followed by if, a noun group, and a to-infinitive clause.
Most of the verbs with this pattem are concerned with how someone evaluates or judges a
situation.
Drtvers still consider it a challenge to negotiate the long, desolate stretches of road
withfqv seryices.
I deemed it a great honor to be granted an intentiett,with him.
I sometimesfinditastraintofuresponsibleforthemortgageandhouseholdbilkeach
month.
The passive pattem is if be V-ed n to-inf, where if is the Subiect of the clause.
It is considered a snub to leaveworkbefore the most senior person.

consider , feelo think 2

7
count fi,Jld 7,9
deem reckon,

There is one other verb with this pattern. This verb has no equivalent passive pattem
He has always made it his business to know about these things.

547
 Chopter 9: Potterns rvith it

i make 2.3 :
::.'.::::..-.-"-.!..r:,r,.-'-....!:

4.3V it n when/if
The verb is followed by it, a noun group, and a clause beginning withwhenot if.
Most of the verbs with this pattern are concemed with how someone evaluates or iudges a
situation or possible situation.
I would consider it a favour if you would ask me home again next weekend.
She said she would not find it a problem if she narcr appeared on TV again-
The passive pattem is it be V-ed n when/if, where if is the Subiect of the clause.
America's divorce rate may be falling while Japan's is rising, but lt would be considered a
major social triumph if Americans stayed manied as enthusiastically as lapanese
still do.

consider 1 filad 7,9 think 2

Pottern group 5: V it odi clouse

There are four pattems in this 8IouP, each consisting of the verb, if, an adiective 8roup,
and a type of clause.
5.1 V if adj that
He made it clear that he wouldnot negotiate.
5.2 V it adi to-inf
I find it hard to understand your motives.
5.3 V if adlwh
He left it unclear whether he would resign or not.
5.4 V it adj when/if
I thinkit best ifyoutellhim the truth.

5.1 V it odi thot

The verb is followed by it, an adjective group, and a that-clause.
Most of the verbs with this pattern are concemedwith how someone evaluates or iudges a
situation.
Although people hove beliarcd it possible thgt planets exist orbiting -around.suns
similu:r t6 oir own, it has been thought unlikely that neutron stars would have their own
planets.
I consider it essentialthat the Photographer should dohis ownprinting.
I find it remarkable that my lad seems unaffxtedw thelnseanrity he's livedwtthfor
most of his life.
Having beenfortunate enoughto see his immaculategarden,Ithlnklthighlyunllkelythat
he shares my relaxed approach toweeds.
The passive pattern is it be V-ed adj that, where if is the Subject of the clause.
It is considered unlikety that any of the Cabinet changes will represent any maior
changes in policy.

believe I feel l0 think 2

consider , fill.d 7,9
deem imagine 2

548
 Section 2: itos Obiect
There is one other verb with this pattern , make.The adiective that most frequently occurs
with this verb is clear.
From the very beginning hehadmade it clear that he did nothave marriage in mind.
The passive pattern is if be v-ed adj that, where if is the subiect of the clause.
It was made clear that there was no place for superstition in the new society.

make 2.J

5.2V itodito-inf
The verb is followed by if, an adiective group, and a to-infrnitive clause,

Verbs with this pattem belong to the following meaning groups:

r TI{E'CALL'GROUP
2 THE'MAKE'GROI'P
3 VERBSWTTHOTHERMEANINGS

I THE'CIILL'GROUP
These verbs are concemed with how someone evaluates or iudges an action or state. We
include here declcre and rule, which involve someone in authority making an official
statement, usually that something is illegal.
The Senator calb it wastefuI to give free immunizations to those who can afford to pay.
They dee\ it _more imryrtant to privatise state property quickly than to settle in
advance the details of a market eConomy.
He suspeded that Samantha had attended such parties previously and had not felt it
necessary to tellhim.
!,Iost people find it hard to understand how living with one's onn children coutd be
lonely.
She dodged into the nearest toilet and remained there until she iudgdit safe to emerge.
C_ourts in Scotland have ruled it iIIegaI to clamp a car parked on private ground and
then to demand a fine.
The passive pattern is if be V-ed adj to-inf, where it is the Subiect of the clause.
said'Ithasbeenfelt necessary toremove thefive secretaries inorder to
An official source
maintain administrative dbcipline.'

believe I declare 2 fiid z,g think 2

call z deem iudge I
consider , feel ,o rule z

2 THE'MAI(E'GROUP
These verbs are concerned with causing a particular situation.
of the water made it impossible to see the bottom.
The reflection of the sun on the surface
He argues tha_t federal subsidies have rendered it hard to differentiate between gad
farmers andbad.
The passive pattern is it be V-ed adi to-inf, where it is the Subiect of the clause.
Itshould be made impossible to werntle a minority with anything less than 75o/o of
thevotes inthe Council of Ministers.

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 Chopter 9: Potterns with it

make 2.3 render ,

3 VERBSWTIII OTHERMEANINGS
There is one other verb with this pattem.
NeilMitchell, of Friends of the Earth:'Wehaven't W ittoolateto suntlve, butwelgEfr it
too late to have the world as we used to knov' it-'

i'-:,i
5.3 V it odi wh
The verb is followed by if, an adjective group, and a wh-clause.
These verbs are concerned with leaving a situation unclear or doubtful, or making it clear
or obvious.
The failure of many republics to take part legves it unclear whether any laws possed by
this new Parliament will be valid throughout the country.
Onthe very first doy, the lJnitedNationsmade it absolutely clearwhat he should do.
The passive pattern is if be v-ed adj wh, where it is the subiect of the clause.
It has not been made clear whether the invitation was extended beforc or after the
coup.

leave ,8 make 2.:

5.4V it odi when/if

The verb is followed by it, anadjective group, and a clause beginning with when or ili
Most of the verbs with this pattern are concerned with how someone evaluates or iudges a
situation or possible situation.
I find it ridiculous when people keep anolysing their marriage, foranr questioning
whether it will turn out to be a success.
I think it best ifyou leave at once.
The passive pattern is it be V-ed adj when/if, where if is the Subiect of the clause.
It is considered arcn better if preventative health care for a child begins before the
childisborn.

Other phroses
The following fairly fixed phrases also have introductory it as Obiect.
I had it inmind towrite abook abouthow much one should strivefor prfection.
Officiak let it be known that thq were hoping to get more than two thirds of the
memhrstogether.
Iwouldn't put it pastyour father to inskt that thlsbehaviour iskept secret ftomyou.
The institutions simply took it for granted that the debtor countries shouH honour their
debts intull.
5s0
 Section 3: Generol itos Subiect

We grabbed sleepwhenwe could andtook it in turns to keepwatch.

In the phrase see to it that, the prepositional phrase fo if is the prepositional obiect.
Lennie stopped the concert, shouted for a doctor, and saw to it that the ptayer was given
medical attention.

3 Generql it os Subiect
Sometimes the- pronoun it does not refer to something that has been explicitly
mentioned, and does not point forwards to a clause giving new information. In thesb
cases, either it does not refer-to anything at all, or it ieferivery vaguely to the general
1to1tt91 We call this general it In all the patterns described initrisiection, gene"ral itis
the Subiect.

l irv
The verb can be used on its own, without anything following it.

It 's roining.
It snowed oll oftemoon.

Verbs with this pattern are all concerned with the weather.
Outside it was drizzling steadily and the city looked grey.
There is one phrasal verb with this pattem. The pattern is it V p.
It will brighten up in the next f*tt days.
The to-infinitive form of these verbs is sometimes part of a complex verb group, in phase
with another verb such as begin ot come on.
Itbeoanto snow.
It was coming on to rain when finally Mac's lorry arrived.

drizzle 2 hail 3 rain 3 be spitting r

fueeze 4 pour 4 snow 3 thunder 2
brighten up >5
. 1'...::.i]:1."".'..-.,.'.'''..alj :i]:]:''l

l!9 vgrp pouris sometimes followed by the prepositional phrase with rain. This pattern is
itY with roin. Two verbs other have this pattern but do not have the pattern it V.
If ithad4'tbeenbuckgting downwithrain, Iwouldhavehadagloriousview of Bantry Bay
from my bedroomwindow.
It was pouring with rain and ivers of brick-coloured water ran down the streets.

pelt 3 pour 4

bucketdown

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 Chopter 9: Potterns with it
2 itY adi
The verb is followed by an adjective $oup.

It wos verywindy,

Most of the verbs with this pattern are used when indicating what the weather, the
temperature, or the light is like.
It was chilly , and he was glad of his coat and scarf'
It was hot and stuffy in the classroom even though two of the windows had fuen opened.
We arrived just asitwas giefting dark.
There is one phrasal verb with this pattern, tum out. The pattern is it V P adi. The adiective
is usually nice.
If we forecast bad weather and it tums out nice , nobody accuses us of getting it wrong .

One verb, get 1.15, is used with the adjective lote.

Well, it'sgettjungtlate. I guess your wife will be wondering where you are.

be 2.2 get 1 .1,1 s

tum out 2

3 itV odiprep/odv
The verb is followed by an adjective Sloup and a prepositional phrase or adverb group.
The prepositional phrase or adverb group is an Adiunct.

There is one verb with this pattern, be. It is used to indicate your opinion of being in a
place.
It's nice here.
It was awfttl in hospital.

:' be 2.2
.,: ::

4itY n
The verb is followed by a noun group. In the case of be and come, the noun group is the
Complement; in the case of be blowing, itis the Objea.
There are three verbs with this pattern.
It was four o'clock in the morning.
in allweathers - usually when it's blowinga gale.
We get called out
When it came time to think about a new career Path, he was at a loss.

2.2 beblowing 1.1 come 9

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 Section 4: Generol it os Obiect

5ifVton
The verb is followed by a prepositional phrase which consists of fo and a noun group. The
prepositional phrase is the prepositional Obiect.
Two senses of the verb gef have this pattern.
It M to the pointwherewe iust couldn't bear to be inthe same r(xrm as each other.
Then it got to 3.3o, 4.3o. Eventually at 6 o'clock my eldest son was getting fidgety.

There is one phrasal verb with this pattern, come down. The pattern is lt v p to n/wh.
Itcomes down to business. I'dlove to play but I have too many commitments.
At the end of the day-it comes dqvvn to whether you are delivering your product to the
customer at theright price atthe right time.

Bet I .t 3,, s
comedown ypp

The verb get I..I5 also has the pattern itY towards n.
Itwas gettingtowards atming whenwe gotback.

6itV prep/odvthot
The verb is followed by a prepositional phrase or an adverb group, and a that-clause.

There is only one verb with this pattern. It is used when indicating what is written
somewhere.
It says here thq have live music.

say 3

This verb also has the pattern it V prep/adv with quote. The verb is used with a quote
clause, which can come before the Subiect or aftei the prepositional phrase or adverb
group.
'If we cannot comw-te, w9 can achiarc nothing,'if soys in a recent rewrt from the
European Round Table of lndustrialisfs.

4 Generql it as Obiect
In all the patterns described in this section, general it is the object. Many of these
combinations of a verb and if are sometimes considered to be phrases. Most o'f them are
informal English.

tv it
The verb is followed by if
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 Chopter 9: Potterns with it

They didn'tmoke it.

Don'tpush it.

Phrosol verbs: V it P

She 's coining it ln.

Cut it out!

Verbs with this pattern belong to the following meaning groups:

I THE'CUTITOUT'GROUP
2 TTIE 'I.EG IT' GROUP
3 THE'BLOWIT,AND'MAIGIT' GROUP
4 THE'ROUGH IT'GROUP
5 VERBSWTIHOTHERMEANINGS

r THE'CUT IT OUT'GROUP
These verbs are concelned with stopping doing something. We include here snuff if,
which means 'die' and end it all, which means 'kill yourself'.
'One of themwas sobad,' saidChemikov,'wethought hehad snuffed it.'
The verbs cool, hold, cut out, and knock offare always or usually used in the imperative.
'I'm waming you, Fatso,' his persecutor said. 'eutit out. Or else-'
'Hold.it, Mom. Better not call the cops,' Frank said quickly.
The verbs end, chuck in, and chuck up are always or usually used with if all, rather than if.
I wouldn't fall on the floor in suryrise if he suddenly announced one day that he was chucking
it allup.
I'd just had enough, and I iust wanted to end it all.

i cool l.r hold 2.s

end ,9 snuff
' 2

in cutout 4
up knockoff (seeknockl0)

2 THE'LEG IT' GROUP

These verbs indicate that someone leaves a place.
It's already past your bedtime. Hop it.
One of them pulled aThompson sub-machine gun from inside his coat and suddenly all hell
broke loose. WeII, I legged it.

i. 1"-l I l:1-1 i
554
 Section 4: Generol if os Obiect

3 THE'BLOW IT' AND'MAKE IT' GROUP

with failure, success, and risk-taking.
These verbs are concerned
The moment I faced him all your years of teaching went down the drain. I'm afraid I btant it.
Andy knew therewouldberandomtesting. I cannot believehewouldhavechancedit.
You'll make it, don't worry.
A drink or two is fine but don't overdo it-

blow 7O (cannot)hack lo make 5.3,4 push 0

bottle 8 have had (see hod 4) (cannot) make 5.5
chance 5 lose 3 oYerdo 1,2

4 T}IE'ROUGH IT'GROUP
These verbs indicate how comfortable or well-off someone is.
B.ut if you are prepared to rough it then make the trek over to the RoclE Shore and try from
there.
He leftWashington andhe'snow inHawaii,Iiving it uponhis share of the money.

becoining 3 rough ,, slum 2

becoiningin >3 liveup l.12

5 VERBSWTIII OTHERMEANINGS
There are a number of other verbs which have this pattern.
And if you are caught or if people complain, simply argue that 'everyone does it' andbrazen it
out.
They come up for sentence early next week, andwon,t they cop it?
Theyw just trying it 99 applying a little pressure in the hope that they would squeeze
something out of me.
Watch it, Sam. You're going to spill that if you're not careful.
The verb say is followedby it all, rather than if.
Their blanklook say it all.

clinch z mix 8 settle ,

cop 2 say ,3 watch ,0
brazen out keepup (seekeep25) tryo'r 2
camp up gee comp E) stickout 3
hurryup sweat out (see sweot 6)

Productive uses
It is used after various swear words, in the imperative form, to form exclamations, for
example damn it and bugger it.

Zpl-n V it P; V it P withn
All these verbs are reciprocal verbs (see Chapter 6). They have two patterns:
o pl-n V if P: The verb is used with a plural Subiect and is followed by if and a particle.
o Y it P with n: The verb is used with a Subiect referring to one participant and followed
by it, a particle, and a prepositional phrase beginning with wifh which indicates the
other participant.

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 Chopter 9: Potterns with it
pl-n V it P

She ond her mother mode it up.

Reformers ond conservotives slugged it out.

V it P withn

I 'll moke it uP with him.

He tries to slug it out with bigger, strongermen.

Verbs with this combination of patterns belong to the following meaning groups:

I THE'BATTLE IT OUT, GROUP

2 THE'HIT IT OFF' GROUP

I THE'BATTLE ITOUT' GROUP

These verbs are concerned with fighting, competing, or arguing.
The two men who will now battle it out for the post of President used to be close allies .
He flew in specially for the sale andbattled it out with a telephone bidder.

battle out (see bonle I I ) haveout (seehove3.18) slugout $eeslug5)

fight out slog out (see slog 5)

2 THE'HITITOFF'GROUP
These verbs are concerned with having, beginning, or ending a relationship.
In a secondinteruiew she did admit tobeinghis girlfriendbut claimedthey brokeit gtrafter
his engagement.
I beliwecl shewas about tobreak it offwith me.
Despite an age gap of more than 30 years, they hit it fr
stroight gway.
Intioductions had already been made, ond he'saw that Colonel lohns had hit it otrwith Mr
Clark.

breakoff 3(olsonon-rccip) haveoff (seehove j.l6) makeup 5

have away (see hove 3.1 6) hit off (see hft 8)

3V it prep/odv
The verb is followed by if and a prepositional phrase or adverb group.The prepositional
phrase or adverb group is an Adiunct.

Verbs with this pattern belong to the following meaning groups:

1 THE'HOT-FOOT'GROUP
2 THE'LOVE'AND'HATE' GROUP

556
 Section 4: Generol it os Obiect

I TIIE'HOT-FOOT'GROUP
These verbs indicate that someone goes somewhere.
Seconds later a cacophony of sirens began and I hot-footed it home.

l"r' T::i* '"!' ,

2 THE'LOVE' AND'[IATE' GROUP

These verbs indicate someone's opinion of being in a place.
My family hated it in Southampton.
I lwe it here. Everybody is sopolite.

i enioy , like 3 prefer i

, hate 2 love J (cannot)stand ,5 i

4V it odi/odv
The verb is followed by if and an adiective group or adverb group.

Ploy it sofe.
You could strike it lucky

Verbs with this pattem belong to the following meaning groups:

r THE'STRIIGITRICH' GROUP
2 THE'PI.AYITCOOL' GROUP

I THE'STRIKE IT RICH'GROUP
These verbs indicate that someone is successful or lucky.

In the case of strike, the word after if is lucky or rich.

She says the graduates' perception is that commerce offers more opportunities to strike it
rich.
In the case of make, the word after if is always big.
He wamed Dean his private life would disappear if he made it big as an actor.

:.
-1I:1*ol,l1l . l*I111 ,

2 TIIE'PLAY IT COOL' GROUP

These verbs are concerned with behaviour.
pleyit cool after the first date?
Do you
In the case of make, the word after if is always snappy. Make is usually used in the
imperative. The adjective is an Object Complement.
Make it snappy! I've got adeadline.
In the case of take, the word after if is always easy.
The seven astronauts aboard the space shuttle Columbia are taking it easy today, following
six full days of medical research.

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 Chopter 9: Potterns with it
There is one phrasal verb with this pattern, lay on.Thepattern is V it P adi/adv. The word
after the particle is always thickot thickly.
Don't lay it utoo thick, but make sure they are flattered enough to take up an invitation to
meet their'admirer'.

I. make (see snoppy 4) play tO take (seeeosy t3) :

,, tay ot (see loy 1 .t t )

5Vitn
The verb is followed by it and a noun group. The noun group is the Obiect Complement.
There are two verbs with this pattem. The verb call is used with a day or quitsto indicate
that someone stops doing something.
Maybe in ten years or so when I'm not winning any more I'll ail it a day and retire.
The verb make 6.2 isused when indicating or asking the time.
'What time djou make it?' 'Thirteen past.'
In the case of make 6.1, the noun group following itis always an amount. This pattem is V
if amount.
She heard Sam ask, 'How many shots has she got left?' and Paul an*ter, 'I make it two.'

call (seedoyT,quit4) make 6.1,2

6Vit-ed
The verb is followed by if and the '-ed' form of another verb.
There is only one verb with this pattem, have.The '-ed'form is always made.
Sure I had to help her. I had a job, didn't I? Compared to her and everyone else in my family, I
haditmade.
91-9 Jl,: '.:]; r:;l

, have (see mode 3) :

.:...... ,., . . --.,,..:, .:,:.-

7Y itinf
The verb is followed by if and the infinitive form of another verb.

There is only one verb with this pattern, Ief. It is followed by it all and the infinitive form
hang out.
This was a chance for them to stretch - to explore different themes and |4ltit all hang out.

,'::.0*::*:,'l .;

8V overrn it
The verb is followed by it and a prepositional phrase beginning with over. The
prepositional phrase is the prepositional Obiect.

s58
 Section 4: Gelnerol it os Obiect

There is only one verb with this pattern.

In Egypt priests were a privileged class, Iording it over common folk.

lord,7

9V itton
The verb is followed by it and a prepositional phrase beginning with fo. The prepositional
phrase is the prepositional Obiect.

There is only one verb with this pattern.

I have to hand it to you, you do have a knack for making plans.

(have to) laanLd. 2.2

l0VitPPn
The verb is followed by it, two particles, and a noun group.
There are two verbs with this pattern.
There are plenty of peoplewhohave it informe. I knowthat. I'venever gone out of my way to
propitiate people.
I know how badly I've behaved. I'dlike tomakeituptoyou, Cathy.

(:':no".1''.n)., mak€upto
r :'.1::::: :

11. V prep it
The verb is followed by a prepositional phrase ending in if. The preposition that comes
after each verb is indicated in the list.

I ron for it.

Snop out of it!

Verbs with this pattern have a variety of meanings.

If anyone can do this range of distances, Morceli can. He should go for it while he's at the
right age.
Didhe actually say,'lust give me five years andwe'llbe rolllr]4in it'?
Wellhavg_tosLq.on it to get toWinchesterby eight.

The verb wait is used only in the imperative.

It is a l0-second advertisement for a new magazine about feelings and emotions, which is
called, wait for it, 'Let's Share'.
There is one phrasal verb with this pattern, get away.Its pattem is V P from it oll.
It k a favorite retreat of power brokers, the social, and the celebrated who want to get awq.
from it all.

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 Chopter 9: Potterns with it

. go 3.16(forit) rvlr 50 (for it) wait 9,10 (tor iQ

,. keep 2l (otit) s'rap VPP (out of it)
be rollinS 3 (rn it) step 13(onit)
8"": away (fromitoil)
ll

lZY nforit
The verb is followed by a noun group and the prepositional phrase for it.
There is only one verb with this pattern.
The two men made a run for it as Sally Wright shouted: 'Stop, thief!'

make (see bort 10, breok 31 , run 50)

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Chopter LO: Pqtterns with there
There are two verb patterns that begin with the word fhere. Like introductory if, there does
not carry any meaning in these patterns. English prefers to have old information at the
beginning of a clause and new information at thE end of a clause. If a clause does not
contain any old information, having there at the beginning allows all the new
information to be placed at the end of aclause. For exampli, the cllause There were lizards
on the floorhas two_pieces of new inform ation: lizards and on the floor. You could say Some
Iizards were on the floor, but then some of the new information would be at the beginning
of the clause. In the clause beginning with fhere, none of the new information comes ai
the beginning of the clause.
There are two ways of forming a negative in patterns with fhere. The verb may be made
negative, for example with not, or the noun group may be made negative, foi example
with no. You can say There wasn't any evidence or There was no evidence.
The two pattems beginning with there are:.
> Pattern l: thereY n
Therewasnohope.
> Pattern ll: thereY n prep/adv
There are dangers here.

The verb be is by far the most frequent of the verbs that have these patterns.

Pqttern l:thereY n
The verb follows there and is followed by a noun group.
The noun group is the Subject. It agrees in number with the verb group: if the noun group
is singular, the verb group is singular, and if the noun group is plural, the verb group is
plural. However, if the noun group is a co-ordinated noun group, the verb group remalns
singular, as in There is a computer, a pinter, and a photo-copying machine.

There oppeored o completely new problem.

There wos no moon thot night.
There remoin deep differences.
There seems little hope ofsuccess.

The noun group is usually indefinite: it begins with a determiner such as a ot some, ot a
quantifier such as any ot afew.lf the noun group is plural, there is often no determiner at
all. When the noun group is definite, beginning with a determiner such as the, this may be
for one of three reasons:
1 It is used to change to a topic that is new in the conversation or wdting but already
known to the hearer or reader. The sentence often begins wittr And, Firstly, or Then.
Andthenthere k the leadership crisis.
2 It is used when the noun group must be definite, for example because it includes a
superlative adiective.
You have to send your horses where there are the best opportunities and that often means
oversec6.

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 Chopter 10: Potterns with there

3 It is used with allryals to indicate that something_good or bad may happen, or that the
hearer or reader hal the opportunity to do something.
Be positive. There b always the chance that it may get better.
There is always the risk of a more serious iniury if you use o spray.
And, of course, there is always the 'off button. You can always tum the television off.
In this pattern the noun group often includes a clause such as a relative clause, a
that-claise, or a to-infinitiv6chrise, or an adiective $oup following the noun. When the
head of the noun group is a pronoun such as enough, little, or more, there is usually a clause
following the pronoun.
Crantedthereareagrcatmanywhoareextremelyleanandwiry,butotherscancertainly
become overweight.
Are there any exercises thatwill achieve this?
They get pleasure from the thought that there are whales swimming freely about-
In every love affair or marriaqe there comes a time when romance abates and only
compdtibttity, affection, geierosity and goodwill hold it all together.
And there are signs that the richer nations are waking up to the broader problem.
There was something strange about the flickering blue light.
There are onl 7AO places available, so book now.
There is nqer enough to go round and tempers are frayed.
The noun group may be the '-ing' form of a verb. In this case, it is always negative.
There\no denying that beautiful make-up look futter on beautifuI skin.
Verbs with this pattern belong to the following meaning groups:
I.1 THE'BE'GROUP
I.2 THE'EMERGE'GROUP

I.T THE'BE'GROUP
These verbs are concerned with something existing or something happening. We include
here follow, which indicates that something happens after something else.
Thousands arewounded. Yetthere apryars little early prospect of a mass ancuation.
Was there any genuine preiudice?
Although there is no certain evidence to prove the origins of Gypsies, the earliest are
usually thought to have movedwestwards from India about nine centuries ago.
There exist some absolute limits to what human beings can Imow about their
surroundings.
There followedmonths of research.
Thereremains one difficulty: how to describe the nqvwinesfrom South Africa.
The verb seem is usually followed by a noun group beginning with little or no, or with the
pronoun nothing.
There seems little point in adopting a different system.

appear , follow 7
be 2.3 occur ,
exist remain 3

The verb be is often used with a modal verb such as may, with a phrasal modalverb such as
be bound to or be supposed to (see Chapter 11), or with a phrase with an adiective group
such as be certain/Iikely/sure/unlikely to.
Therewasboundtobe an increase in iob losses.
There was certain to be speculation.

562
 thereY n odv

The to-infinitive form of the verb be is often used following a verb such as appear, continue,
happen, need, seem, or tend, or following the passive of a verb such as believe, estimate,
expect, know, reckon, report, rumour, say, see, think, or understand. The two verbs are in phase
and form a complex verb group. The to-infinitive form of the verb exisf is sometimes used
with apryar and seem.
There appeared to be no progress following today's talk.
There are reckoned to be thirty-seven different groups.
Therewere understoodto be no injuries.
There seems to exist o large and impressive My of evidence that points to
reincarnation.
I.2 THE'EMERGE'GROUP
These verbs are concerned with something coming into existence or starting to be seen.
Thenthere apryar a number of teacherc with circles of dqotees and students.
There arbes no question of loyalty to one's employers.
There emerges a picture of awomanwho cares deeply for her man.
::'.'"'' ''' ' '''
i, appeat l,t come 9 emerSe.E,s ,l

,, arise 1,3 develop l,z grow 2,1'0 '

up3

Pottern lI,: there V n prep /adv

The verb follows there and is followed by a noun group. There is also a prepositional
phrase or adverb group which usually comes after the noun group. Most of these verbs
also have the pattern thereY n.
The noun group is the Subiect and the prepositional phrase or adverb group is an Adiunct.

There wos no one there.

There occurs discord in the morrioge.
There remoined o risk in such o situqtion.

Sometimes the prepositional phrase or adverb group comes before there, as irr For every
action there is an equal and opposite reaction, or after the verb, as in There was in the flat an
ancient wood-buming stove.
The noun group is usually indefinite: it begins with a determiner such as a or some, or a
quantifier such as any or afew.lf the noun group is plural, there is often no determiner at
all, as in There are schools in the rural areas.
Verbs with this pattern belong to the following meaning groups:
II.T THE'BE'GROUP
II.2 THE'EMERGE'GROUP

II.I THE'BE'GROUP
These verbs are concerned with something existing or something happening. This is a
productive use: any verb which indicates where someone or something is, or how they
move, can be used with this pattern, for example Near our camp there flowed a beautiful
stream. We include in the list here those verbs, such as lie and stan4 which are most
ftequently used in this way.
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 Chopter 1.0: Potterns with there
I just thinkthere are great sources of pain inaneryone.
In Brighton there exists an ancient custom of playing a Boxing Day game of bowb
using oranges.
There seemed anote of venom inwhat he said.
In the case of lie, stand, and other verbs used productively in this way, the prepositional
phrase or adverb group usually comes immediately after the verb or at the beginning of
the clause, rather than after the noun group.
There lay between them something unspoken.
Atone end of the room there stmd a grand piano.

be 2.3 occur , stand 4

exist , remain 3
lie 1,2,4 seem I

The verb be is often used with a modal verb, such as may, with aphrasal modal, such as be
bound to or be supposed to, or with a phrase with an adjective group, such as be
certain/Iikely / sure /unlikely to.
There may be a deeper truth here.
There'ssuppsedlo_be.a state of emergency inthe city.
The to-infinitive form of the verb be is often used following appear u seem, or following
the passive of a verb such as believe, estimate, expect, know, reckon, report, rumour, say, see,
think, or understand. The two verbs are in phase and form a complex verb group.
There appearedtobe awomaninthe car, accompaniedby aman.
There were reported to be wounded on both sides.
II.2 THE'EMERGE'GROUP
These verbs are concemed with something coming into existence or starting to be seen.
There apwared another little girl inherfantasy.
From amidst the disillusionedmasses there arose a manwhowasto changetheface
of twentieth century history.
Out of allthis thereemergedmany thingsthatwerepsitive, if alsouncomfortable.
':.:.5;i:

appear 3,4 come 9 emerSe j,5 .

arise r,3 develop 1,2 Srow 2, t0 :

Srowup 3

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 Chapter L L: Auxiliories,
Modols, and Phrosol Modols

In this chapter we describe the patterns of two kinds of verbs which form part of the verb
gr_oup: ayxiliaries and modals. We also include here phrasal modals, that is, phrases
which behave like modal verbs. This chapter contains:
1 Auxiliaryverbs: be, do, get, and,have
2 Modal verbs e.g. may, must, should, will
3 Phrasal modals e.g. be able to, had better, would rather

1. Auxiliqries
There are four verbs which are sometimes auxiliary verbs: be, do, get, and, have. They are
used mainly to add meaning to a main verb, for example by formin-g a continuous tense, a
passive-, a- negative, or an interrogative. They are also usedto add mlaning to a clause, for
example by helping to form question tags.

Like otherverbs, auxiliaries have tenses, some of which are formed with other auxiliaries.
For examp-le, in the clause She has been singing for two hourq the auxiliary be is used in the
patt€rn AUX -ing, that is, been singing. However, the auxiliary be itself has a tense formed
by the auxiliary have in the pattern AUX -ed, that is, has beei.

been singing
AUX -ing
' has been
AUX ted .

Another example is the clause Our boat was being thrown around like a toy, where the
auxiliary be is used in the passive pattern AUX -ed, that is, being thrown However, that
auxiliary itself has a tense formed by the auxiliary be in the pattein AUX -ing, that is, wos
being.The verb group in this clause therefore contains two fbrms of the auxi=liary verb be.

being thrown
AUX -ed
wa5 being
, AUX :iry

Looking 1t llrls from anothel point of view, when an auxiliary is followed by an '-ing'
form, an '-ed' form, or a to-infinitive form, that form may itself be that of an auxiliary verb
which is followed by another verb. For example, in the clause She has been arrestid, the
auxiliary have is used in the pattern AUX -ed, that is, has been. However, be is also an
auxiliary, used here in the pattern AUX -ed, that is, been anested.

565
 Chapter 11: Auxiliories, Modols, ond Phrosol Modols

has been
AUX -ed
been anested
AUX -ed

In this chapter, we use the terms '-ing' form,'-ed' form, and to-infinitive form to indicate
either a single main verb with that foim, such as liking, liked, or.to like, or an auxiliaty *ith
that form t6gether with the main verb following it, such as being liked, been liked, or to be
liked.
Auxiliary verbs are made negative by putting nof after them, as in Sh e isnot swimmi!5, lhgy
did not know, or He has not irttten t6 ybu. ln ipoken English and informal written English,
not is usually contracted to n'f and is added to the auxiliary; He hasn't wrtfien to you.
The interrogative of verb groups formed with auxiliary verbs is made by placing the
SubjectafteitheauxiliaryvErb,asinlsshe swimming?orHqs_heno-twrittentoyou?lfthen'f
form of the negative is used, the Subject comes after that: Hasn't he written to you?
Auxiliary verbs have the following patterns:
>AUX-ing >AUX -ed
He is sutimming. She gotknockeddown.
>AUXto-inf >AUX
She is fo anive at six. She's probably eaming more than I am.
>AUX neg inf >clAUXn
Don't go! She hosn't finished, has she?
>AUXninf > so/nor/neitherAUX n
Didthey remember? ...so do I.
>AUXinf >AUXn-ed
Docomein. HadI known...

AUX -ing
The auxiliary verb be is followed by the '-ing' form of another verb. The auxiliary and the
other verb together form the verb group.

I om being punished.
He wos driving too quickly,
She is writing o novel.

This pattern is used to form continuous tenses.

Darknesswas coming, apinkglow above the rooftops.
He was being questioned at a police station in London.
Everybody is complaining about the recession.
An air and sea rescue operation has been going on all day for the oew of a fishing trawler
which sank in the English Channel.

AUX to-inf
The auxiliary verb be is followed by the to-infinitive form of another verb. The two verbs
are in phase and form a complex verb group.

566
 Section 1: Auxiliories

The tolks ore to begin tomorrow,

She IS to be congrotuloted.
He wos to become President.

This pattern is used to talk about something that will happen, something that should
happen, something that would happen under certain conditions, or something that has
happened, seen from the viewpoint of a time before it happened, and when ii was not
expected.
The Prime Minister is to get a full briefing on the releose of the hostages next week.
She said if didn't get back by six, I was to call the police.
she
What is to be done?
If youwere to rub a piece of plastic with a cloth, you would produce static electricity.
He needs fo pull his socks up if he is to make a success ofhis England career.
Other reformers such as Thomas Spence, who was to become a more significant radical
influence at a later date, substituted phonetic for conventional spellings in tieir witings.

AUX neg inf

The auxiliary vetb do is followed by the negative nof and the bare infinitive form of
another verb. The auxiliary and the other verb together form the verb group.

He did not Iike cokes.

Do not open the box.

This pattern with do is used to make negative forms of verbs in the simple present and the
simple past tenses, and to make negative imperatives.
Franklin did not want Wilson to rcsign.
He does not have a name until much later in the story.
Pon't ever call this number again.

AUX n inf
The auxiliary verb do is followed by a noun group and the bare infinitive form of another
verb. The auxiliary and the other verb together form the verb group. The noun group is
the Subject.

Do you like chocolote?

Did she breok her leg?

This pattem with do is used to make questions with verbs in the simple present and the
simple past tenses.
Whatdoyoumean?

557
 Chopter 11,: Auxiliories, Modols, ond Phrqsol Modols

Does shelweyou?
Where didthq findthe money?

AUX inf
The auxiliary verb do is followed by the bare infinitive of another verb. The auxiliary and
the other verb together form the verb group.

I do understond.
Do hove onotherbiscuit.

This pattern is used to add emphasis to a verb in the simple_ptesent or the_simple past
tensel for example because it contrasts with something that has previously been said or
implied. It is also used to invite someone politely to do something.
He doesn't say too much, but what he does say either enhances the absurd humour or the
spectacle.
WeII, as a matter of fact, I did want to talk to you about something.
Do sit down.

AUX -ed
The auxiliary verb is followed by the'-ed'form of another verb. The auxiliary and the
other verb together form the verb 8roup.

They were eoten by rots.

We got morried in September,
He hos finished his work.

This pattern has four uses.

1 The auxiliaries be and get are used with this pattem to form the passive. Be is used much
more frequently in this way than gef.
Doctors believe more research is needed into the spread of the disease.
No suspects have bem picked up yet by police.
'Did I get you into trouble?' she asked. He laughed. 'No. I gLteased a bit,' he added.
2 The auxiliary haveis used with this pattern to form perfect tenses.
Mount Pinatubo has blanketed the countryside with volcanic ash, up to half a meter deep.
lupe picked one of the magazines up and leafed through it. Someone had inserted a slip of
paper halfway through to mark a place.
Having established his business in San Francisco in the 196Os, he travelled to Englandwith
the simple objective of catching up with contemporary British design.
The verb have is also used with the '-ed' form of the auxiliary be to form perfect
continuous tenses. This pattern is AUX been -lng.
So far Indonesio has been accepting all boat people arriving on ifs shores - some twelve
hundred each month.

568
 Section 1: Auxiliories

3 The auxiliary get is gsed with this pattem, but without making a passive, to indicate
that an action, usually something d-ifficult, is successfully achieied. This is an informal
use.
He. spoke in a hasty , neruous way , as if once he had got started he was aftaid that he might be
intemtpted.
Until I gdwarmed up it's difficult to run and there's pain.
4 The to-infinitive form of the auxiliary verb
be is used with this pattem, usually with the
verbs found, heard, or seen to indicite that people can find,^hear, or see sbmething
somewhere.
Most of his work are to be found in the area around Arezzo.
There's hardly a tree to be seen.

AUX
The auxiliary verb is used with nothing following it, or with iust not following it, when
confirming or contradicting a statement, in short answers to questions, or }oilowing
comparatives. This pattem is used with the auxiliaries be, do and,have.
'I'm keeping my piranhas,' Paul said. 'No you're not.' saidhis mother. ,yes I am.' said paul.
'Is Debbie coming to see us tomonow?' 'Yes, she is.'
'Govemor Clinton never indicated during the campaign that he supported a gasoline tox' 'No,
he didn't.'
You'd imagine that I'd leam with age but I don't.
'You've never even seen it!' 'Yes I have.,' snapped Betty.
My grandparents were very poor and they wanted their kids to do better than they had.

cl AUX n
The auxiliaryverb follows a clause and is followed by a noun group. The noun group is the
Subiect of the auxiliary verb. It is a personal pronoun.

She isn't loughing, is she?

You live in Birminghom, don't you?
They hodn't been orrested, hod they?

This pattern is used with be, do, and have to form question tags, which ask the hearer or
reader to confirm a statement. A negative statement is always followed by a positive
question tag. A positive statement may be followed by a negative or a positive question
tag. A negative question tag following a positive statement indicates that the information
is considered to be shared. A positive question tag following a positive statement
indicates that the information is not considered to be shared, but is something that the
hearer alone has the right to confirm or deny.
In the case of be and, have, the clause before the question tag contains a verb group formed
with be or have as an auxiliary. In the case of do, the clause contains a verb group formed
with do as an auxiliary, or a verb without an auxiliary.
He isn' t wearing shorts, is he?
Ah, you' re making an assumption there, are you?
You liked Gil, didn't you?
They'd moved up here before you were born, had they?

569
 Chopter 11: Auxiliories, Modols, ond Phrosol Modqls

so/nor/neither AUX n
The auxiliary verb follows one of the coniunctions so, nor, or neither and is followed by a
noun group. The noun group is the Subject of the auxiliary verb.

So om I.
Nor did he.
Neither hod they

This pattern is used with bg do, and have to indicate a situation that is similar to one
mentioned in a previous clause, but with a different person involved.
'I'mworking at home onWednesday.''So am I.'
He never spoke of my mother; nor did my aunt or my grandmother.
'I've never been to Alcatraz.' 'Neither have I.'
This pattern, with nor, is also used to confirm a previous clausg. This is a formal use. In
spoken English, the stress is on the auxiliary rather than the Subiect'
He confirmed there and then: 'I will never race again.' Nor did he.

AUX n -ed
The auxiliary verb had is followed by a noun Sloup and the '-ed' form of another verb. The
noun group is the Subiect. This pattern is always used with another clause, which comes
before or after this one.

Hod I known...
Hqd she remembered her lines...

This pattern is used to indicate a situation that might have happened but did not. Its
meaning is similar to the meaning of a clause beginning with i4 but this pattern is more
formal.
The captain of the boat did not want to leave; he wanted to remain on his vessel and try and do
something. Hadheremained, he wouldhave gone downwith his boat.
Kay didn't know of the affairhewashavingwithayoungerwoman, but she probablywouldnot
have done anything about it had she known.

2 Modols
There are eleven modal verbs in English. They are used to add meaning to a main verb, for
example to indicate how certain or possible something is, or how ftequently something
happens, or whether a course of action is recommended or allowed.

570
 Section 2: Modols

,: can may need will

r' could might shall would
: dare must should

Unlike ordinary verbs and auxiliary verbs, modal verbs do not change their form
depending on the Subiect. For example,yousay I musf and He must.
Unlike ordinary verbs and auxiliary verbs, modal verbs do not change their form to
indicate tense, although could, should, andwould are sometimes considered to be the past
equivalents of can, shall, andwill.It is better, however, to think of these words as diffeient
verbs, not as different forms of the same verb, because they have very different meanings.
The pattern MODAL have -ed is sometimes used to talk about something in the past, asin
She musthave seenhim.

Modal verbs are made negative by putting not after them, as in She might not be happy, or
You should not go.ln spoken and informal written English, not is usually contracted to n'f
and is added to the modal: You shouldn't go.The negative form of can is cannot.In spoken
and informal written English this is usually contracted to can't. Similarly, sholl nof is
usually contracted to shan't and wiII not to won't.
The interrogative of verb groups formed with modal verbs is made by placing the Subject
after the modal verb, as in Might she be happy? or Should you not go? If the n'f form of the
negative is used, the Subiect comes after that: Shouldn't you go?
The modal verbs dore and need also occur as main verbs. ln He doesn't dare climb the tree,
dare is a main verb, butin He dare not climb the tree, dare is a modal verb.

There are two main patterns associated with modal verbs:

>MODALinf
She must be mad.
>MODAL have-ed
She must have missed the bus.

MODAL inf
The modal verb is followed by the bare infinitive form of another verb. The two verbs
together form the verb group. The bare infinitive maybe be followed by an'-ed'form or
an'-ing'form.

I con't tell you thot.

She could not Iie tohim.
We moy be focing o cotostrophe,
Finol decisions sholl be tqken in the future.
Thebuilding should reopen soon.

All the modal verbs are used with this pattern, with a variety of meanings. These include:
o expressing certainty or uncertainty about a situation e.g. could, might, must
o saying what sometimes happens e.g. can, may
. talking about an obligation e.g. must, neeQ should
o talking about ability e.g. can, could
o sayingwhat someone dare do
57r
 Chopter 11: Auxiliories, Modols, ond Phrosol Modols

o talking about future possibilities e.g. may, shall, will

o talking about permission e.g. can, may, might
o talking about something hlpothetical e.g. should would
Insect stings can be nasty but they aren't usually dangerous.
The British Airways desk clerk said she could not accept me on to the plane unless I showed
my possryrt.
We dare not let that happen again.
And many thank to Debbie Licorish for her calm manner and eye for detail. Finally, may I
thank Tony Green for all his support and good humour during the most trying of times.
Might I ask what you're doing here?
He had decided she must have some idea of what was going on.
OnIy those who have been misbehaving or who have something to hide needworry.
If you don't want to talk to me, I shan't try to force you to.
Maybe you should see a doctor, get something to help you sleep.
So wiII interest rates keep rising?
If this became known, he would be lucky to escape with his life.

MODAL have -ed

The modal verb is followed by have and the'-ed' form of another verb. The three verbs
together form the verb group. The '-ed' form may be of the auxiliary vetb be, with another
verb following it. In this chapter we treat the aurtliary be and the following verb together
as the'-ed'form. (See Section I above.)

He must hove forgotten his lunch.

She should hove remembered his nome.
I would hove been told eqrlier.

This pattern is used with all the modal verbs except dare, vmth a variety of meanings.
These include:
o drawing a conclusion about the past e.g. can(not), may
o drawing a conclusion about the present e.g. will, would
o talking about something that was possible but did not happen e.g. could, might
o talking about something that will be true in the future e.g. shall, should
o talking about something that you think was unnecessary or that you disapprove of
e.g. need (not), would (not)
If lane had shouted back, she could have won the day. Sadly, she didn't.
The picture came out of o magazine or newsparyr. Some kids got hold of it and it may have
been passed around the school.
If this had happened, he might have drunk less and been a better statesman.
At one time Berti's place must have been part of the cottage.
She needn't have worried.
Iwould neverhave done what they did.

Other reloted potterns

In addition to the two pattems described above, modal verbs are used in two patterns that
are the same as those used with auxiliaryverbs.

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 Section 3: Phrosol modols

MODAL
The modal verb is used with nothing following it, or with iust nof following it, when
confirming or c-ontradicting a statement, in short answers to questions, or foUowing
comparatives. All the modal verbs except dare and,needare used in this pattern.
His mother could no more relaxthanhecould.
'You'll never see it,' he said. 'Yes, hewill.' said avoice.

cl MODAL n
The modal verb follows a clause and is followed by a noun group which is the Subiect.
This forms a question tag. (See cIAUX n in Section I above.) All the modal verbs are used in
this pattem.
You'll look after me, won't you, Mama?

3 Phrosol modals
Phrasal modals are phrases which form a single verb group with another verb and which
affect the meaning of that verb in the same way that a modal verb does. In the Collins
Cobuild English Dictionary they have the label PHR-MODAL.
Some phrasal modals begin with be or have: be able to, be bound to, be going to, be liable to,
be meantto, suppsedto, be sure to, be unable to, have gotto, andhave to.The first word in
be
these phrases changes its form depending on the Subiect and the tense, in the way that be
and have normally do. You say I am liable to panic and She is liable to panic, We have to leave
tonight and They had to leave last night. The other phrasal modals do not change in this
way. You say I would rather go by bus and He would rather go by bus.

Most phrasal modals are made negative by putting not after the first word in the phrase, as
in He is not able to
be with us or You ought not to eat so quickly. Howeve t , had best, had better,
wouldrather,would just assoon, arrdwould soonerarcmade negativebyputting nof afterthe
whole phrase, asinYouhadbestnotgobyyourself or Iwouldiust as soonnotgoby myself.The
negative of. would do well to is made by putting nof after well, as in She would do well not to
forget that. The phrasal modal used to has three negative forms: used not to, didn't used to,
and, didn't use to.

The interrogative of verb groups formed with most phrasal modals is made byplacing the
Subiect after the first word in the phrase, asinHaveyouglotle go? ot Wouldyou sooner stay?
The interrogative form of have to is do you have to , as in Dp you have to go7 The interrogative
form of used to is did you used to, as in Did you used to eat sweets?
Phrasal modals have the following patterns:

>MODALinf
I have to oo.
>MODAL
Go if you have to.
>MODAL inf than/asinf
I' duthg die than sunender.
>MODALthAt
I'drathervou didn't.

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 Chopter 11: Auxiliories, Modols, ond Phrosol Modols

MODAL inf
The phrasal modal is followed by the bare infinitive of another verb. The phrasal modal
and the infinitive together form the verb group.

She isoble to sit up in q wheelchoir.

They were going to shoot something.
He used to shout ot people.

All the phrasal modals have this pattem.

The deeVseadiving isboundtotake me away agooddeal, but I knowwhenit'stimeto settle
down, thenl'Ilbe looking to come backhere.
'Maybe we ought to explore the mountain a little,' said Ginger to Steve.
Itwas suppsed to last for ayear and actually lasted eight.
We needgoodhealthandcirculationofourbloodandwewould dowellnotto add salt to our
food at all.

be ableto have gotto would rather be unable to

hadbest have to would iust as soon usedto
hadbetter be liable to would sooner would do well to
beboundto be meant to be supposed to
be going to ouSht to be sure to

MODAL
The phrasal modal is used with nothing following it, when the verb it refers to is clear
from the immediately preceding context.
'It's not reallv imorovino anvthino.' 'No. but oerhaos it's not meant to.'
I've never had a tremendous social life; I tend not to put that first. I ought to. but politics
comes first.
IfeltI couldnolongerbully andwhippeople intoline like aforemanis suppsedto.
I wish I could run about like I used to, and I love dancing. WeII, I can't do that any more.
In thecase of wouldratherandwould sooner, the phrasal modal is usually followedby not,
and the pattem is MODAL not.
'Don't tell me if you'd rather not,' he said.
They'Ilbe delightedifyou'dlike to come, but of coursewe'Ilunderstandit if you'dsoonernot.

be able to have got to would rather be unable to

had befter have to would sooner used to
be bound to be meant to be supposed to
be going to ought to be sure to

MODAL inf than/as inf

The phrasal modal is followed by the bare infinitive of another verb, than, and the bare
infinitive of another verb. In the case of would just as soon, as is used instead of than. The
phrasal modal and the two infinitives form co-ordinated verb groups.

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 Section 3: Phrosol modols

I would rother die thon surrender.

He 'd iust os soon donce os eot.
They would sooner buy sweets thon eot o proper meal.

This pattem is used with phrasal modals which indicate what someone prefers.
I would rather be honest with people than mislead them that there is going to be some pot of
goldat the endof the rainbow.
The average villain today would iust qs soon kill you as look at you.
I would sooner give up sleep than miss my evening class.

would rather would iust as soon would sooner

MODAL thot
The phrasal modal is followed by a that-clause. The phrasal modal by itself is the verb
group and the that-clause is a new clause, with its own structure.

would rother thot the theory wos stoted.

'd sooner we soid it.

This pattem is used to indicate what someone would like to happen.

Most of what he's marked on the printout has behind it the opinion: I would rather that the
broadcasters had not said this.
In the case of would just cts soon and would sooner, the that-clause never begins with the
word thof.
I'd iust as soonvou Dut that thino awav.
I'tsooner.he grinned and bore it. He can have a two month rest in the summer.
In this pattern the that-clause is often co-ordinated with another clause using thanot as.
The police would rather you played safe than ended up being sorry.

would rather would iust as soon would sooner I

575
 Chopter l2z Combinations of
Potterns
Many verbs have more than one pattern. For example , boast has the pattems Y about n
and V that; you can boast about something you have done, or boast that you have done
something. Verbs that have the same basic meaning may also share a combination of
patterns. For example, argue and complain,like boast, have the patterns Y about n and V
that.
In this chapter, we give the most important combinations of patterns. The patterns in
each pattern combination are ordered alphabetically, so, for example, we give the
combination V in n; Y on n, not the combination V on n; V in n. Under each pattern
combination, we give examples showing both patterns, and a list of the verbs which have
that combination of patterns. The examples indicate whether the two patterns perform a
similar function, as in argue about something and argue over something, or whether they
performdifferentfunctions, asincampaignagainstsomethingand,campaignforsomething.
We sometimes give two examples of one pattern, to show its two possible meanings with
a particular verb. The verbs with one combination of pattems may all have the same basic
meaning, or they may have different meanings: for example, some of the verbs with the
combination Y at n; V n af n are concerned with shouting, and some with pointing.
The pattern combinations themselves are also presented in alphabetical order. For
example, V in n; V n in n comes before V in n; V on n. If you know which combination of
pattems you want to look at, you can find it in its alphabetical place. If, on the other hand,
you are interested in, for example, any combination of patterns with V that, look up V
that in its normal alphabetical place: you will find some combinations there, and
cross-references to the other combinations.

Although most of the combinations we give involve two patterns, the combinations of
three and four patterns are particularly interesting. In this chapter you will find the
following combinations of three patterns:
Y about n;Y at n; V with quote
Y about n;Von n;Y overn
V about n;Y over n; V that
Y about n; V thag V with quote
V about n; V wh; V wh-to-inf
Y againstn;Y forniY infavourofn
Y at ni V that; V with quote
Y for n; V thaq V to-inf
Y n about n; V n wh; V n wh-to-inf
Vnadj;Vnasadj;Vnasn
Vnadj;Vnasn;Vnn
Vnosadl;Vnasn;Vnn
V n into -ing; V n into n; V n to-inf
V n to-inf; V n with quote; Vwith quote
v n to-inf; v tha! v with quote
V n with quote; V that; V with quote
V on n; V tha! V with quote
v that; v to-inf; v with quote
V thag V to n; V with quote
V tha$ V wh; V with quote
V that V with n; V with quote

576
 Chopter 12: Combinotions of Potterns

There is one combination of four pattems:

V n adj; V n os adj; V n as n; V n n

The patterns V and V n are particularly frequent, and very many verbs that have other
patterns also have the pattern V or V n. For example, boast, argue, and complain have the
pattern V as well asY about n and V that. We do not show combinations with V or V n,
except for the combination V; V n itself.

V; vn
The examples and list below contain only verbs which are among the 40O most frequently
occurring verbs in the Bank of English. Many verbs that have the pattems V and V n are
ergative verbs, for example A window fuke, They broke the window. These verbs are not
listed or exemplified here but are described in Chapter 7.
To our great relief, she accepted.
He offered to help me, and I accepted the offer.
Unable to have children oftheir own, Penny and Rodney decided to adopt.
Persons who wish to adopt a child may contact their local social services department.
The question was directed at the Russian, but I answered.
You didn't answer my question.
He didn't answer me.
Bob kneeled by his side, hovering over his wounded friend, as the guards approached.
Cross approached the door and looked out.
I was taught to cook by the nuns at my convent school.
Cook the carrots, onions, celery and diced bacon until golden.
Caine leamed to drive only a few years ago.
They drive a grey Buick stationwagon.
Whenhe was almostlevelwiththe deck, his strengthfailed and he fellback into the sea.
My couragefailedme.
But what if lav found out?
We found oit a funny thing abut the kids.
Havevoufinbhed?
There'were further cheers when the old man had finished his speech.
He tookhis pistol andfired.
Hood fired-an air rifle from his bedroom and hit a 13-year-old boy in the head.
With a gentle squeeze of the trigger he fired a single bullet.
I wouldn't let my children gp wrthout.
Mv mother and I had to oo without food sometimes.
He talked softIv so that nobodv could hear.
Dennis heard a metallic clatter.
So you think the govemment actually could step in and help out?
Tlie more experienced players are not helPing out the youngsters.
Cocaine can kiII.
A series of explosionshavekilled three soldiers andwounded at least three others.
married.
He never
Hemaniedalocalwoman.
Many of the families have vowednot tomove.
She doesn't want to move house at all.
Weooeneduo atnine.
They opened-upthe church and began ringing the church bells.
He paid andwent out.
He pailhb bill without complaint.
Tony grabbed the wire and pulled.
Regjg[e put a gun to hk head and pvlledthe trigger.

577
 Chopter 12: Combinotions of Potterns

Youhelpedhim once before, do youremember?

I remember the dav hewasborn.
France's defence minister resigned today.
Davidresigned his directorship in December 1973.
She'll;j6g backlater.
t'llirytyouback in the moming.
Chief Butheleziwas sryaking at a news conference in Hong Kong.
Sarcm pulled his face away and Keats sryke his last words.
The chauffeur suryived and identified Garcia.
A baby girl suwived a 2oft fall from a second-floor window yesterday.
He has taught at Princeton, Haruard and Yole.
She taught English Literature.
Almost os soon as he leamt to write. he handed his parents a note which read, 'I wish to
become a painter.'
He's beginning to read andcanwrite his own name.

accept , eat , m'iss 2.1,2 rul 1,2

accuse , enter ,,6 move 5 save 2
act 8 explain ,,2 negotiate, SCOr,e I,12
adopt 2 fail s notice , see ,
answer ,,4,6 frght 4,e order 2.5 sell s
approach I finish ,,3 paint 3,4 serve 4&r,
ask I fire 2.1 pass ,, 13 settle 2
aftack ,,J fit 1.7 pay 1 share 7
aftend ,,2 flyt perform : shoot 9
be expecting J follow t,l,tl,ts play 2,13 sing ,
call I hear , please s speak I
change s,l help t,z promise 7 start ,
charge I hold 3.2 propose 6 steal ,
check I hurt 4,5 publish z stop ,
choose , indicate 5 pull I strike 4,8
claim c injure push I study ,
cook I investigate read 3 suffer I
: count 2 kill , realize , survive ,,2,3
: defend: know , recall I teach 3
:, deliver 7,2 lay 1.s receive 5 travel ,
,: demand 2 lead 1 .t,t remember , turn ,
,: dominate l,z learn I repeat 5 visit ,
: dtaw 1,24 leave 1,2,j report , wait ,
, drink I lose 7 resign , watch ,.1,3
: drive I marry, ring 1.1 win 7

r earn I (not) mind 2.7 rule .5 write ,

:: answerback drop by hitback , sell up

,, back up r fall behind , holdback s shootup 2
i callback findout, lastout ,3 sign off z
:, call up , followthrough leadoff z sign on
I caryon I getoff 4 leave off 2 spreadout 1,2
: clearaway getthrough d.z movedown start over
clearup, give over moveup 2 stopby
cutback giveup I openup 5 take over 3
cutdown , gowithout passby tumoff t
dowithout I hangup z reportback ,
: drinkup help out ringback

Y about n; V ot n
I shouldn't grumble abr,ut Mum. She's lovely really.
The men glrumbled at the rebuke.
I keep gtrumbliryi at them.
Amnesty Intemational has protested about the treatment received by the prisoners.

578
 Chopter 12: Combinotions of Patterns

He protested at police brutality during peaceful anti-gw*nment demorutrations.

).: carp 2 grumble, rage 3 snigger

,: fume 2 protest, rant , yap 2
,, gOOn 8

Y aboutn;V at n; V $rith quote

Reportershave been grumbling about their limited access to President Clinton.
He noted in his autobiography that his wife was a great success as a camper in that she never
grumbled at hardships.
AII night Ray had grumbled at me
'I'm sure we should have been nearer the front,' Charlotte glrurnbled..
Mr Bright sounds like the type of schoolboy who sniggered about sex at the back of the class.
The old woman sniggered at such a humorous sight.
'It couldn't hapryn to a nicer bunch of chaps,' sniggered the man.

I fume 2 rage 3 snigger '

grumble I tant 1

Y about n; V n aboutn
In the case of hear, know, leam, and find ouf, the noun group following the verb in the
pattem V n about n is always an amount.
I think he was a bit taken aback when I asked about his family history.
He asked me about my illness.
Perhaps other Wople knan, about our affair and didn't regard it seriously.
Technical people often complain that translators know nothing abut the specialised
subject they are supposed to be translating.

ask , hear 7 learn 7

fight 5 know u

findout t

Y about n; V on n
His colleagues in Parliament have been deliberating about constitutional change.
The govemmentwas deliberating on an urgent question of policy.
Doctors differ about her condition.
Mr Hurd saidthey differed on a number ofissues.
It is virtually impossible to gtenerulize abut the state of the country's health.
I om always a little nervous to generalize on youth attitudes.
I talked about thingswhich interested me.
We also talked on Catholicbm and curiously enough, all my objections sounded awfully
lame to me.

aSree , disagree I pontificate 7 waver , l

brood 3 discourse 3 ruminate , write I :,

cogitate generalize I speculate ,

deliberate 3 muse , talk 4
differ 2 philosophize waffle 2

sound off

579
 Chopter 12: Combinotions of Potterns

Y aboutnlY onniV overn

The two sides disagree about the number of victims.
AII are committed to market reform but they disagree on essential details.
We disagreed wer a few points, but the committee seemed reasonably satisfied.
Several times she had speculated about the extent of his involvement.
He said it was too early to speculate on a motive for the killing.
While dealers sryculate over the future of gold, most people seem to have forgotten to
inquire after the health of gold's poorer relation, silver.

brood -l disagree , speculate 7

deliberate3 musel waffle2

diffelz -:*:-1, **1.1
,,

:.

Y a,boutttiV overln
The contenders argued about human rights, demoeracy and foreign investment.
Mrs Ford and the children have been arguing over the inheritance ever since.
I had fantasized about food for nearly three agonizing weeks.
Brett is gorgeous, so let people fantasise wer the lovely boy.
ludy frets about her aged parents.
Gilmour saidhe had spent the day fretting wer the accident.

agonize disagree 7 gloat rhapsodize r

arSue 4,5 dither gush 3 row 3.3 :

bicker enthuse t haggle ruminate , '

. brood 3 equivocate muse , speculate I :

crow 3 fantasize 2 obsess squabble :
deliberate : fight 5 puzzle 2 wafle 2 :

dicker fret , quarrel 3

, differ 2 fume 2 quibble I

Y about ni V over n; V thot

My mother and I disagree about music.
Washington and the EC still disagree wer agricultural subsidies.
No one wiII dbagree that dictionaries are useful.
He touredthe world, conducting, teaching, and generally enthusing about hls art.
Her mother enthused over heryouthfuI acting.
His publicist enthuses that the book contains some of the best one-liners in modern
fiction.

crow J enthuse , muse ,

disagree , fret , speculate ,

Y about n; V thot
A lot of people complain about the lackof new writers in telatbion.
The critics complain that public transprt has not been able to cory adequately with
thetravelboom.
The bomb killed five people, including a seven-month-old baby. The majority of the country's
newspapers sryculqted about a possible tenorist link.
Officials sFculated that the dolphins might have been poisoned.

580
 Chopter 12: Combinotions of Potterns

:' agree I dream 2,1 hear 7 speculate 7

bleat 3 enthuse , ioke z testify ,

boast 1 fantasize I know ,,8 theorize
brag fotget 2,4 moan 2 wail 2
burble 2 fret t muse , whine 2
1. complain 7
Sroan 3 mufter worry,
. crow 3 Srouse 2 preach z
, disagree 7 grumble I read I
, findout I

Y about n; V thot; V with quote

He was cheeky and he loved to boast about his crimes.
Mr Tumerboasts thot CNNwiII soon havetotal globalcoverage.
'We're the toughest crew in the world,' he boasted.
The chairman grumbled abut recent falls in the company's share price.
He b still grumblingthat he wished he had stayed at home.
'The whole thing is becoming a circus,' Barbara glrurnbled.
The desperate mother waik about the lack of safety for her daughter.
Primrose began to wail that she was hungry.
'Have I donewrong?' shewailed.

aSree I complain I ioke 2 read ,

I boast , enthuse I moan 2 speculate ,
brag grouse 2 muse , wail 2
burble 2 grumble , mutter whine 2

Y about n; V wh; V wh-to-inf

We already knwv about the importance of a clean body, clean hair and clean nails.
We knefi, what we wanted.
Some people just don't know how to plan abudget.

arSue 4 know , think 4

ask I leam I
findout I

Y about n; V with quote

I inquired about the provision of home care sentices in the Canadian program.
'Has she lived here a long time?' Nancy inquired.
It embanassed her when friends insisted she was beautifuI. They raved about her high
cheekbones and perfed nose.
Sheila Rix, 29, raved: 'It was really great. It's one of the maddest things I have arcr
seen.'
Kay sometimes found herself wondering about his motives.
'Why's she weeping?' he wondered.

aSree I fume 2 mutter speculate ,

ask , grouse 2 philosophize twitter 2
, boast I grumble I faSe 3 wail 2
brag gush 3 rant , whine 2
burble z inquire , rave 2 whinge
, call 3 ioke 2 rhapsodize wonder ,
. complain I moan 2 sing ,
enthrrse I muse 7 snigger
,
5E1
 Chopter 12: Combinotions of Potterns

V against n; V for n
Beregovoy promised to camoaion against corruption.
tneiactivitycampatffi-tnevite andfor iquatopportunities inall areas oflife.
You can insure against iniury, illness or redundancy.
St Margaret's Truit seemed to offer the best deal so I insured for the full market value.
Awife can't testify against her husband, they tell me.
Ken's former wife and children had already testified for the prosecution.

argue 2 demonstrate 3 lobby 7 stand,g

campaign 2 fight 4 retaliate strike 2
compete , insure , run8 testify I
crusade 2 legislate spy 3 vote 5

Y against n; V for n;Y in favour of n

As a lawyer Mr Mohammed often argued against apartheid legislation.
Women also argued for changes in domestic life and work.
In his speech the Govemor argued in favour of financial liberalbation.

argue 2 demonstrate I r

' campaign 2 vote 5

Y against n; V infavour of n
Thousands of people demonstrated against the resurgence of racism.
25,000 women paraded in New York to demonstrate in favour of women's suffrage.
The Church of Englandhas ruled against the ordination of practising homosexuals.
On May 24th a New York judge ruled in favour of Mr lett's request that his case be heard
before an arbitration panel.

argue 2 demonstrate 3 vote J

campaign z discriminate 2
decide I rule 7

come out 5 speak out

Y against n; V n ago,inst n
It remains to be seen if the vaccinewill protect against different strains of AfDS virus.
It's always important to pplectyour skin against the sun.
The rising water anived at the moment my ight toe struck against a submerged rock.
Dean fell and struckhis head against the bannbter.
Miles warned against hasty alterations to the rules.
He had wamed his team against complacmcy.

caution 2 insure I,2 slam + strike s r

clink protect ,,2 spray 7 warn 2 ,

Y against n; V thqt
She thought about inviting Roger to stay for lunch but decided against it.
Eventually, David decided itwouldbe best if he lived onhis own.
After bribed witnesses testified against her, she was executed.
Severalwitnesses testified that thq saw the officers hit Green.

582
 Chopter 12: Combinotions of Potterns

advise , decide I rule 7

caution 2 preach 2 testify I :

Y c,go,instniY to-inf
She battled against cancer for 19 months.
Firemen battled to bring 100ft flames under control.
He wanted to call Langley, but decided against it.
I rather quickly decidedto seek a second intervieut withPollard.
There were rumours that at least one faction in the party was plotting against him.
Prosecutors in the trial allege the defendants plottedto overthrow the government.

I 4,5
batUe conspire 1,2 plot 2 vote 5 i
:, campaign 2 decide I scheme 3
,' compete I legislate struggle ,

I ganSup

Y o,gainst n; V with quote

He about his problem, many of whom advised against surgery.
saw several doctors
'Don't let the dail
distract you from your work,' she advised.
Although he maintained an essentially Westem life-style and possessed a vast knowledge of
Westem culture, he raged against lapan's imitationof the West.
'Do you want to ruin me?' she raged.

advise I rage 3 wafi 2

caution 2 rant ,

Vasn;Yforn
After two and a halfyears of hard study he spoke Tibetan well enough to Dgus as a native.
She could pass for a man inbadlight.
She volunteered as a nurse in a soldiers' rest home.
He volunteered for service with the army.

it'.
,. pass 20 serve 3 ,rotor,t"", .: .

. runE stand ,9 work ,

sigrrup

Vcsn;Vnasn
What began as on attempt at artistic creation has tumed into a marketable corymgdity.
'Cuore' fugan life as a supplement to 'I'Unita', the former Communbt Party daily.
He hardly rates as a strong leader, but appears to offer what the public wants.
He ratei Richard as one ofthebest central defenders in theworld after his performances
in the European Championship finals.
An old wooden manger unearthed in the bam serues as a coffee table.
The old drawing room sen es her as both sitting room and study.

,i begin 3,5 end I qualify 3 serve 3

. continue 6 finish 4,5 rank 4 start 4
. count / parade lo rate 5 train 2.,
start off 4 startout ,

583
 Chopter 12: Combinotions of Potterns

Vatn;Vnatn
McGregor liftedthe revolver from his side and aimed at Hughes.
He aimed the gun at two pupils and pulled the trigger.
As he read, Molotov intemtpted and shouted at him furiously.
They stood there and shouted abuse at me as I walked down the street.

l: aim 5 holler shout , swing 5

bark z iab I shriek 2 yell I
bellow I scream 2 stab 2

Y atn;Y over n
He chuckled at my expression of dismay.
Donald Sinclair was still chuckling wer the letters when the telephone rang.
Kelly fumed at his own stupidity.
HiII is fuming over the absence of compensation from the outhorities in Britain.

chuckle drool I grieve I seethe ,

, coo2 fume 2 salivate 2 smart 6

V atn; V thot
People all over the world ale reioicing at the fall of dictatorships.
I am an environmentalist but I actually reioice that people havC more cars.
I shouted at my husband if he was not home on time.
The demonstrators shouted that they wanted security and food.

bellow I Suess , reioice , sneer

exclaim hint 2 scream 2 wonder 2
gnrmble I marvel t shout I yell I

Y o,tn; V thog V with quote

Nancy and Nedmanyelled at the clarity of the colours on the sc.reen.
He mantelled that his father'svoicewas much like his own.
'Wow,' I manyel. 'men who talk about their feellngs - just what women want.'
I felt I was screaming at leremy and Emily all the time.
Marian screamed that he was selfish.
MiIIer, 19, burst into the store and screamed: 'Give me the money' .

bellow 7 guess , reioice 7 sneer

exclaim hint 2 scream 2 wonder 2
grumble 7 marvel I shout I yell I

Yatn;Vton
Annual nursing home fees average out at more than f,77,(XX).
Unemployment in 1992 averaged out to 7.4 percent of theworkforce.
He nodded at the two men and went out through the double doors.
Cross nodded to Dr. Stockton.
Every sinew in Fanny's body thrilled at a brisk knock on her dmr.
Maus had thrilled to the atmosphere of the 7886 Impressionist Exhibition.

nod 3 thrill 2 whistle 2

point ,4 wave 7

averaSe out

584
 Chopter 12: Combinotions of Potterns

Y atn;Y withn
The dollar finished at 72 7. 2 3 yen.
Moorer finished with 2 5 points.
Elizabethlaughed at Gretchm's description of lerry.
Endo laughed with real pleasure.

I beam l cackle finish 4 seethe , i

: bristle 5 end 7 laugh 7 shudder t

,

Y atni V with quote

Burke tumed andbeamed at her admiringly.
' How kind,' beamed Frannie.
We can only guess.at Ekie's state of mind.
'How many Saturdays will there be in December?' 'Four,' he giuessed.
They maruelled at her efficiency.
'I don't know how she does it,' mantelled great-niece Eveline Wharton.
The priest scoffed at us and called us Quakers.
They scoffed at my suggestion.
'Aw, come on,' Pete scoffed. 'Nobody believes in gnomes any more.'

bark z exult marvel I snarl 2

bawl I fume 2 rage 3 sneer
beam I grumble I rant , snigger
bellow I Slress I scoff I wince
cackle guffaw 2 scream 2 yell I
chuckle holler screech 2
coo 2 ieer , shout ,
exclaim laugh snap 4

For other combinotions with the pottern Y at n, see V about n,

Y bettveen pl-n; Y from n or V from n to n
All these verbs have the pattern V between p!-n. The verbs range, vary, and waveralso have
the patternV fromnto n. The verb choose also has the pattern Y from n. Theverb commute
has all three patterns.
Alison Fairlie had made her career at a time when women often had to choose between
family andprofession.
Studentscan choose from awide range of subiects.
The temperatures range betueen 702.5 and 7O6 degrees Fahrenheit.
Prices range from f,75 to f,'75o with many options in between.

choose , ranSe 4 waver ,

commute , Yaty 1

V by -ing; V n by -ing
Penelope Fitzgerald began by reading an extract from the book.
The president began the summit by welcoming his guests.

585
 Chopter 12: Combinotions of Potterns

begin 3 end 6 open 2l

close 1.7 finish + start 3

start off , start out 2

Yforn;Vnforn
He fugged for water and there was not a drop to be had.
He broke into tears andbeggcd his captors for his life.
She paid for the taxi when I arrived.
He paid f72OdX) for the proryrty.
The company isn't paying mefor this.
Last year she Dle@for the prince at Salisbury Cathedral
They were kind enough to plgysome guitar for me.
Now that he is 65 and he qualifies for the old-age rynsion, he feels he has his dignity back.
Students tend to demand training that qualifies them for the reyyards society ofters
Nothing can substitute for the health adviceyour doctor canprovide.
To maFe this salad egg-free, substitute morey6ghurt for the miyonnabe.

ask 4 explore 3 prepare 2 train 2.3

audition 2 insure 7 qualify z wait ,
beg I pay 1,10 scout 3
collect 6 play 1t substitute 7

coughup fork out shell out

Y for n; V thot
Everybody howdfor a peaceful solution to the crisis.
His mother hoped that he would become a priest.
I testifiid for the husband in a custody case.
She testified that she had witnessed Larry Plover taking cocaine.

beg I plead l testify ,

check , ptay 1,2
hope 7 shout ,

Y for n; V thoq V to-inf

The govemment is hoping for avote of confidence in the elections.
I hope that thk new edition, too, will be a best-seller.
The banks said they hope to offer better sentices to customers.

beg I plead I
hope I ptay 1

Y for n; V to-inf
We hope for an endto theviolence.
. I hope to you in lwo weeks.
see
The President had ooted for a peaceful solution.
She has opted to do a degree in lapanese.
The woman paWfor her purchases and left.
I am paying to see that game, and I'm looking forward to it.
puring the war the first floor was occupied by the Ministry of Food and it was there that we all
had to oueue uD for our tation book.

586
 Chopter 12: Combinotions of Potterns

About two thousand Soviet citizens queued up to tour the ship.

, ache 3
:aiml be dying 8 opt scrabble z
fight 2 pay 1 scramble 3
' apply r hanker petition 3 serve 3
beg I hope 1,2 plan 2 strive
bid ,.3 hunger I plead I vie
campaign z itch 2 pray , volunteer 3
cate 7 iockey 2 preparc 2 vote 5
clamour , legislate qualify z wait ,,3
compete 7,2 live 7.: queue 3 wish z
crave negotiate , register 2 yearr
queueup standby 7

shell out wait around

Y for n; V with quote

He quickly aDolooized for his mistake.
'Sorry I'm late,' he arylogized. 'Mr. Traynor kept me awhile.'
ygs blood everywhere and people were screaming and shouting for help
Tltere
'Rory!' he shouted. but there was no answer.

apologize plead I scream 2 :.

pray , shout , l.
toat 4 :l

For other combinotions with the pottern Y for n, see V against n,V
as n.
V from n or V fromninto n; V into n
All these verbs have the pattem Y into n. The verbs change, metamorphose, and fum also
have the pattern Y from n into n. The other verbs have all three patterns.
He is lkely to find that the atmosphere has changed from loving concern into something
more highly charged and dangerous.
Why, after all those years of maniage, did I change into someone else?
Birds are suprysed to have evolved from reptiles.
Thousands of species appeared on the scene, some ofwhich eventually evolved into the flora
andfaunawe see aroundus today.

change .l evolve ,,2 metamorphose turn ,5

develop I fade 3,t retreat 3 vanish I I

Y from n; V n fromn
To fund new investments they have little altemative but to borrorrt from bank.
He wanted to get the propertT for himself, so he borrowed money from friends.
The blood drained from his face.
A deadly gray pallorhad drained all life from his face.
Not all companies gcin from devaluation.
He slowly gained confidence from his pliticol success.
Fry until the oil separates from the spice mixture.
Cereals are haruested and threshed to separate the seeds from the rest ofthe plant.
587
 Chopter 12: Combinotions of Potterns

borrow 2 detach , gailr 2 transfer 1,2,4,5,8 '

choose I divert , leam + withdraw 2
crib 2 drain r peel I
derive 2 extrapolate separate ,4

Y fromn or V fromn to n; V to n
All these verbs have the pattern V to n. The verbs change, graduate, move, pass, sutitch, and
tum also have the pattern V from n to n. The other verbs have all three patterns.
I commute from Crawley every day, which takes me two hours.
Mike is a graphic designer and commutes to London every day.
ludge lefferies was captured in 1688 trying to es.caw to Hamburg.
Crilo had tried to coivince Socrates to esdary from Athens rather than kill himself with the
poison.
Licences to grow peanuts are jealously guarded privileges that pGsfrom father to son.
After Alice Boyd's death in 1 89 7 , the castle passgd to three spinster sisters.

r OSC€nd 7 escape , palss 5 turrl 14,15

change extend return withdraw z
l.
3 3 ,
commute , graduate J rise ,
: defect 2 immigrate switch 2
: divert I move 7,8 transfer 1,2,4,5,8
change over rise up , runaway,

For other combinotions with Y from n, see Y betweenpl-n.

Y infavourofni seev againstn.
V-ing;Vn-ing
Perhaps he had locked the door to avoid being disturbed duing his meal.
The ciruple are trying for a second time to agree on a divorce settlement to avoid their case
going to public court.
I like doing competitions but I never win anything.
My mum [oesn'i like me cycling 'cos of all the heavy traffic.
He won't offend you if it means offending me.
He said he would not reverse his decision even if it meant him losing power.
She remembered having heard the story from her mother.
I remember her smiling.

anticipate, entail like 2.3 recall t

appreciate 3 envisage mean 1.5 recollect
avoid , favour 4 mention , remember ,,3
(cannot) bear l.o forget 4 rnind 2.2 report ,
(not) begrudge 2 hate 2 (not) mind 2. I resent
contemplate I imagine I necessitate risk s
. describe , involve 7 preclude I save 5
dislike , iustify prevent , visualize
dread I keep 7 prohibit

V -ing; V thot
Mr Righton denied making the videos himself.
Mary-flatly denied that there was any problem.
Some people in Moscow prgrcseabolishingthe union presidenq altogether.

588
 Chopter 12: Combinotions of Potterns

In that repo(,_we glso prowsed that all high school seniors write an essay on a
consequential topic.
I deeply regret having offendedyou last November.
She regrets that therewas any criminal activity involved.

acknowledge I dread I mention , recommend 2

admit I envisage (not) mind 2.1 regret ,
advise , fantasize / prefer remember ,
advocate , forget 4 propose , report ,
anticipate I imagine , recall I suggest ,
deny I intend , recollect

V -ing; V to-inf
I soon began working with them as their resident musician.
I beoanto lauoh.
He dotes on his children andhates being away from them.
Politicians hate to admit theywerewrong.
Have you tried contacting your local councillor?
He tried to smile.

begin I deserve , hate 2 omit 2

(not)bother I dread t intend I prefer
cease 2 fear 8 like 2.1,3 start ,
commence forbear love 5 tryt
continue t go 1.t need 2

V -ing; Y with n
He continued looking at me for awhile.
The surprise display over, the general continued with hk address.
It was quite incredible the way he fell about laughing.
Back in the bar two girls in pink silk pyjamas are falling about with laughter.

(not)bother 7 continue ,,3

carryon , 8oon,
fall about start off ,

Vinn;Vninn
He invested heavily in shares after retiring from a bank he part-owned eight years ago.
He invested the money in real estate.
Everyone present ioinedin the singing.
More than 100 villagers ieined police in a search.
He trained in law at Turin university.
Wewere able to train them in somevery basic techniques.

assist 2,3 land g stick 2.2 tutor 3 r

invest ,,23 lodge a stir 7

ioin 3 slot 2 ttailr 2.1

Vinn;Vonn
More than 200 performerswill collaborate in a three-day sound and light show.
Ms. Rudner and Mr. Bergman have collabrated on saneral writing proiects.

589
 Chopter 12: Combinotions of Potterns
It is also interesting to note that golf hardly features in sports magazines.
The song features on the soundtrack of Myers' Iatest movie.
Maru didn't ride in the car withher.
lohnrode on thebus with Lisa.

: appear 6 collaborate I lecture 2 sit 5

i catch J feature 4 ride 3 speculate 2 I

Y into n; V n into n
In Greek legend, the goddess Daphne changes into a laurel tree.
Drugs changed him into a personwe didn't recognize.
Barry dipryd into the plastic bag.
She dipryd a hand into the iar of toffees and pulled one out.
The class divides into groups of two, a boy and a girl in each, to carry on the guessw,ork.
Roger and Gary began to divide the mushrooms into seven equal portions.
We are plunging into a depression.
The defeat pfungcdthe country into confusion.

amalgamate dip z plunge 3,4 smash 7

assimilate I divide , resolve 4 split ,

break form 3 rush 8 stretch 5
change .l hook r separate ,0 translate 3
condense 2 integrate , shafter , transmute
convert , merSe , sink ,, tum ,5
crowd 4 metamorphose slam 4
dig 3 mutate , slot 2
carry over

Y intoniV outofln
Particirynts say the talks nam danelowd into serious dialogue.
Modem Pentecostalismda,eloryd out of the rqivallst movement.
Edgar fell into a deep sleep for four hours.
Nasser's sysfemof centralised economic management hasfallen out of favour.

change 5 fall c slip a

condense 2 get 1.2
, develop I nife e

Yinton;Vton
Additional guests con sleep in the library, where a sofa converts into an extra bed.
The saloon is big enough for the settees to convert to single beds.
Maybe I' mtegessine into second childhood.
I seem to have regressed to my Wst-college days.

ascend 6 convert , regress throng 2

build s cross ,., shade z turn ,5
change 3 crumble 2 spring o withdraw I
come 6 mushroom 2 stretch J
carry over getback,

For other combinotions $rith the pottern Y into n, see Y fromn.

590
 Chopter 1.2: Combinotions of Potterns

Y nabout n; V n on n
Tour companies are briefing vocationers about the city's dangers.
Captain Ramirezhadbriefedthem on the execution of their current mission.
They r_efusedeven to chqll?ge the gouernment about the situationofyoung people.
I challenged him on the hypocrisy of his political attitudes.
Morganhas consulted a barrister about his case,
He fails to consult her on major decisions that affect her life.

, brief r cross-examine pness 5 .

challenge I grill 5 question 2 .

' consult , lecture 3 qrriz 2 ,

Ynaboutn;Vnthot
The govemment are mounting a number of new initiatives to inform the public about diet
andhealth.
Officers closedin andinformedhimthat hewasbeing anested on suspicionof murder.

caution 2 kid 6 teach 2 :

forewarn notify tell t

inform I reassure wam I

Y n about ni Y n wh; V n wh-to-inf

The army informs all recruits about the dangers of drug taking.
He did not inform anyone therewhat hewas looking for.
The aim was to inforni the public how to get the best-out of the nqt arrangements.

advise I inform I tell ,

ask I teach 2 wam,

V n about n; V with quote

I made a mental note to ask Eileen about Kintail's background.
'You really are serious about this, aren't you?' he asked. nearly incredulous.

advise I caution 2 say r tease ,

ask I challenge I scold wam,

For other combinoflons with the pottern Y nabout n, see Y about n.

Vnodi;Vncsodi
Kit son was branded oreedv.
Since the album made its debut in May, Iyrics in several songs have been branded as racist,

brand consider label

certify
3
, diagnose
7

**1 3

.,

Vnodi;Vnasodi;Vnosn
Parker died aged 34; the doctor who certified him dead thought he was twice that age,
The UN on Saturday certified the election as 'free and fair'.
Gallup certified her as the most popular actress in America.

591
 Chopter 12: Combinotions of Potterns

brand 3 consider I label ;

certify , diagnose rate 6

V n odi; V n cs odi; V n cs n; V n n
They labelled his work'naive'.
lustbecause she isn't thin, she labels herself as'much too fat'.
According to the prisonpsychiatrist they're wrong to try andlabel him as a psychopath.
The following day's headlines labelled her a saint.

brand 3 label 3
consider , rate 6

Vnodi;Vnasn;Vnn
I suppose I must count myself luclE.
I count him as my best friend.
You'd better count yourself a privileged lady, Frau Eckdorf!

brand 3 count 7 rate 6

consider , label 3

Vnodi;Vnn
lessewas bom handicapped and it was thought he'dnever talk.
'The Sun' reported last week that their baby had been born a drug addict.
The organisers are considering whether to declare the lottery void.
The govemment declaredthe area a nationalreserve.

account 6 consider , find 9 prove 3

bebom z count 7 label 3 rate 6
brand 3 declare ,,2 make 2.3 rule z
call z deem pronounce 2 serve 6

Y na,gc,inst n: see Y againstn.

Vnosodi;Vnosn
The company attacked the proposals as unjustified and unnecessary.
The Reagan administration attacked Social Security as a drain on the budget.
The Ministerfor Home Affairs describedthe death as unfortunate.
Most working women describe their employment as a iob rather than as a catoer.
I rate him asvery special.
I rate him as the best coach in the game.

accept 2,4,5 class 7 denounce I interpret ,

acknowledge 1,2 classify depict 2 label I
attack 2 conceive 2 describe z mention 3
bill I condemn , designate I perceive z
brand 3 confirm 7 diagnose pigeon-hole 2
certify I consider I dismiss I portray 3
characterize 2 construe expose 2 present 4.5
cite , decry impress I rank 4

592
 Chopter 12: Combinotions of Pqtterns

rate 6 remember 5 see 6 view 3

. read 8 represent 8 stereotype 2
recognize 3,4 reveal, strike tI
: regard , scom 2 tout ,

: markout 2 write 6ff 3

Vnosodi;Vncsn;Vnn
There is no scriptural reason to consider women os inferior.
We should consider today as a memorable historic day.
t win r"*lae, hiri a good friend of mine.
"t*"yt
': brand 3 designate
, consider 7 label 3

For other combinotions with the pottern V n as odi, see V n odi.

Vncsn;Vnforn
In the preview of the fall campaign, Simpson attacked Bill Clinton as a draft dodger.
Candidates regularly attacktheir opponents for statements made in advertbing.
He nominated David Gower as hk chief executive officer.
Democrats in Califomia have nominated a woman for this Novembefs election for
governor.
I think he'II be remembered as the greatest dancer of our lifutime.
Woody Guthie is remembered for the songs he wrote about the Great Depression.

acclaim I condemn I laud select ,

attack 2 desigrrate z nominate ,,3 vilify
choose , intend 2 remember 6

single out

Vnasn;Vn-ing
She began her career os a dancer.
Shebegan her broadcasting career working on commercials with Alan Parker.
Mr Pehuoa also mentioned the economy as an area of disagreement.
You mentioned Milan Stevens being fond of you.

begin 3 finish I start 4

end I mention , visualize

Vncsn;Vnn
He caused uproar when he branded the jobless as 'layabouts' .
They brandedher an opportunist.
In lapan today, the Parliament eleded Kiichi Miyazawa as the country's 49th prime
minister.
lf you elect me President you will be better off four years from now than you are today .

593
 Chapter 12: Combinotions of Potterns

acclaim , dub I label -l re-elect

anoint 2 elect , name 6 tag J
brand 3 fancy s nominate 2 term 4
consider , give 7.3 ordain I
count 7 hail , proclaim I
desigrrate 7 intend 3 rate 5

For other combinotions with the pottern V n os n, see V os n, V n odi,

V n as odi.
Vnatn:seeVotn.
Ynforn;Vnn
Look, little one, she's broughrta nice present for you.
When I was illhebrought meflowers.
All the doors upstairs are broken. I'm scared to askthem to fix it; they might charge me for
that.
It would be insultingcharge them a fee. to
Ireland neverforgave Cromwell for his harshtreatment of towns that resisted him.
'You forgave me my unusual way of life,' he told them. 'I thank you.'

acclaim , cook , knit 7 prescribe I

allocate excuse 3 leave 8 secure ,
book 3 fetch t make 3.3 sell I
bring 3 f,Jrd t,2 order 2.5 vote 7
buy I fix t4 pay 1,4 wangle
carve 4 forgive t play 11,12 wite 2,6
charge , get 2.1,3 pour 2

Y nfor n; V n to-inf
The Olympic Committee yesterday chose Nagano for the 799E winter games.
Churchill chose Cripps to be his messenger to India.
They paid cash for almost erterything.
I psrd f8O to have my car radio fixed.
I know he gets fed up with people pesleringthim for money.
The cat had got lost and the kids pc$tered me to go look for it.
Previous expeience had hardly ptgared himfor this type ofwar.
His sleeves were rolled up to his elbows as if he had prepared himself to do some dirty work.

' admonish do 2.7 nominate , ready 8 :

allocate earmark , pay t recruit ,
beg I equip 2 pester schedule 3 .

r beseech fit l.n preparc 1,2

budget 4 free 8 press 5 take 25 i

: choose, Sroom 4 pressure 5 tip 10 i

clear ,9 importune prime s vote 7 l

bedesigned 8 intend 2 qualify 2

rope in

For other combinotions with the pottern Y nfor n, see Y for n, V n as

n
594
 Chopter 12: Combinotions of Potterns

Y nfrom n or V nfrom n into n; V n into n

All these verbs have the pattern Y n into n. The verbs change, metamorphose, transform,
and translate also have the pattern Y n from n info n. The verbs distil, divide, and sidetrack
also have the pattern V n from n. The verb transplanthas all three patterns.
These people have a tendency to try to sidetrack you from your task.
Hewas sometimes sidetracked into power struggles.
By late 1917, London had been transformed from an open city into a defended location.
The old offices and storeroomswere transformed into classrooms andworkshops.

change 3 divide I sidetrack translate 7

distil -l metamorphose transform , transplant 3

Y nfrom n; V n outofn
He canes hk figures fromwhite pine andyellow poplar.
The younger of the girls asks Andrew to can)e a pendant out of o piece of a driftwood.
When lohnny couldn't beg or charm a meol from a civilian, he at times would stoop to
stealing.
They have charmed money out of the pockets of credulous citizens.
She flew at him and actually chased him from the house.
He chased them out of the camp and across the desert.

carye 7 construct ,,2 make 3.,,6 take 2.7

charm 5 create I manufacture , wheedle
chase 4,5 fashion I pluck 2 wring I
clip 5 get 2.1,9 pize 5
coax 2 hew 2 pull 2
coniure , hound 3 squeeze 5

V nfromn or V nfromn to n; V n to n
All these verbs have the pattern V n fo n. Theverb change alsohas the pattern Y nfromnto
n. The other verbs have all three patterns.
They were banished from the country, seemingly never to retum.
Five years later he was banished to Upper Egypt.
We decided to change our name from National Maniage Guidance to Relate.
She changed her name to loanna.
PamelaCounter has been promotedfrom account executive.
Hewas promoted to lieutenant general.

banish I extradite promote 3 transplant 3

bar to forward lo rclay 2,4
change 3 pass 6 send ,,2
deport pluck 7 transfer 1,2,4,5,7,8

For other combinotions with the pottern V n fromn, see V fromn,

Vninf;Vn-ing
Seeing that the girl was in pain, Mrs Dambar had her sit down.
We had him working ot CBS within three weeks.
Wade glanced up and saw her disappear.
I saw himcoming along the path.

595
 Chopter 12: Combinotions of Potterns

feel 7,8 notice I watch 7.1

have 3.7 observe I
' hear 1,2 see ,,9

V n -ing: see V -ing, V n as n, V n inf.

Vninn;Vninton
Peelthe onions andcut them in half lengthwise.
Cut the Wtatoes into strips andfry rapidly in hot oil.
They'ilhrow.mein jailif I didthat.
They'te thrownthem into prison without atrial!

break t divide ,.4 lock.l split ,

carve 3 draft + render 4 stick 2.2
chop I etch ,.3 slice z throw 5
cut , implant I,4 slot 2
.' aip I instil sort 3

Vninn;Vnonn
His face is etchedinmy memory.
Every detail of the attack b etched on the captain's memory.
I oseph instructs a class in woodwork.
The video instructs them onbody language.

.' capture 4 hit , place la

.. catve 2 imprint 2 remand ,
. catch I ground ,2 instruct 2 strike s
:. putdown ,

For other combinotions with the pottern V n in n, see V in n.

V n into -irg; V n into n
He claimed the police had bullied him into admitting the crime.
His wife Sonia could bully him into silence.
Policewoman loanne Field was praised yesterday for charming a gunman into handing
over his rifle.
His uncompromisingly honest songs charmyou into rapt attention.
The experience has lulled citizens into accepting dismol larcls of public sentice.
His absence had lulled Felicity into a sense of security.
She might be able to shame her friends into lending her the monq.
He could weII shame other nations into adion.

: badger z coerce intimidate

r blackmail 3 con , inveigle ptod z
: bludgeon z condition / iolt 2 propel z
, bounce 9 cow 4 lull 2 provoke I
. browtreat deceive t lure I push o
.' bulldoze 3 dragoon 2 manoeuvre 2 put 6
, bully .3 dupe I nag 7 railroad z
r cajole entrap nudge 3 rush E
. charm 3 fool 3 panic a scare ,
:: chasten force 1,2 persuade I seduce ,
: chiwy galvanize press 5 shame 5
i co-opt 2 goad I pness-8an8 , sidetrack

596
 Chopter 12: Combinotions of Potterns

spur 7 steer 2 tempt 1,2 trick 2

stampede 4 stir 5 terrify I
steamroller 2 sweet talk trap 4

Y ninto -i.g; Y ninto n; V n to-inf

She istrying to force me into marrying Desmond Featherstone.
She'd had a relationship with a man who virtually forced her into a life of crime.
He pulled the boy's arms from around his neck and forced him to sit back on his chair,

badger 2 coerce nudge 3 prod 2

blackmail r condition 7 persuade I push 6
caiole force t,z press 5 spur ,
chivvy na8 , pressure 5 tempt 1,2

Vninto-irg;Vnto-inf
I'leiust W!_to_Wsuade my dad into letting me having a season ticket.
He gsuaded Ferranti to set up the first British Computer Seryice Bureau.
You should try to support her and not pressarize.her into being superutoman.
Who's Dressurizinovou to keeo uovour orades?

badger 2 coerce nudge 3 prod z

blackmail 3 condition 7 persuade , push o
brainwash force 1,2 press 5 spur ,
caiole manipulate , pressure 5 tempt 1.2
chiwy na8 , pressurize

Vninton;Vn outofn
He has scotched rumours that the selector's decision will force him into early retirement.
The accident forced the Frenchman out of the race.

getchanged s cut , get ,.3 persuade 7

con , force 1,2 iolt 2 trick z

Vninton;Vnto-inf
I wouldn't push couples into marriage if they were uncertain of their strength of
commitment.
He hadpushedhertobuy a new car.
Don't let greed for power tempt you into waters that are too deep.
Don't let credit tempt you to buy something you can't afford.

badger 2 condition z persuade , spur ,

blackmail 3 force 1,2 press 5 tetrpt 1,2
caiole nag 7 pressure 5
chiwy nudge I prod z
coerce permit , push o

Vninton;Vnton
The restorers converted the signals into digital code.
A light bulb converts electrical energy to heat energy.
His family were driven into exile in 1 9 2 1 .
Sarah's fatherwas driven to suicide by debts of f,,lo million.

597
 Chopter 12: Combinotions of Potterns

beat 9 drive 13 lull 3 tum 15

change 3 feed lz scare, yoke 3
convert ,,3 introduce, stretch 5
deliver 3 knit 2 transplant 3

carryover workup 7

For other combinodons with the pottern V n inton, see V into n, V n

fromn,Vninn.
Vnn;Vnton
She couldhelp him or she could dg him a considerable amount of harm.
'Trick or treai' is a threat that you'll do something terrible to the occupants of the house if
they don't give you a gift.
Nobody phoned the police or ambulance selice, though one woman offered him a towel.
He tasied the wine himself before offering it to his friends.
They liked him, they thought he was a war hero, he told them some kind of story. _

But'this much I'Il give my wordon, I'f!_no!-tellone story toyou and another somewhere else.

r aCCOrd 2 do 2.6 offer 1,4,5,6,7,9 send I,l

' allocate fax 2 ordain 7 serve 6
., allot feed,,8 owe 1,2,j,5 show 3
.. appoint give 1.2,3,2.1,2,3 pass 5 slip 5
, assign 1,2,3,4 grant 2 pay 1,11 teach I
, awatd 4,5 hand 2.t wn2 tell 1,2
i, beat 9 lease 2 Post ,.4 vouchsafe
: bequeath ,,2 leave 20 proffer 2 wire 5
bid 2.1 lend t,z,z,s promise 2 write 4
: bing l,z,to loan 3 read 2
: cable J mail 3 render 2
: cOnCede 2 nominate 2 sell ,.6

For other combinotions with the pottern V n n, see V n odi, V n as

odi,Vnasn,Vnforn.
Vnonn;Vonn
She advises companies on investment strategies in Latin America.
A doctor should be on the premises to monitor and advise on medication.
He bet f,,7o on three horses called Bartisan, Your Fancy and Merry Dance at Lewes races.
I bet on American football.
Wefocus our attention on peoplewho are iII.
Robert's counselling focuses on positive energy and humour to fight the mounting tension.
The couple had forked out f2774 on a special trip to celebrate Mick's SOth birthday.
You'll have to fork out on publicity.

advise z counsel 3 ,u-Or", save 3

bet , drum 5 gorSe 2 snag 2 i.

catch 5 fasten 3 hammer 3 wager , ,

centre 9 fixz lecture 2

concentrate , focus ,,5 rap 4

. forkout shell out

For other combinotions with the pottern V n on n, see Y naboutn,Y

ninn.
598
 Chopter 12: Combinotions of Potterns

V n out of ttz see V nfrom n, V n into n.

VnthogVnto-inf
The death of my son taught me that life is very fragile.
The harsh lesnns of theivarhadtaught me t6 dednd mysetf.

': caution 2 instruct 7 teach 2

', decide .s show ,

VnthotVnwh
They told me they'd call the cops.
Telimehow ithbpryned.

': inform I
instnrct I
remind
teach 2
,,2 tell ,.8
warn ,
-

VnthogVnwithquote
HgpW plv\tely assured Churchill that Roosarclt and the American peopte would
stand by Britain no matterwhat the danqer.
'You can happity drink my wines within dyear of bottling,, he assured me.
I ruued the childrenwe'd gofor aboat ride inthe pond.
'We'Il manage,' she promisedhim.

assure 7 instruct , remind ,

inform t promise 7 tell 1,4

Vntho$Vthot
The__lapangfe Prime Minister has already promised him that aid worth four bifiion
dollars will soon on its way. h
I Wise I'll explain everything os s(xrn as I can.

. caution 2 instruct , show, ,

promise wam,
I Sulantee
3 I

For other combinotions with the pottern v n thot, see y n about n.

Vnto-inf;Vnwithquote
I_grabbed him by both shoulders and begged him to calm down.
She begged her father: 'Please look o,iler the cats for me.,

Finally Stalin instructed Zhukov to go to the Kremlin.

'Go home and ask your father what he think,' Scott instructed him.

admonish command, implore I

.'
urge l
advise I entreat instruct , warl,_ 2
beg I exhort order 2.,

599
 Chopter 12: Combinotions of Potterns

Vn to-inf; V n with quote; V with quote

He commanded his men to retrcat.
ln urgennoice from the gloom commanded me: 'Stop! Don't move.'
'OWi it,' she commanded.
I oenuinely believed Carlinq was best-suited for the job and I implored him not to give it up.
'iins it ine time!' Stevieimplores the audience.
'Cai't you do something?''he implored-

advise , entreat instruct , warn 2

beg I exhort order 2. I
command I implore urSe ,

Vnto-inf;Vthot
I askedBerylto droP in.
the Attom,iy asked ihat Mr. Rough be sentenced to no more than ayear in iail.
They would have oreferred me to be a doctor or o lawyer-
I wituld prefer thitt you pronounce my name correctly.
They understand him to be unharmed.
I uiderstand he spends most of his time in Europe and America.

acknowledge I command I instruct I require 2

, advise , consider , know 7 show t,7
allege declare 7,2 order 2.2 think 2
ask 2 direct ,2 prefer understand s
assume , discover I presume , wish I
beg t expect , prove 2,3
believe I feel lo recommend 2
caution 2 flnd z report ,

Vn to-inf; V thot; V with quote

I advised her to make the triP.
When his condition worsened, doctors advbed that he should be transferred to a private
room at St Mary's hosPital.
'Be careful, boys!' he advised.
Myrna Blythdeclared her tobe the greatest media personality of the decade.
tfie miniiters declared that the recint decline of thZ yen had indesirable consequences
for theworld economY.
'To be honest, I hate children,' declares Bob.

i advise , beg I command , instruct ,

alleSe caution 2 declare , report ,

Vnto-inf;Vto-inf
I willbeg her to comeback.
Hebsryilo in the house, but we can't allow it-
come
The Bankexpects inflation to rise this year.
I didn't exiect to find Monica at the flat because she works in the momings.
I iumpedwhen the telephone rang, preparnsrmyself to receiu-e p9d yents.
sheias preparing td goto uaiiiheiter tohlm an episode of 'Cluedo'.
600
 Chopter 12: Combinotions of Potterns

beg I help t,2 need , qualify z

desire 2 incline l paY t train 2.t
expect 7,3 like 2.4,8 petition 3 (not) trouble l0
(not) expect 4 love 9 prefer want 1,4
hate 2 mean 1.8 prepare 2

Vn to-inf; V with quote

I would cautionyou to read thefine print.
He cautioned. however: 'There is still an awful lot of bad nays to
come.'
Elght republics-fuenow declqred themselves to be independent.
'To run an efficient internatioiar organisationyo" iiniii-iiii^p,, he declares.

advise I challenge I exhort request 2

allege command I implore urSe ,
beg I counsel 2 instruct 7 wam 2
beseech declare 7 order 2.1
caution 2 entreat report ,

For other combinotions with the pottern v n to-inf, see v n for n, v n

into -ing, V n into n.
Vnton;Vnwithn
We gan connect this suspect to- the other shoot_i1gs in the Columbia Heights area.
Nothing was foundto coinect themwith the robbiry.
L_9ica^@always Wpliedequipment to armed forces throuqhout the world.
t he Soviets suPplied Finland with all its oil in retum for Finiish manufactired
goods.

connect Z8 entrust mail 3 supply ,

correlate , feed ,,8 match J,j
crcdit 7 link 2,4,7 ptesent 4.1,2,4
match up 3

V n to n; V pl-n with together

There had always been the strong ties that bound her to Rachel, Chris and Caroline.
vou can enioy the understanding that binds you and your lover together.
Lightly g.ather the material, then pin and sew it to the ribbon.
Normally I sew the pages together by machine.

bind I couple 5 tope 2 tie 2

bolt 2 join 5 sew , weld I
chain I knit 2 solder I yoke 3
clip 2 lash 2 stick 2.4

Vnton;Vton
\?rqgn adepJe4ntmsetf to a change of routine.
The data wi[l help scientists leam hoil the body adapts to the absence of gravity.
He admitted the crtme tohis father,s twinbrother.
He also admitted to mistakes in his economic poticy.
You can hear stereo sound.on the VCRif you
.eslnrne(jlit to an audio stereo system.
A short curly leadconnects to the cami:ordet's extemal mike sociit-.
In twelve months time I wiII have increased my salary to [3o,(xN per year.

601
 Chopter 1.2: Combinotions of Potterns

Italy's deficit increased to f'74.5 billion-

I sometimes sit and read the newspaPer to her' 18'
My iother read tois every eveniig intilwe were

acclimatize commit 4 incline , strctch 5

accommodate 5 confess 2 increase , swell I
adapt , connect , lend I suritch 3
adiust I contribute ,,2 mould 5 telegraph 2
admit , convert ,,5 nod 3 transfer 1,2,4,5,E
attach ,4 correlate , Pass 48 transmit ,
awaken 2 decrease I pnopose 6 tu.tn 1 2,1 5
: brake 2 dictate 2 read 2 write 4
change 3 drop a relate 2
clip z glve 2.1 sell I

carry over match up 3 openup 2

Vnton;Vthot
W e shyly admitted our plan to friends.
tte adriitted he had been lYing.
Uor" ,non , rnird of people prefer bungalout's to houses'
fne two teiaers ptefer iha[avote occitr after next week's meeting.

admit , disclose murmur, reveal ,

announce , divulge pledge 2 say ,
confide explailr 1,2 prefer submit 2
dictate 2 mention , report , suggest 1

V n to n; V with quote
Tonv cried then, but he wouldn't admit it to the press'
;;i:, ni;I;i"itiiu io",r:fr 'but wheh I was growing up, I disliked it.'
"a-Us,
So he onlv suooested the idea to you once.
iernap's aifrie cognac for eveiyone,' he suggested meekly'
'

, admit , explain I,2 report , telegraph 2 :

cable s murmur , say ,
confide rcad 2 suggest ,
, ' ...:

For other combinotions with the pottern v n to n, see Y nfrom n, v n

inton.
Vnwh;Vnwh-to-inf
Iwas embarrassed when he asked me who my father was
They askedhimhow to get intouchwith lulie's family'
I'll showvouwhat I've done.
ru-e
sno*i.d
^ehow
to fixthe camera andtripod'

advise I instruct , teach 1,2

ask , remind ,,2 tell ,,6
inform I show 3.J wam,

602
 Chopter 1.2: Combinotions of Potterns

Vnwh;Vnwithquote
Hi, can you tell us where King's Square is, please.
'The only thing I need b a tape play* so I can listen to music,' she told us.

: advise I inform 1 remind , 'i

j askl instnrct , tell ,

For other combinotions with the pottern V n wh, see V n aboutn,Y

n thot.
V n wh-to-inf: see Y n aboutn, V n wh.
Y nwithn;Y withn
He's clsittingt us with the investigation.
Everyone is expected to assist with camp chores.
Nagano ended the concert with the full version of Stravinslcy's Firebird ballet.
The rally endedwith spectacular firervorlrs,.
By the time Diana appeared I't-fiiled the bath with water.
Behind him his tracks fiIled with snow.

assist , equate integrate, oPen 2'

begin 3 fill , iuggle t square 8
check I finish 4 meet 8
end 5 help I oblige z
fillup I

For other combinotions with Y nwith n, see V n to n.

Vn with quote; V thot; V with quote
'I'llbe back@ noon,' he oromised the clerk.
The President bromised that the reforms would be carried out within lwo years.
'I'll do what I canforyou at the trial,' t promtsed.

,l advise 7 command I promise I

: beg , instruct ,

Vn with quote; V with quote

'What did you do at school today?' a mother asked her 72'year-old daughter.
'Whoareyou?'I asked.
'You're making a big mistake,' he wamed me.
'l'dlike to get cl6ser ifl could,'he said.'Forget it!'warned Pete.'Those beasts are dangerous.'

advise I command , implore promise I

ask, correct 5 instruct , urSe ,
beg , entrcat interrupt I warIr2
cable s exhort order 2. I

For other combinofions with the pottern V n with quote, see V n

thot,Vnto-inf,Vnwh.
603
 Chopter 12: Combinotions of Pofterns

Y onryY over n
The govemment has backed down on performance-related contracts.
The Allies had bocked down wer the 7936 re-militarization of the Rhineland.
He brooded on his failure to avert the confrontation in the woods.
Christine brooded over the cause of her brokenmarriage.
A gloomy silence once again descended on the room.
A deathly hush descended over Rome's Olympic Stadium.
Murdock tripped on the last step and nearly landed flat on his face.
Nancy tripryd over a tree root and went sprawling.

., brood 3 disagree I prevaricate tnp 2

. compromise 2 fall 12,14 procrastinate waffle 2
deliberate 3 fawn 3 ruminate , waver I
descend 2 muse 7 speculate ,
differ 2 ponder stall 2

, backdown climbdown trip up 2

Y on n; V thot
Intemational airlines are belling on a retum to profits this year.
Qespite the problems caused by German unification, many ecinomisfs are still betting that
Europe's economies will outshine America's over the next f*vyears.
The govemment has refused to comment on such questions.
He commented that I spoke French with a Swiss accent.

agree ,,3 disagree; muse I rule 7

bet 3 gamble z pronounce 3 speculate 7

comment 7 insist ,,2 remark ,

reportback I

Y on n; V thog V with quote

I feel I must comment on the statement made by Boris Yeltsin.
One official commented that Hurricane Andrety damaged arcry building in the town.
'There are some asrycts that worry me,' he commented.
Simply insist onyour pint ofview in a gentle but resolute manner.
He insisted he was feeling fine and askid_everyone to go on drinking and talking as before.
'I hope our fears are ill-founded butwe havi to en on the side of caution,' ie insisted.

a8ree, muse , speculate ,

comment , pronounce 3
insist 2 remark ,

V on n; V to-inf
The leaders agreed on the need for extra debt relieffor the poorest countries.
It's not clear if the two sides have agreed to ban the developinent of nuclearwearyns.
I felt theywere allgwgiag_aponme.
The big institutional shareholders ganggd_upto push the deal through.

aSree 3 fail , survive 2

collaborate , legislate vote 5
Sangup shell out

604
 Chopter 12: Combinotions of Potterns

Y on n; V with quote
He would break in on her conversation with clients to ask her to make him some tea.
'Hey, wait!' loe broke in unexpectedly. 'What about lan?'
Although some scientists have mused on the question of how to get rid of sonic booms,
they have not yet found satisfactory answers.
'I ought to reconsider her offer to mwe in,' he mused.
:-
.: aSree , insist 2 philosophize remark ,
comment, muse , pronounce 3 speculate I

breakin z butt in cut in

For other combinotions $rith the pottern V on n, see V about n, V in

n,Vnonn.
Y outofn: inton. seeV
V over n; V with quote
I have been a subscriber to'The Oldie' almost from the beginning and have spent many hours
chuckling wer some of the articles and cartoons.
He said he spent his time in detention reading. 'It was a good opportunity for me to get
some reading done,' he chuckled.
MaeWestwas astonishedwhen an admirerenthused over anold filmof hers he had seen
at NewYork's Museumof ModernArt.
'With my brains and your looks we'll be the perfect portnership!' she enthused.

chuckle enthuse 7 gush 3 rhapsodize

coo 2 fume z muse t speculate ,

For other combinotions with the pottern Y over n, see Y about n,V at
n,Vonn.
V thot; V to-inf
He seemed to have forgoften that the rest of us were present.
I'm sorry I'm late, Iohn. I forgot to set my alarm and I overslept.
I'm quite sure that the pilot didn't intend that we should hear him.
The factory intended to use only 2,(XX) workers.

i agree 23 determine 4 plead I regret 3

arrange 2 dread I pledge 2 resolve 2
'ask3 expect , pray I swear 2
rbegt fotget 2 prefer threaten,
,r claim I guarrantee j pretend ,,23 venture 3
. decide I hope I profess I vow I
demand I intend , promise I

V tho$ Vto-inf; V with quote

The police are claiming that the situation in the capital is serious.
The leader of the cult claimed to be lesus Christ.
'l narcr touched it,'-he
daimed.
lordanpkaded that food and medicines were permitted onhumanitarian grounds.
She pkadedto be released and not be hurt.
'Pleose help me,' she pleaded.

605
 Chopter 12: Combinotions of Potterns

beg , demand, pray 1 venture 3

claim I plead 7 promise 7 vow, ;

Vtho$Vton
He admits he has had a problem with fuag and alcohol depndency.
They openly admitted to the murder of Surrendra PauI.
We repeatedly heard faculty members complain that their students are unprepared to do
college-Iarclwork.
He will urge the Board to complain to the European Athletics Assxiation.

admit , complain I object s signal 2

attest confess I pruy 1 swe:rr 3
boast , dictate 2 reply I testify ,
brag mutter respond I whisper I

reportback I

V tho$ V to n; V with quote

Members of the federal govemment obiected that such an arrangement would reduce
central authority to a shell.
Teachers obiected to the prospect of being compelled to work longer hours.
'You've no right to iump to conclusions,' Armstrong obiected.

admit 7 brag mutter reply I

attest complain I object 5 respond I
boast , confess 7 pray , whisper 1

V thot; V wh
I couldn't beliqe that the man I'd been so happy with for years had done this.
I can't believe how hard this course is.
Experts at the UnitedNationsestimate that 7O percent ofthe earth's peoplehave already
bien affected to some extent by desertificotibn.
Youmust now estimate how much capital is needed.
Iggg4g you are sending someone a picture postcard of where you live. What does it
looklike?
It's easy to imagine how the cunent fighting could escalate.

accept 2,4 determine 23 foresee realize I

acknowledge I dictate 2,3 foretell recall I
advise I discern I Suess ,,2 recognize 2
affirm , disclose hear 7 recollect
. agree I,3 discover 7,3 hint 2 recommend 2
announce ,,23 dispute 2 hypothesize recount ,
r anticipate I divine I illustrate 7 reflect 5
appreciate 2 divulge imagine , register 7
argue , doubt 2 indicate 7,2,5 remain 8
ascertain emphasize intimate .z remark ,
I (cannot) believe r envisage know 7 remember 7

calculate ,,2 envlslon leam 2 rcport ,

, check 7 establish 3 marvel , resolve 2
(cannot) conceive , estimate , mention , reveal ,
, confess 7 explain t,z rrote 9,ll say ,
, confirm ,,2 fantasize , notice , see 1,4,5,16
, coniecture 2 fiBure 7, predict sense 2
I decide 7,4 find z prove 2 show I
demonstrate 7 forecast 2 read I signal I

606
 Chopter 12: Combinotions of Potterns

speculate / suSgest , twig 2 warn ,

state 8 surmise , underline , worry ,
stipulate suspect 2 underscore I
t, stress , suss verify I

figure out let on work out ,

findout, putdown ,

V thog V wh; V with quote

Ms Andreyevna guesses that in fact 5O per cent of the working population is on short
timeor paidleave.
I bet you can't guess what I'm going to do.
'How many of them are there?' he asked. 'Six hundred?' Sharpe gwssed.

Naomirecalled that thebeginning of thewar felt exciting.

He couldrecallhow tenible he'd felt.
'I met Conrad Black years ago in Palm Beoch,' Brooke Astor recalled.
Greenspon saidhe expects the economy to recover quickly fromthe current recession.
I said hout sorry I was to ring him at midnight.
'I loveyou, Lee,' he said.

advise
affirm
I
I
deduce
demand I
n*t.i
proclaim 2
speculate I
state 8
aSree , estimate I read , stress ,
announce 2 explain l,z recall I suSSest ,
arSue , Suess , remark , warn ,
confess , marvel I report ,
declare I note ,, say I

V thog V with n; V with quote

Derrida responded that such a proiect was impossible.
Sherespndedwith aletter inwhich she thanked him-
'Well, ihings almost turned out just the way you wanted,' Nancy reswnded.

aSree , joke 2 respond I

counter 4 plead I

V tho$ V with quote

He added that most of the information k already available.
'She's planning to start at Eerkeley in September,' Pete added.
The govemment has promised the elections will be fair.
'I'll be here,' she oromised.

My uncle said he was going to take the blame.

After a while she said.
zFielding, why aren't you at schooI?'
I suggestyouhave a leisurely meal and then perhaps go for a drive.
'Let's take a taxi,' Chet suggested.
He was so anogant that he thought he could tglk his way out of qerythinq.
I have to do as my father says, he thought, there's no choice.
607
 Chopter 12: Combinotions of Potterns

add 5 conclude , lament , repeat r

admit I concur maintain 2 reply I
advise I confess 7 marvel I report I
affirm I confide moan 2 respond I
a8ree, contend 2 murmur, retort
allege counter 4 muse , say 1,3
announce 2 cry2 note ,, scream 2
answer , declaim obiect 5 shout ,
arSue , declare I observe 3 sneer
assert , deduce opine speculate I :

attest demand I plead I squawk 2 .

aver enthuse, ptaY t state 8

beg I estimate , predict stress ,
bellow I exclaim proclaim 2 suggest ,
boast , explain l,z promise I venture 3
brag go 3.5 pronounce 3 volunteer 4
burble 2 grouse 2 protest 3 vow I
caution 2 grumble t quip 2 wail 2
chant 3 Suess I read , warn , ,.

claim 7 hazard .l reason 4 whine 2 r

command , insist 2 recall I whisPer I ,

comment 7 instruct 7 reiterate write 5

complain I interiect rejoin I yell I :

concede 7
ioke 2 remark , l
cryout 2

For other combinotions with the pottern V thot, see V about n,Y
against n, Y at n, Y for n, V -ing, V n thot, V n to-inf, V n fo n, V n
with quote, Von n.
V to-inf; V urith quote
She offered to accompany Mr Snabel on his hike.
'We could play golf thk aftemoon,' he offered.

beg I offer 2 promise ,

claim I plead I venture 3
demand I pray 7 vow ,

For other combinotions with the pottern V to-inf, see V against n,V
for tt, V -ing, V n to-inf, Y on tt, V thot.
Vton;Vwithn
AIIyouth groupsvillhave to affiIiate tothe National Youth Agency.
He said he wanted to affiliate with a U.S. firm because he needed exryrt advice and counsel
in legal affairs.
The Institute's diet plans conform to guidelines of the American Heart Association.
An inquiry could find no fault with the structure of the ship. It conformed with all the
necessary regulations.
The Secretary General spoke to reporters in Amman.
As Laurie sryke with Forstmann, her husband was on the other line with Cohen.

affiliate 2 connect 5 nafter speak I

bind s correlate 7 resound 2 talk 2,5,7
chat correspond I respond ,
conform ,,2 equate sign z
cuddle up match up >J sing along

608
 Chopter 12: Combinotions of Potterns

V to n; V Yvith quote
I assented to the request of the American publishers to write this book.
'I thinkyou're right,' Pantieri assented.
The guardsmuttered to each other, ignoring Vangelk.
'Sometimes Bess doesn't have much sense,' she muttered.

admit , brag obiect 5 sing I

apologize complain I pray , telegraph z ,

assent 2 confess I read 2 whisper I

attest mumble reply I
boast , mutter respond I

For other combinoflons with the pottern Y to tr, see V at n, V from n,

Y into n, V n to n, Vthot.
V wh; V wh-to-inf
I have decidedwhat the course content is going to be at the start ofthe course.
A writer or poet decides what to say and then chooses the most beautiful words to express it .
When they were going I suddenly realized who they were.
I think, finally, with this record, I'le_realized how to write songs.
I can't rememberwhat the programmewas called.
I just couldn't remember how to spell the most simple of words.

advise , determine 2,3 investigate reveal ,

argue 4 discover ,,3 judge e say ,
ask , discuss I know ,,7 see 1,5,10
assess ,,2 establish .t learn 1,2,3 show 2
calculate I explain I plan 2 specify I
check 7 figure,, ponder suggest ,,2
consider 2 forget I realize I think 4,6,8
debate 3,4 guess ,,2 recall I understand ,,r4
decide l,l illustrate , rehearse 2
demonstrate 4 imagine I remember ,
describe I indicate 7 (cannot) remember 3

figure out puzzle out workout ,

findout I weigh up 3

V wh; V with quote

Around eleven, Father Gregory phoned to ask how she was.
'Where have you been all this time?' Eess osked anxiously.
You can use a chart to note when your next injection is due.
I noted in my diary,'I must say this car really is a little beauty.'
I was thinkino how lovelv this house is.
Pamela was right, she thought.

advise, deduce predict state 8

affirm , demand , proclaim z stress ,
aSnee , estimate 7 query 3 suggest ,
announce 2 explain l,z recall I think a
arSue , Suess , remark , nrarn ,
ask I inquire I report , wonder I
confess , marvel I say ,
declare I note ,, speculate,

609
 Chopter 12: Combinotions of Potterns

For other combinotions with the pottern V wh, see V about n, V thot.
V wh-to-inf: see Y about n, V wh.
V with n; V with quote
I do agreewithyou absolutely.
Many European govemments agree withthese proposak.
'l don't look sixty-seven,' she added.'No,' he agreed, 'you don't.'
As a boy, he had orms and legs that were long and straight and brown, and he laughed with
pleasure when people said he looked like an Indian.
Liam laughed with his friends who were taking a break from playing cricket.
'You never know,' laughed Dr Holly,' justwhen the pastwill catchupwithyou!'
The number of smokers is falling, but those who ptsistwith the habit are smoking more.
'You haven't answered me,' she persisted.

aSree , crow 4 Sroan 2 persist 2

beam , end 5 interrupt 7 plead ,
cackle explode 2 ioke 2 respond I
counter 4 expostulate laugh I squeal
butt in chimein chipin 2
.' ..'..' ,'

For other combinotions with the pottern Y with n, see Y at n, V -ing,

Y nwith n, Vthot, V to n.
V $rith quote: see V about n, V dgainsf n, V at n, V for n,Y n about
n, V n to-inf, V n to n, V n with quote, V on n, V over n, V that,
V to-inf, V to n, V wh, Y with n.

610
Appendix: Differentforms of o
pottern
In the English that you read or hear, the elements of a verb pattem may not appear as they
do in the basic pattern given as a heading in this book, or in the simple examples given in
the structure tables. Below we explain the different forms of a pattern that may occur.

L Subiect not before Yerb

Although in a basic example of a pattern the Subject comes immediately before the verb,
in some examples the Subject comes earlier in the clause, or is not explicitly mentioned in
the clause. For example, the verb being exemplified may itself be part of the pattern of
another verb and be in the to-infinitive form or the '-ing' form. In these cases, the Sublect
of the main verb is the Subject of this verb too.
I'm sorry, love, I didn't mean to snap at you like that.
As a youngster he loved dressing up as Superman.
In the following examples, the verb is in the to-infinitive form and the Subiect is
understood from the context, or has been mentioned in a previous sentence.
Their aim is to Wofit bf buying replacement shares later at a lower price.
The proper way to measure the real interest rate is to subtract expected inflation from the
nominal interest rate.
There is usually no Subiect if the verb is in the imperative.
Don't generalize from one example. It's bad science.

2 Different word orders

When describing a pattern, we usually give the elements in the order in which they occur
in an ordinary active clause. For example, the pattern V about n means that in an ordinary
active clause the verb is followed by the preposition about andanoun group. However, in
actual speech and writing, the order of elements in a pattern may be different.
Two of these changed orders sometimes appear in the examples in this book:
I Possive Yoice
Some verbs which, in an active clause, are followed by a noun group, or by a preposition
and a noun group, can be passivized. If they can, the passive pattem is given in the same
section as the active pattetn, usually with a table. For example, the passive of V n is be
V-ed; the passive of V n n is be V-ed n; and the passive of V for n is be V-ed for:
One civilian and one soldierwere killed.
After six months, Capra was offered a better contrad.
The tests are Wid for by the National Health Service.
In any group of examples, there may be both active and passive examples.
2 Questions qnd reported questions
There are two kinds of question. In a 'yes/no' question, the order of elements in the verb
pattern is the same as in an ordinary clause, except that the Subject usually comes
611
 Appendix: Different forms of o pottern

between two parts of the verb group. For example, the 'yes/no' question form of the
pattern V n is shown in the following example:
Did vou see that?
In the kind of question that begins with a wh-word, the order of elements is normal if the
question relates to the Subject of the verb. The following example shows the pattem V of
n:
Whothought of it first?
However, if the question relates to the Obiect or Complement of the verb, a wh-word or a
noun group beginning with a wh-word is used as the Obiect or Complement, and this
occurs at the beginning of the clause. The Subject usually comes between two parts of the
verb group. For example, the wh-question form of the pattem V n is shown in the
following example:
What didvousav?
This is the wh-question form of the pattem V n n:
What didyoutellher?
In the case of the verb be, with the pattem V n, the Subject comes after the verb.
Whois she?
In the case of verbs which are followed by a preposition and a noun group in the basic
pattern, the noun group occurs at the beginning of the clause and the preposition
remains after the verb. For example, the wh-question form of the pattern V for n is shown
in the following example:
What are you looking for?
This is the wh-question form of the pattern V as n:
What didhetrain as?
Similarly, adjuncts such as where and how come first in a question. For example, the
wh-question form of the pattern V prep/adv is shown in the following example:
Where does she live?
With reported questions, the wh-word comes first but the word order is normal after that -
that is, the Subject comes before the whole verb group. For example, the reported
question form of the pattern V n is shown in the following example:
They askedmewho I couldtrust.

This is the reported question form of the pattem V for n:

Perhaps in the back of my mind I knew what I was looking for.
There are eight other circumstances in which the order of the elements in a pattern is
changed. We have generally avoided using examples of these in this book, to minimize
confusion.
I Relotive clouses
In general, relative clauses begin with a relative pronoun (who, whom, which, that) ot the
determiner-whose. They occur-immediately after the noun group they are qualifying This
does not affect the normal order of the elements in a pattem when the relative pron6un is
the Subiect of the verb in the relative clause.
The man who shot him was immediately overpowered.
However, when the relative pronoun is the Obiect or Complement of the verb, the
normal order is changed. The relative pronoun comes before the Subiect; the order of the
other elements is unchanged. The following example shows the pattem V n:
Most of the people that I met were academics.

612
 Appendix: Different forms of o pottern

This example shows the pattern V n n:

Inside the ticket hall he dialled the number that Mr Fumiss had given him.
This example shows the pattern V n adv:
He tapped the file on Baum which Fox had brought in.
A similar thing happens with prepositional phrases. In formal English, the whole
prepositional phrase is often used to begin the relative clause, but in other contexts just
the noun group belonging to the preposition comes first. The following example shows
the pattem V prep/adv, with the whole prepositional phrase beginning the relative
clause:
The feeling of timelessness was just as strong at the farmhouse in which we stayed .

This example shows the pattern Y for n, with the noun group first in the relative clause
and the preposition last:
We have put together several lists of plants that you may be looking for.
Often, no relative pronoun is used as the Ob ject or Complement of the verb in the relative
clause. In these cases, part of the pattern is missing, though understood. The following
examples show the pattem V n:
The people I met at Fairbanks appeared very capable.
What would the boy I was make of the person he has become?
A similar thing happens with prepositional phrases. The preposition comes after the verb.

The following example shows the pattern V for n:

It sounded exactly like the small town I was looking for.
In the case of verbs with the pattern V that, the Subiect may be preceded by a relative
pronoun which is part of the that-clause. This relative pronoun may be the Subject,
Obiect, or Complement of the verb in the that-clause. As with other relative clauses, the
relative pronoun that can be omitted when it is the Object or Complement.
I shall invite both written and oral obseruations from any person who I think can help me.
His contract finishes at the end of the season but he has an option which he says he will
probably takeup.
That is the breathing space they claim they need to get themselves ready for battle.
Farfrombeingthe self-assuredandmature manl thoughthewas, his diary showedhimtobe
an unhappy man, beset by problems.
2'-ing'form or to-infinitive os port of o Complement
If a non-finite verb form is used after an adlective or noun as part of a Complement, that
verb 'loses' a noun group from its pattern. In the following example, ready for pinting is
the Complement of the verb be. The verb print has the pattern V n (as in They printed the
book), but in this example the noun group which the verb relates to occurs as the Sublect
of the clause.
Thebook k ready for pfintrngt
Here are some more examples:
Strawberries are eosy to pleggste.
Gina seemed very likeable and looked easy to talk to.
Thebattle willbe fun towatch.
3 To-infinitive qs quolifier of q noun group
If the to-infinitive form of verb is used after a noun group, that verb 'loses' a noun group
a
ftom its pattem. In the following example, to play is qualifying the noun Etoup a rotten
trick. The verb play has the pattern V n (as in He played a trick), but in this example the
noun group which the verb relates to occurs before the verb.
613
 Appendix: Di.fferent forms of o pottern
It was a rotten ffickto play.
Here are some more examples:
We were oivena card to Dut uD.
You need a case to put your clothes in.
4 Fronted elements
Normally the first element in a clause is the Subject. However, other elements can be put
first in order to emphasize them or focus on them. When this is done, the element that
comes first is said to be fronted.
The next three examples show a ftonted Obiect or prepositional Object.
This example shows the patternv n:
This I could neverhave anticipated.
This example shows the pattern V ofn:
I became known among my friends as the boy who took drugs. This I really bragged of.
This example shows the pattern V n prep/adv:
He put the hat into his holdall. The gun he out in the pocket of hb raincoat.
The next three examples show a fronted Complement or Obiect Complement.
This example shows the pattem V adj:
Tenible hewas. Horrible man.
This example shows the pattern V n n:
The Butcher, they calledhim.
This example shows the pattern be V-ed n:
LuclE Alexander hewas called.
The next two examples show a fronted Adiunct. Note that there is usually inversion - that
is, the Sublect comes after the verb - except when the Subiect is a pronoun. These
examples show the pattern V prep/adv.
In the middle of all this, inwalked Maggie.
Taking a deep breath, in he went, hoping that his beating heart and weak knees were not
outwardly visible.
The next two examples show a fronted wh-clause. This kind of fronting occurs when the
speaker is saying that someone does not know something. These examples show the
pattern Vwh.
Why I did this I cannot say.
How he got in I don'tlotow.
5 Cleft structures
If you want to focus on a noun 8roup, you can use a cleft structure instead of using that
noun Sroup as the Subject or Obiect. In a cleft structure, the Subiect is it, the verb is be, and
the noun group you are focusing on is the Complement. The noun group is followed by a
relative clause giving the rest of the information. For example, instead of saying Dick
suggested it , you can say It was Dick who suggested it .
He found a telephone and dialled the Kent number. It wos Bird who answered.
As with ordinary relative clauses, when the noun group you are focusing on is the Object
of the verb, the normal word order is changed. The Subiect comes after the relative
pronoun if there is one, or after the Object. The following examples show the pattern V n.
If it's gossip youwant. you've come to the right place.
614
 Appendix: Different forms of o pottern

It was you I came to see.

5 Clquses beginning with what ond cll
A clause beginning with what can be used as the Subiect of the verb be to focus on new
information that comes after the verb. The word whof can be the Subiect or Obiect of the
clause, but always comes first. If whotis the Subject, the word order is normal. If whaf is the
Obiect, it comes before the Subject. The following examples show the pattern V n.
What wonies me is that there has been a huge influx of drivers with very little experience.
What we need k demouaq.
A clause beginning with oll can be used in a similar way, but oll is always the Obiect of the
clause.
All they want is a quiet life.

7 Comporisons
When a comparative noun group is followed by a clause beginning with thon, there is no
noun group after the auxiliary, verb, or preposition in the clause. The following examples
show the pattern V n:
They knew more thanwe did about the problems ahead!
I have much more money than I need.
It may be aktter jobthanitloo,k.
This example shows the pattern V for n:
We oot far more thanwe hadbaroainedfor.

When a noun group beginning with as is followed by a clause beginning with as, there is
no noun group after the auxiliary verb, or preposition in the clause. The following
examples show the pattern V n.
Please give as much notice as you can before you vacate the premises.
Altematively, fit a Venetian blind which can be angled to let in os little or as much light as you
want.
This example shows the pattern Y forn:.
Wehave asmuch support asweaskfor.
A similar thing happens when an adiective group or adverb group is followed by a clause
beginning with than or as. There is no adjective or adverb after the verb or auxiliary in the
clause. The following examples show the pattern V adi:
He's smarter than I am.
Ihis is nof as simple as it sounds.
This example shows the pattern V adv:
They didbetter thanwe did.

These examples show the pattern V that. There is no that-clause after the verb.
Obtaining access to Wu took a little longer than she had promised.
I'm not as disheartened os people think.
8 Other clouses beginning wit{r as
Some of the more ftequent verbs which have the pattern V that are used in clauses
beginning with as and ending with the verb. These clauses usually come before or within
a main clause. This structure implies that, in your opinion, what was said or thought is
true, or turned out to be true.
As Eamonn McCabe says, now it's up to the industry to prove him wrong.
He had, as he pedkkt!, immediately assumed an non'executive chairmanship.

615
 Meoning Finder
This Finder will tell you which pattems are used to express particular ideas, and where to
look in this book to find these patterns. For each pattern, the relevant page number(s) are
given, and, where necessary, the name of the meaning group(s) concerned. In some cases
only some of the verbs in a meaning group can be used to express the idea indicated. If
only one or two verbs in a meaning group can be used in this way, these verbs are shown
in brackets.
Attacklng and dotng harm V n 47'osvELop'
See alsoChanging something, Fighting and V pron-refl 64 'couposr'
competing, Physical contact V amount 72'rNcnresn'
V n 19'rurr' V prep/adv, V advlprep L32'wxca'
V pron-refl 63'naNc' V prep 143'RrsE' AND'DRoP'
V of n 168 'EAT awAy', 'sxoor', 169 'nrr nacx' V by amount 173 'rNcnsAsn'ANo 'orcnrasr'
Y onn22O 'pouNcE' Y fromn fon 193'cuercr'
Y through n 240'srraasH' V from amount to amount 193
Y n adj 284 'BURY AUvE' V in n 198 'ERUPT', 200'rxcnrasB'aNo
V n prep/adv, V n adv/prep 316'nruo', 317 'DEcREASE'
'sarfEn' Y into n 2O4'runN', 206'cuANcE', 208'reon'
Y rt againstn 345 'r-svEr-' Y onn22l 'BAcK-PEDAT'
V n in n 384 'rccx', 385 'soRr' Y out of n 233'cnelcr','cRow'
V n on n 405 lurosr', 4O8 'par oN rns secr' Y overn237 'BAcK DowN'
V n to n 430 'nrer ro oEars' Y to n ZL2'cueNcr', 242'rNcnrass' ANp
V, V n 480 'nnrRx', 483 'nusrrn', 484 'cloc up' 'orcnresr', 248 'pnocnrss'lNo 'swrrcH', 249
V prep/adv, V n 506 'sruesn' 'eoAPT', 253 'rrsro ro oEATH'
Beginning, contlnulng and ending: Y ,Y n 479'cuarcr', 481 'orssor,l,r' auo
events, periods of tlme 'souotrfl, 482'npaNo' eNo'cournrss', 483
See also Sequence of events 'Ilrlpnovr' eNo'woRselt', 484'rltecu','BLUR'
V 8 'stctlr'ANo 'sror', 9 'occun' V prep/adv, V n prep/adv 494 'cruNcs'
V prep/adv, V advlprep 133 'nrcrN'eNo 'euo' V adi, V n adi 502 'ornnn uranqNcs'
V as n 161 'sscrr!'ANp'rNo' Changtng somethlng or changtng tts
Y in n 2OL'BEGTN' AND'END' state
V n adi 285 See also Attacking and doing harm
Y n-ing289-29O Vn 2| 'cnaNcr', 29 'cnaNcr'
Y nwithn 446 'nrcm'aro 'rrvo' V otn 168'rerewaf
V, V n 490'srART' AND'srop' Y withn264'orau-E'
V prep/adv, V n prep/adv 5OO 'srcN'ANo 'pNo' Y nn277-278
Behaving tn a partlcular way V n adi 283 'squasn rr-lr', 'DRrvE MAD', 'TuRN
Y n 16 'rcr' , 57 oowN r,ow', 284 'pxNr yruow'
V pron-refl 63 'rr-eurrn', 64 'oeltnaN', 'rxrnr', V n prep/adv, V n adv/prep 316 'sENo', 323
'coueosr', 66'ENIo/, 68 Other structures (be) 'gmtc'
V as if 121 'acr' V n with adv 327 'cucx','nv,yrY
V prep/adv, V adv/prep 132 'nrnavr' Y n by n 365 'narss'ANo 'rowtn'
Y liken21.O Y nftom amount foamount 380
V n prep/adv, V n adv/prep 322'coxoucr' Y nfromn infon 380
V nwitht444'epsm' Y nfromnton38O,424
V pron-refl with n 445 'susY' V n into n 390 'cnaxcr', 394 'srtrro', 395
V it adiladv 55 7 'pmy n coor' 'gRnat:gr'
Bodily functi6ns anfl ll6yements V n fo n 422'tueear',423-424,429 'arnnr'exo
See also Movement 'tuNo',432 'cor'rwRT'
V 11'r.qucn' Y n with n A4O'uranuE', 447 'onconmr' , 442
V n 44 'opsN youR ryES' 'Fll.l.',443 'prevouR'
V pron-refl 67 'orHrn rraraxmcs' (relieve) Y, Y n 479'crrANGE', 481'orssor,w' aNo
Y withn267'rnrrrasr"t' 'souort', 482'n<palo' eNo'courRrss', 483
V, V n 488 'cLENCH'AND 'Rxrax' 'IMPRovE'AND 'woRsEN', 484 'nrrecu', 'olun'
V prep/adv, V n prep/adv 499 'onop' V prep/adv, V n prep/adv 494 'crmlcr'
V adi, V n adj 502 'oruun lrunncs' (open) V adj, V n adi 502 'ornen nreNrucs'
Buyingsomethlng V it adi to-inf 5 49 'u.rru'
See Giving, getting, and paying for things V if adj wh 55O
Changing Communlcation 1: talklng, rtry{ttng, and
See also Dividing into parts gesturtng
V 5'crmrcr' V 10 'SPEAK', 1I 'ceu'

6L6
 Meoning Finder
V n 54'sat', 55'orscRrsn' Y at n 166'sHour','wrNK'
V pron-refl 65 'E)erArN' Y in n'L99'orHER MEANTNGs' (confide)
V -ing 84 'nrcouurro' Y to n 244 'rr.tx' , 246 'coNorscnro', 'sscrox'
V to-inf 91 'enoutsr', 92'cr-ttM^' V fo n forn 255
V that 98 's{v', 99 'ADD', 'scREAM', L01 'co' Y with n 262'REMoNsrRrrE'
V wh 106'esr' Y nn275 'TEtt,'AND'sEND'
V wh-to-inf 111 'orscmrr', llz'onclon' V n that 299-30O
V r4rith quote 1.14 'set', 115 'eoo', 'scREAM', V n wh 300-301
116 'cAsP', 'SNEER',11.7 'co' V n wh-to-inf 301-302
Y so/notll9-l2l V n with quote 302-305
V prep/adv, V adv/prep 131 'r-oor'ero V n aboutn 339'rnr.lJ,340'rncro,E'
'cESTuRr' V n amount oboutn342
V prep 143'sxoor', 144'orursRATE' Y nagainstn345'wenN'
Y oboutnl4T'rux' V n os n 350'Navn'aNo 'cottstorn'
Y agoinstn 155'pnnecs' V n as to wh 355 'apvtsn'
Y aroundn 157'srerr' V n at n 359 'sHour'
V as fo wh 163 'nqutnr', 'aDvISr', 'rcnm' V n forn 369'asr', 'eRaIsE','coNDEMN'
Y at n t66'cnurvrnLt', 167'rutorcr' V n ofn 4O0 'rNronna'
Y forn178 'asr', 180'ancue' V n on n 405 'quEsrroN', 410'ornrn IrarRrvncs'
Y fromn 190'ornen r'rrer.rrtcs' (dissenf) (urge, let in)
Y in favour of n 2O2'spr.ox' V n fo n 419 'nnoulsr', 420'colrrnauucetn',
Y ofnZl!'rNx' 'TrANsMrr', 429'rxtnev','nwrrr'
Y on n 217'couurm', 278'nNt-*ca', 22O Y n with n 441'acnre','sHARE', 444' r,onu,', 447
'PouNcE',221 'Iuronu' 'cHARGE','otHrR rasANll.Ics' (blackmail,
Y onton23O'ew' threaten)
V overn 235'eRcuB' pl-n V, V wifh n 457 'rNx',459 'crr oru'
Y to n 245'aonrr','swEAR',' awr,n', 246 pl-n V n, V n with n 464 'Dlscuss', 'Acnsr'ANo
'AGREE', 248'runw' 'NEGoTTATE', 464' uoto', 465'ExcseNcr'
V fo n os n 245 'rurtn' Y withtthat4Tl
Y withn262 'AGREE'AND'DrsAcneu', 268 'cnr Y withnabutn4TT
TN, Y withnonrr4Tl
Y nn277-278 Y withnovern4T2
Y n -ing287 'REPoRr' V if fo n that 544
V n to-inf 295 'BEI,IEVE' Compettng See Fighting and competing
V n prep/adv, V n advlprep 314 'wurr' Damagingsomething
Y way ptep I adv 331'rarx','MUMBI-E', 332 See Attacking and doing harm
'cossp' Decisions See Plans and decisions
V n os n 350 'Naur'alro 'coxstotn', 352 Difference: maklng someone or
'euorn' somethlng dlfferent
Y nbyn364'crt,l-' See Changing something or changing its
V n for n 369 'rnersr', 'cor.rosNlN' state
Y nfromn 379'assorvE' Dlfference: belng dlfferent
V n in n 385 'cewr' See Sameness and difference
V n on n 404 'nnsrow', 408 'canvs' Dlrecllng somethlng at or towards
Y nwithn447'cHancs' someone or somethlng
if be V-ed that 526 'ruponr' V prep 143 'sHoor'
it be V-ed wh 528 V atn 168'sHoor'
V if adi to-inf 5 49 'cxr' V n prep/adv, V n adv/prep 315 'nnoaocasr'
ifV prep/adv that 553 V n af n 359 'porn'r'
pl-n V it P, Y itP withn 556 'sarrl.E rr our' V n on n 407'Focus', 'purracuN'
C,omnunlcatlon 2: mentionlng the V n on fo n 411 'rocus'
hearer V n fo n 431 'onawarreNnox'
See also Making someone do something or Y n towards/toward n 434' otpacf
telling someone to do something, Stopping Dtvidtng tnto parts
or preventing something happening V 5'cueNcu' (divide)
Vn 56'cau' V n 21 'cuaNcs'
Y inton that 104 V pl-n 61 'corr,rsrNe'ANo 'sEPAIATE'
Y on/uponnthatlO4 Y nbetweenpl-n 361 'orvtor'
V to n that 105 Y rlfromn 377'srparars'
V ofn wh 110 Vninn381-382
Y on/upontwhll0 V n into n 391 'nnsqx'
Vtonwh110 pl-n V, V withn,Y pl-n, V n with n 459 'rsAM
V aftern with quote 117 up'eNo 'SREAK up'
Vatnwithquote 118 V,Vn485'onaos'
Vofnwithquote 118 V prep/adv, V n prep/adv 495 'orvlor'
V to n $.ith quote 118 Drtnktng
V adv 138 'PHoNE' See Eating, drinking, and smoking

617
 Meoning Finder
Duration: how long somethtng lasts Y noffnA02'cl,r:,cs'
V n 45 'rerc rnRes oays' V n on n 404'rEsrow', 409'spnrvo'
V amount 71 'ornsn N,rEANrNcs'(ollow), 73 Y n out of n413'cHnat','scnrw'
'orHEn lruauNcs' (lasf) V n to n 418 'cwp',42I'sttt'
V prep/adv, V adv/prep 134 'u.sr' Y n towards/toward n 435 'coNTRIBUTE'
V forn 183'l.sr' Y nwithn 440'pnovlor'
Y fromn fo n 193 'r^asr' Eelping someone or doing somethlng for
Y ton253 'srRprcH' someone
V n amount 275 'cosr'axo 'savs' V n 22 'pnorrcr' , 32'l,l.nty'
Vnnto-inf79 Y for n 17 9'woRr','oerurzr'
if V n -ing 536 (fake) V in n 198'Pmrrcrprrr'
it V n/amount before/since 537 Y infavour ofn 203 'orscRrrrarxart'
Eattng, drlnking, and smoklng Y ton249 'nrrpNo'
V lz-t3'orHER MEININGS' Y with n 26O'uut', 265'asslsr'
V n 20'nar' Y n n 274'aruNc' , 27 5'cosr'exo 'savr'
V at n 168 'cHEw' Y nto-inf 294'sst'
Y fromn 188'onrr.rx' V n -ed 3O5 'navr'aNo 'csr'
V info n 205 'urn' V n forn 366'sut'
Y onn224'rpno' V n in n 385 JorN'
Y wayptepladv 336'ner' Y nout ofn 415 'nerl'
V n on n 410 'orHER MEANTNGs' (feed, gorge) Y nwithn446'r,r;rt'
Endlng an event or period of tdme V prep/adv, V n 506 'ntxtrrr'
See Beginning continuing, and ending itV n to-inf 520
f,xchanging thlngs Hurtlngsorneone
V n 23'sRrNc' (change) See Attacking and doing harm
V pl-n 61 ',qrrrnxers' Joinfng: two things iolnlng, iolnlng one
Y nforn367'EXcHANGE' thingtoanother
Y nwithn446 'REPr.acE' V pl-n 61 'coN,rsrNr'ANo 'sEPARATE'
V prep/adv,.V n prep/adv 500 'orHER V on fo n 230'uoro'
rrareuNGS' (substitufe) Y to n 247'cuNc','erru.nrr'
Failure See Success andfailure V n prep/adv, V n adv/prep 312'r'asrsN'
Feellngs See Thinking and feeling V pl-n with together329'r'rE', 'cATHER'
Ftghting and competing V n on to n 411 'srrcK'
See also Attacking and doing harm Vnfon 426'trrecs'
V 4'conptrr' Y nwithn437'coMBrNE'
V n 33 'nrer', 36'wm', 41 'oo'aNo'rarc' pl-n V, V wifh n 460'wrnnsrsr'
Vamount 73'wrN' pl-nY,Y with n, V pl-n, V n wifh n 512 'r,,rcncr',
V to-inf 94 'vrr' 512lNrsnruNr'
V ord 139 Learnlng and trndlng out
V against n 154'colrprrr' V n 50 'HEAR'
V by amount 173 'wrN'aNo 'ross' V to-inf 93 'oftrea r\4EANrNcs' (leam)
Y fornlTS 'cot'lpErr' V that 100'orscovsn'
Y for n with n 17 9' coupws' V wh 107 'orscol,nn'
Y with n for n 179'coMPErE' V wh-to-inf 111 'orscown'
Y namowt278-279 Y aboutn 148'manr'
pl-n V, V with n 457 'ptclrr' Y inton2OS 'rNqurnr'
pl-n V n, V n wifh n 465'rrcrrr' Y ofn2l2're-tow'
pl-n V, V n 468 'rrorr' Y onn2L9 'READUP'
Y with n for n, Y for n with n 47 | V fo n 250'corroN oN'
pl-n V it P, V if P with n 556 'sarrr-E n olrr' Y n about n340 'to.low'
Financlal lransactlons it be V-ed that 527 'rmxr'aNo 'orscovpn'
See Giving, getting, and paying for things it be V-ed wh 528
Giving getttng, and paying for things Llklng, disliking, and wanting
Y n22'reno',24'sut' See also Opinions
V amount 7O'pry' , 71 'cerN'aNo 'r-oss' V n 50'HSAR'
V to-inf 95 'pet' aNo'orARcs' V -ing 83 'urc'AND 'DIsuIc', 84 'on-eao'aNo
Y forrllS2'prry' 'LooK FoRwano to'
Y fromn 188'goRRow' V to-inf 92 'HorE', 'rrrc'
Y fromn fo n 193 'orrrrR rrrsaNrrllcs' V that 99 'rsrNx'
Y to n 248'coun', 250'r.rNo' Vadi/advaboutn 150
Y withn265'ABSCoND' Y oftern 152'narvrun'
Y nn273'ewr' Y at n 167'ps1916r', 167'narx' aNo')uIr,tp'
V n amount 275 'cosr'aNo 'sevs' V forn 180'ysARr', 181 'caru'
V n af amount 360'nw' V for n to-inf 185 'lowc'
Y n for n 366'suy', 367'H{crrANGE', 37 l'pl^Y Y innI97'osucHr'
Y nfromn 375 'oruaxo'arrro'crr' Y of n 213'ornsn lrcarrNcs' (tire, weary)
V n ofn 399 'non'aNo'rnrr' Y towards/toward n 257'srnwi

618
 Meoning Finder
V n adi 280'urc' V prep/adv, V adv/prep 126 'co' ,'wANDER',
Y nto-int29o-297 127 'wNx' , 128 'onrvs', 729 'wow' ,'rrocr',
V n -ed 307'urc' 'noan', 130'runu'
V n prep/adv, V n adv/prep 322'wlor' V adv prep 135
V n about n 340 'renI-' V prep prep 135
V n fo n 427 'prurrn'eNo 'sugJucate' V adv 137'swtttc'
V if that 543 'rovr'aNn 'rnrn' pl-nY together 140 'clusren'
V itwhen/if 544 V prep 143'RECEDE'
V if prep/adv 557 'lovn'eNo 'narr' V across n 150
Logical relattons Y around n 158'crncr-E','cnowo','uove'
V n 48 'suow', 49'Ntnw', 'tosNTIFl V forn 183'nsAD'
V -ing 85'nworvr' Y fromnL9l-192
V that 101 'suow', 'ennaNce', 'orHnR ueeNINcs' Y inton2OT lNrrrrnere', 2O8'otp'
Qresume, presuppose) Y onn227'cotsu,rncs'
V wh 108 'sHow', 'DETERMTNE' Y out oft234
Y fromn 187'nssurr' Y throughn24l'nLren'
Y in n 196, 199 'oruER uEamNcs' (result) Y ton252'uovn'
y of n2l3,orn6n MEaNrNcs, lpermit) Y downnZTo
Y onn222'onprNo' Y postn2Tl
V out ofn 233 'erust' V n prep/adv, V n adv/prep 320 'rouow'
Y ton245 'rorN'r',251 'nsr-ATE' Y way prepladv 322 'uare' ,333 'ncur',
Y rr-ing287'rvrxL' 'Trmnen', 334 'cuuc', 'cnewt', 'oozr'
V n -ed 307'crr 1' V n forn 370'melr'
V amount obout n 341 'nEvEAL' V, V n 486 'DETACH', 487 'nrvrnsn', 'seunr our',
Vnonn4O8'nasn' 488 'essrrunu'AND 'DTsBAND', 489 'ovrnwonx',
it V that 519 'EMERGE' 'trex'
Making soneone do something or telllng V prep/adv, V n prep/adv 497 'owecu',498
someone to do something 'sNL', 499'cauor','rrruup'
See also Communication 2, Stoppingor V adi, V n adj 502 'sLAM sHUT', 'wonx rrur'
preventing something happening V prep/adv, V n, V n prep/adv 504
Vn 33'ceuour' V prep/adv, V n 506 'totrtr', 'nrLcn'
V to-inf 92'DEMIND' V it 554 'mc lt'
v af n to-inf 171 V if prep/adv 557 'uor-poo:r rr'
V for n to-inf 185 'esx' Movlng somethlng or col6stting a
Y ordupon n to-inf 229' cN.l-' vehicle
Y withnto-inf 269 V n 23'nnrNc', 26'ormarr', 'covrn'
V n -ing 289'nruNc' Y nadi282'tuLL oPEN'
Y n to-inl 292'rut' , 293 'NAG' AND 'coAx', V n prep/adv, V n adv/prep 312'FASTEN', 314
'ceusr', 295 'rttspnr' 'tuRow','rttovn', 3 16'nnr'"'n','rccr', 318
V n inf 298 'rrt' 'caRRY', 319'swErp'
V n prep/adv, V n adv/prep 319'ttwrre' V n adv prep 325
v r:againstn 345'warN' V n prep prep 325
V n in n 385 'rrworw' v n with adv 327 'sup',
V n into n 392'FoRcE',393 'mlcx', 'cuenv', V n ot n 359 'rnnow'
'spun', 394 'oturn vtnns' Y n from n 376'nelrovn','rnaNsrsR'
V n info -ing 397 'roncr', 'rruc(, 398 'cHARM', V n in n 384 'orp'
'spun','ornrn IraraNtNcs' Vninton 394'pvr'
Y n out of n 414 'roncr', ':ralr' Vnoffn 4O2'pnnl/ , 'mrr-tcr'
Y nton427'naxrsu', 430 lNcrrt' Y n on n 4O6'placr','geNc'
Y n towards/toward n 434' pvsrt' V n on to n 411 'scer'
V, V n 488 'rssnIvtsr-E'ANo 'otseelto', 489 Y nout of lr4l4 'rlucK', 'ronct'
'ovrnwonr' Y novern416-417
Maklngsomethtng Y n to n 427 'nrNrsn'
V n 28 'rurro', 39 'ronu' V n with n 442' cown','rlr,,l-', 443'snowrn',
V n with together 330' cororr-' 444 'popureru' AND 'srocK'
V n forn 366'su1 V, V n 486'DETACH', 487'nrwnsr', 488
Y nfromn379't'tarc' 'lssEMBm' aNo'oIsnaNo', 489'ovnnwonx',
Y n out of n 415 'uarc' 'LEAX'
V, V n 490'orvercn' V prep/adv, V n prep/adv 497 'owecu',498
Movement: change of place, posilHon or 'setr', 499'cA[oP','THUMP'
posture V adi, V n adj 502 'sr"{M sHrrr', 'wonr Enm'
See also Bodily functions and movements V prep/adv, V n, V n prep/adv 504
Y 2'uovn', 3'runN','rrevr' V prep/adv, V n 506 'roPPLr'
Y n27'pounv/ Not doing somethlng or getting out of a
V pron-refl 66 'srRETcH our', 67 'ansel.]]' situation
V amount 72'wNx' V 3 'navr', 5 'nacr ou'r'
V to-inf 94 'rrocx' V -ing 82'evom'

619
 Meoning Finder

V to-inf 89'ratr' V prep 144'scnapn'

V aboutt146, 149 'orHrRraeANrNcs' Y againstn 155'suN,rp'
Y from n 186-187, 189'essrAlr.r' ANo V af n 168 'pRoo'axo 'purr'
'Mrnonew' V inton 205'cnnsn'
Y out of n 23L-232, 232' otop' Y offn214-215
Y overn237'orwots' Y onn2l9'nnr^r'
Occurrlng or exlstlnS Y withn266 'courDE'
V 9'occun' Y n againstn344 'srnrrc'
V pron-refl 67'pnrsrnr' V n by n 364 'cner'
V to-inf 90 'cuarcr' Y n onn 407 'neNc', 408 'par orv rur secK'
V prep/adv, V adv/prep 131 'rcuo' Vnwithn 442'cowa'
V,Vn490'osvErop' Y naround/roundn448
Opinions: holding and gtving oplnlons pl-n V, V wifh n 458 'rnaremuzn', 460
,INTERSECT,
aboutsornething
See also Liking, disliking, and wanting, pl-n V, V n 467 'nss', 468 'rr{rrnsscr'
Qualities, Sameness and difference V, pl-n V n, V n wifh n 515 'cuur'
V n 50'ueen' pl-n V, V n, V pl-n, V n to/withn 515
V pron-refl 63 'FLA.uNr' Planntng decldlng and chooslng
V that 99 'rnwx' V 10'rrilIrrr' ANo'wercn'
Vasadi 158-159 V n 50'nran'
Y inn197'nrurvr' V -ing 84 'coNsrDnn'
Y ofnZlZ"ntxx' V to-inf91. 'pnolrrsl'
V ofn as n/-ingladj 2I3 V that 99 'rHrNK', 101 'arrarcr'
Y onn218'oorn' V wh 107 'rurur'
V on n asn/-ingladi228 V wh-to-inf 112 'opcror'
Y ton247'sunscnrrr' V forn 180'orr', 182'pr.rl,t'
Y rln277-278 V forn to-inf 185 'ennatcr'
V n adi 281 'rMecrNE', 'cor.rsrosn'aNo'cau' V n to-inf 295 'cHoosp'erD'usE',296 'pers/
V n to-inf 295 'nrurvr' V n as n 350'NauE' aNo'coNSIDER'
V n prep/adv, V n advlprep 321'usurrr;! Y nforn3Tl 'ssrrcr'
Y n about n 340 'ruu', 'ro,row' Y nton428 'APPoTNT'
Y n againstn342-343 Y withnto-inf 47O
V n as adj 346-348 if be V-ed to-inf 528
V n as n 350 'uaun'aNo'coNstoEn', 353 V it that 543 'anneNce'
'srntrr' V if so that 543 'ernaNcr'
Y n among pl-n 362'NurrlntR' V fo if that 551 Other phrases
Y n ord among pl-n 363 Positlon See Qualities
V n forn 369'enerse', 'coNDEMN', 373 Other Preparing someone for somet{rtng
structures See Teaching someone
V n in n 387 'srs' Preventlng somethlng happentng
V n ofn 400'ornsn rrlnaNwcs' (make, fhink) See Stopping or preventing something
V amount ofn 401 'ornrn rrnaNrNcs' happening
V n on n 410 'orutn rr.rnanwes' Qudge, preen, Probabtlity and posstbtltty
pride) See Opinions
Vnton422'trrmswn' Problems: havlng or causlnga problem
Y nwithn444 'cnErr', 447'cv-r.rLcr' V n 29 'cHaxce', 30 'ENo', 31 'rret eN rulnss',
Y asadi, Vnasadi 503 'coNcrRN', 41'oo' aND'tl-lc', 47' oLultv'
V ord prep, V n ord prep 504 Y from n 189'surrrn' axo'nrcovrn', 190
itV ton that 522'spuvr' 'onrnact'
itV though llike 524
to n as iflas Y of n 213'ornen uraluNcs' (die)
if be V-ed that 527 ':nrnx' aNo 'orscovnn' Y on n 2I9 'rrrarrNcr', 220 h.rrnuor', 22'1, 'wttx
itV adi that 539 ortr' , 222'tlicrtlm.n'
Y it asn/adi that 545 Y overn238
V if n that 547 Y undernZl8
V if n to-inf 547 Y with n 263' cott', 264' oelnLf , 265
V it n when/if 548 'nvrrnrEnr', 266'nanrc;' (disagree)
V if adi that 548 Y n n 27 5'cosr' aNo'sevn'
V it adi to-inf 5 49 'cNl-' V n wifh n 445 'nnser', 'BE BoRN'
V it adj when/if 550 Protectlng someone or somethlng
Paying for thlngs V n 22'pnorEct'
SeeGiving, gefting, and paying for things t
V ogainst n 155 'rr.lsunr'
Perceptlons See Seeing and hearing Y nfromrr 378'pnorrsr'
Physical contact Qualitles: havlng or sesmlng to have a
See also Attacking and doing harm quality, slze, shape, orposltlon
V 12'rorocr' See also Opinions, Sameness and difference
V n 20'roucs' V 6'Lratrsn'
V pl-n 61 'coMBrNs'eND 'sEPA.Rarr' V n 15 'ar', 'rEcoME', 'sEEM', 16 'ornanr', 32

620
 Meoning Finder

'cox'rRoL', 38'cour.n ecerNsr', 45' rucn', 46 V prep/adv, V n prep/adv 495 'coun'r'

'toy' , 47 'DEvELop', 48 'INcI-uon', 53 'crvs AN Seelng and hearing
tUPntSSlOtt' See also Directing something at or towards
V amount 69'Eeuar', 'rraresunr', 70'notn', someone or something
'Do' V 10 ':nrrr.rr'er.rD 'WATCH'
V amount adjladv 73 V n 50 'nran', 52 'rr.rrenrsr', 53 'evss rorrow'
V adj 74-80 V that 100'DrscovER'
V to-inf 88 'eppran' V wh 107 'orscovnn'
V as if 12\ 'r.oor' V wh-to-inf 111 'orscown'
V prep/adv, V adv/prep 130 'uw', 131 'recr', V prep/adv, V advlprep 131'roor' aNo
133 'copt ol,En' 'cssrunr'
V adv 137'cLner','BRUISE','scARE' Y on n22L'snv', 225'rocus'
V os n 160 'ruNCTIoN', 161 'naNx', 'tr,nsqun- Y overn236'poxn'
neos' V to n 250 'usrEN'
Y at n 164'srANn','rEex' V n -ing 288'srr'
Y fornlT6-17 7, 183'nsr' v n to-inf 296'oBSERvE',
V in n 198'egoutto' V n inf 298'sss'
V liken 2O9-2lO V n -ed 308
Y ofnZlZ'psnr' V amount ofn 40L 'orsrn MEANINGS'
Y onrr2l9'rlaprxcs' it be V-ed that 527 'rsrNr' exo 'DISiovER'
Y ontot23O'arcx' Sequence of events: something happens
Y overn238 firct or last lrr a sequence
Y tot253 'srRErcH' See also Beginning, continuing, and ending
Y with n 261'satv,','GUsrEN', 262' ecno',' rn V -ing 86-87
Itt', 266'neNrc-E' V prep/adv n 135
Y amongpl-n27O Y by -iog 175 'srenr'aNo 'uNtsn'
Y adiamongpl-n27O Y in n 2Ol'BEGu.r' eND'END'
Y way prep l adv 335'wtNo' V with n 268 'srclN'ANo 'ENo'
V prep/adv, V n prep/adv 496'rquern', 500 V n -ing 289-290
'ot'grn vImNINGs' V n as n 354 'nBcrN'ero 'rNo'
V as adi, V n os adj 503 Y n by n364'nrcrN' aNo'rno'
V ord prep, V n ord prep 504 Shape See Qualities
V adv, V n 508 'cEAN', 'scenr', 509 'rtsu' Showing something
pl-n V, V with n, V pl-n, V n wifh n 513'oovr- V n 28'nEcono'
tltt' Y nn273'cwn'
it V as iflas though/like 521 V n wh 300-301
it v n to-inf 532 'BE', V n wh-to-inf 301-302
if V n wh 534 'nE' V n os n 351 'sreup'
it V n when/if 535 'nn' V n to n 421 'ssow'
itV n -ing 536 if be V-ed wh 528
ifV adi that 539
irV adj to-inf 539 Size See Qualities
itV adj when/if 540 Speaktng See Communication I
itV adl -ing 541 Startlng, stopping, or continuing to do
itVadi fornto-inf 541 something or to be in a partlcular state
irv adi 552 V 4 'cannv oN', 8 'sranr'allo 'BnsAK', 'ssctN' ANo
itV adl prep/adv 552 'srop'
Responding V n 30'ruo', 40'srenr'aNo'srop'
V 12 'ornnR ureNINcs' V -ing 81 'stmt'aNo 'stop'
V n 37 'ANswEn' V to-inf 88 'stcrN'
V at n 169 'Hrr sacr' V prep/adv, V adv/prep 132'luncn'
V by -ing 1 75'n-EcrnocArr' V os n 161 'BEctN'eND 'END'
Y ton249'nnrcr' V forn 182'srop'
Y withn 268'nnspoNo' V in n I 95 'psnslst'
V n forn 370'nrweno'erqo'puNtss' V into n 206'sn-rsn'
pl-n V n, V n with n 465'ExcHeNGE' Y onn216,226'st*r'
Sameness and dlfference Y outofn233'sx,r'
See also Opinions, Qualities V to n 250'roruclos oowN'
V pl-n 61 'couPAnr' Y with n 259'rnocrro', 264'cor.rrnup', 265
,sREAK,
Y between pl-n 1 72'olrrrnrvuerr'
Y fromn 189'otprrn' Vninn385'loIN'
Y ton251'connlsPotlo' V pron-refl to -ing 425 'orvotr' (address)
V pl-n with together 329'cetssR' pl-n V, V with n 459 'TElrr,r up' aro 'Bnrax up'
V n to n 421 'r-rNx' V it 554 'cut n out'
V n with n 437 'cot',Ipam' Stopptng doing something
pl-n V, V with n 460 'reuf AND 'ctASH', See Starting, stopping, or continuing to do
'oIrrEn' something

627
 Meoning Finder

Stopping or preventlng somethlng V prep/adv, V adv/prep 131 'roox'aNo

happening 'crsrunr' (wonder)
See also Making someone do something or V adv 137'scerc'
telling someone to do something V prep 144 'otrmrnarr'
V n 40 'sra-nr'anD 'sroP' Y aboutn 148'rnrNx'
Y against n 154'carrapxcx' Y atn167'nrJorcr'
Y onn22O 'rouwce', 221 'srcr-ppoAl' V forn 181 'canr'
V n -ing 287'mon' Y in n 197'rruEvE', 200'nrsn'
V n from -ing 377'sroY',378'osrrrcr' Y of n2L2 'rurNx', 213 'ornen unaNrucs'
Y noutofn4I4'rNx' Y onn2l8 'nrrrrcr'
V n fo n 431 'posrpoNr' Y overn236 'cnrsvE'
Success and fallure Y throughn24l'rt-lsn'
V 7 'succero'aNo 'rarl' Y ton248'cown'
V n 31'nrer aN TLUVESS', 36'rnraxa nncono', Y towards/toward n 257' coor'
'wtN' Y withn262 ',qcrur'rNo 'orsecner', 263
V pron-refl 65 'rxctr' 'svN{patHzs'
V amount 73'wrn' Ynn276'wwy'
V to-inf 89 'MANAGE' V n -ing 286 'urc'
V prep/adv, V adv/prep 133 'snaps up' V n to-inf 296 'E)0Ecr'
V adv 136 'oo wrrr' V n with adv 328 'lolow'
V ord 139 Y way prepl adv 337'rcasoN'
V by amount 173 'wtr' eno 'rosr' V n af amount 357-358
V in n 195 'orHER MEANTNGs', 198 'succmo' V pron-refl in n 383 'rNarrarnsE younssr-F'
Y onn228 'ornrn rrlaqxrNcs' Y n towards/toward n 435 'o:rHEn rr,rnlr,trxcs'
Y outofnadvlprep234 V, V n 485 'cArM DowN', 486 'wrercr.l'eNo
Y throughn239'mrn' ,STRENGTHEN,
Y withn263'copn' V prep/adv, V n prep/adv 496 'awercN'
Vnamowfi278-279 V prep/adv, V n 506'orsrss'
Vn -ed 3O7'cw2' Vadv,Vn508'scanr'
V n prep/adv, V n adv/prep 323 'ruNou' if V that 520'HuRr'
Y wayptepladv 331 'rerr', 335'nonnow', itV fo n that 522'occva',523 'ornrn
,CHEAT,
MEANINGS,
V it 555 'srow rr'ANn 'MAKE n' if V fo n to-inf 523
V if adi/adv 557 'srrurr rr rucu' itV fonwh 523
Talktng Communication
See if be V-ed that 527 'rsrnr'exo 'Drscovsn'
Teaching someone or pneparing someone if be V-ed wh 528
forsonething it V n that 530 'axNoy'ar,ro 'rr-uesE', 531
V n 55 'DESCnIBE' 's:rrutc'
Y nn 27 5'TErr' AND'sEND' if V n to-inf 532 'parN'erto 'prrasr'
Y nto-inf 294 'Hrrr','rrecH' it V n wh 534 'arraazs'AND 'SADDEN', 'srRrrc'
V n wh 300-301 if V n when/if 535 'avusn'aNo'rnrurATE'
V n wh-to-inf 3Ol-302 ifVn-ing536
V n about n 339 'rrrr' ifv n adj that 538
Y tforn3Tl 'pnrpanr' if V n adi to-inf 538
V n in n 386 'rnarN' Tlme: length of llme
V prep/adv, V n prep/adv 500 'ornnn See Duration
ueeNmcs'(troin) Touching See Physical contact
V to-inf, V n to-inf 503 Tryfng
Telling soneone to do someth.ing V -ing 82 'rnv'
See Making someone do something V to-inf 89 'rnt'
Thinking and feeling Y towards/toward n 25 7 'srnrvp'
See also Liking, disliking, and wanting, Vehicles
Opinions See Moving something or controlling a
V 10'rswr'aNo'wercH' vehicle
V n 50 'nran', 52 'nrrnrsr', 53 'crvs AN Wantingsomething
IUPnfSSIOtI' See Liking, disliking, and wanting
V -ing 84 'coNSrDrR', 84 'nautunrn' I/York
V to-inf 91'PRoMrsE', 92' uopn' V prep 144'wonx'
V that 99 'rHrNK', 100 'orscovsn' V of n 169'wonx'
V thefactthatL0( Y onn223'wonx'
V wh 107 'THTNK', 'DrscovER' Y overn 237 'otHsn IUEANII.IGs'
V wh-to-inf 1 1 2'oncron','nrMnunER' Y withn263 'Assoclerr'
V with quote 117 'rHrNr' pl-n V, V withn 459'cou-asoRArE'
Y so/notll9-l2l Wri-'ng See Communication

622
Structure Finder
There are 22 structures:
L Verb L3 Verb with Object and prepositional
The meeting had ended. Complement
2 Verbs in phase That strikes me as ight.
The number of victims continues to rise. 14 Verb with Obiect and Object Complement
3 Verb with Complement They appointed him chairman.
lwashunoru. 15 Verb with Obiect and prepositional Obiect
4 Verb with prepositional Complement Complement
His smile tumed into a gfin. He chanoed his name to Adam.
5 VerbwithObiect 16 Verb with two Obiects
The thieves broke owindow. He g,we her apresent.
6 Verb with prepositional Obiect 17 Verb with Obiect and prepositional Obiect
They vore at him. She bougbla present for him.
7 Verb with Adiunct 18 Verb with Object and Adiunct
The troin emerged from the tunnel. Soclcm the suoor over the fruit.
8 Verb with Clause t9-verb with"Obiect and Clause
I said that I would do it. He showedmewhere I shouldgo.
9 Verb with Complement and Adjunct 20 Verb with prepositional Obiect and Clause
It was nice there. It seems to me that I had done all I could.
10 Verb with Complement and Clause 21 Verb with Adiunct and Clause
It'; no fun working all weekend. It was up to me to decide what to do.
11 Verb with prepositional Complement and 2?Co-otdinated verbs
Clause Goandfindhim.
It is to our credit that people are now healthier.
12 Verb with Object and Complement
The dollar finishedthe day lower.

l Verb 5 Verb with Obiect Y onn2l6

v r,478,5t4 Y n 76, 467, 479, 5O4, 5O5, V onton,V ontonz3o
pl-n V 456, 467 , 517, 515 508, 509 Y outofn232
if v 551 pl-nY n462 Y overn235
Vpl-n 60, 511, 516 Y throughn239
2 Verbs in phose Y ton243
V pron-refl 63
V -ing 81 Y towards/towardn 256
V amount 69
V to-inf 87, 503 Y undern1!8
V -ing 83
V inf 96 Y withn26o,456,511
V to-inf 91
Y ondv 122 V prep/adv 493, 505
V wh-to-inf 110
Y aboutn746 Y so/notl2O ifVton553
Y fromnlS6 V prep if 559
V n adj 280
Y inn794 V n -ing 286
Y onrr2l6 7 Verb with Adiunct
V n to-inf 290 Vn57
Y outofn23| V n -ed 305
Y withn259 V amount 71
itV n 552 V -ing 86
3 Verb with Complement v ir 554 V to-inf 93, 503
Vn14 pl-n V itP 556 V prep/adv, V adv/prep 125,
V pron-refl 68 with prep. Object 494, 504,505
6 Verb
V amount 68 Y prep L42 V adv 136, 508 pl-n
Y adi74,501,509 Y aboutnl46 Y togetherl4O
itV adi 552 V oftern 151 Y prepl4Z
itV n 552 V ogainsfn 153 Y aboutnl49
4 Verb with prep. Y around/round n 156 V across n 151
Complement V os fowh 162 Y around/roundrtlST
Vasadl 159 V afn 165 Y atrtlTO
V as n 1.60 Y betweenpl-rrl7t V byamount 173
V attl64 Y fornlTT v by-ing775
Y fornLT6 Y fromnl87 Y fromnl9l
Vinn196 Vinn196 Vinn199
Y inton7O3 Y infavourofn2OZ Y intonTOT
Y liken209 Y inton}Oi Y likenZTO
Y ofr:Zl3 V like n 210 Y offn2l\
Y tot242 Y ofnZll Y onl227
V prep 492, 505 Y offtZl4 Y outofn234

623
 Structure Finder

Y overn238 14 Verb with Obiect ond Vnatn358

Y throughn24O Object Complement Y n between/among pl-n 361
V ton252 Y nn277 V n byn 365
Y withn267 v nadi29l,5O2 V n forn 368
V n -ed 308 Y nfromn374
8 Verb with Clouse V itn 558 Vninn382
Y that97 V if-ed 558 Vninfon39l
V wh 105
V n into -ing 396
Vwith quote 113 15 Verb with Obiect ond Y nofn399
V as if, V as though 121 prep. Obiect Complement V n orfn 401
it V that 519 V n as adi 346, 503 Vnonn403
it V to-inf 520 Vnasn349 V nontofl,Y nonton4ll
itVwh 521 V n afn 357 Y n out ofn 412
itV when/if 521 Y nforn373 Y oovern416
it V as iflas though/like 521 Vninn381 Y nton424
with Complement
9 Verb
Vninton389 Y ntowards/towordn43L
Y nton423 v n lyith n 439, 515
ondAdiunct V n prep 493
it V adi prep/adv 552 V if P with n 556
16 Verb with two Obiects V itprep/adv 556
l0 Verb with Complement V if adiladv 557
ond Clouse Ynn272
V n -ing 288 19 Verb with Obiect ond
ifVnthat529 V n to-inf 291, 503 Clouse
ifvnto-inf531 Y ninf 297 V n that 299
itV n wh 533 Vnwh
V n wh-to-inf 302 301
itV n when/if 535 Vn with quote 303
V n -ed 308
itVn-ing536 V if inf 558 itVnthat530
it V n/amount before/since
537
ifVnto-inf532
17 Verb with Obiect ond if Vnwh 534
if V n for n to-inf 53 7 prep. Obiect itV n when/if 535
ifv that 539 Y nagainstn342 ifVn-ing536
ifv to-inf 539 V n afn 357 if V n/amount before/since
itv wh 540 Y nforn366 537
itv when/if 540 V n fo n 417, 5t6 itV n forn to-inf 537
ifv -ing 541 Y nwithn436, 511, 5L6 V ifthat 543
itv ofn to-inf 541 V n prep 493 V if when/if 544
irv forn to-inf 541 V if over n 558
20 Verb with prep. Obiect
11 Verb with prep. Vitton559 ond Clouse
Complement ond Clouse 18 Verb with Obiect ond itY tonthat522
if V prep that 524 Adjunct if v to n to-inf 523
if V prep to-inf 525 Ynt278 if V tonwh 523
V n -ing 289 itY ton as iflas though/like
12 Verb with Obiect ond 524
Complement V n prep/adv, V n advlprep
Y nn279 3t0,494,504 2l Verb with Adiunct ond
V n adi 285 V n with adv 326 Clouse
Vpl-nwith together32S ifV prep that 524
13 Verb with Obiect ond Y wayprepladv33L if v prep to-inf 525
prep. Complement V n oboutn 338 if V prep/adv that 553
V n os adj 348 Y nagainstn343 22 Co-ordinoted verbs
Vnasn353 Vnosfowh355 Y andv 123

624
Pottern Finder
Verb potterns
AUX 569 beY-ed offn 4Ol-4O3
AUX been -ing 568 beV-ed ofn 15
AUX -ed 568 beV-ed ofnl-ing 399-401
AUX inf 573 beV-ed on n -ing 409
AUX -ing 566 be Y -ed on nl -ing/wh 4O3-4 10
AUX n -ed 570 beY-edonton4lO-412
AUX neg inf 567 be V-ed onto n 4lO-412
AUX n inf 567 be Y -ed on/upon 215-228
AUX to-inf 566 be Y -ed on/upon as nl -ingl adi 228
be V-ed 14-57, 68-73, 461-469 beY-ed on/uponfor222
be V-ed about 145-150 be Y -ed ordupon to-irfi 229
be Y -ed about n -ing 340, 341 beV-ed ord326
be Y -ed about n l -ingl wh 33 8-34 1 be V-ed ord in n 387
beV-ed adi 280-285, 501-503 beY-ed out of ol-ing412-416
beV-ed adv 310-326 be Y -ed over234-238
beV-ed adv prep 325 beV-ed overn4l6-417
beY-ed after 151-153 be V-ed prep 125-135, 141-145
beV-ed aftert44$ be V-ed prep/adv 3lO-326, 492-501, 504-505
beY-edagainst 153-156 be V-ed prep prep 325
be V-ed against nl -ing 342-346 be V-ed quote 304
beY-ed among pl-n 367-362 be V-ed that 299-300
beV-ed amount274-279 beV-ed through239-241
be V-ed amount aboutnl-irrgfuh342 beV-ed throughn449
be V-ed amount of401 beV-ed to241-254
be Y -ed around/round n 448 be V-ed to arfio1unt 426
be V-ed as adi 346-348, 503 be V-ed together 328-330
be V-ed os n/-ing 348-355 be V-ed to-int29O-297
be V-ed os quote 304 be V-ed to nl-ing 417 -433
be V-ed os to wh/n 355-356 be V-ed towards/toward nl -ing 434-435
beY-ed at 163-170 be V-ed to/with n 515-516
be V-ed at amount 357-358, 360 beV-ed untiln43I
beV-ed afn 356-360 be V-ed wh 300-301
be V-ed before rt 448 be v-ed wh-to-inf 301-302
pl-n/-ing
be Y -ed, between 3 6L -3 62 be Y -ed with 259 -269, 5 10-5 1 4

beV-ed byamount 365 be Y -ed with n 46L -466, 5 10-5 15

be V-ed byhetween n 461-466 be V-ed with nl -ing 435-448
be V-ed by n 58 beV-ed with quote 302-304
be V-edby nl -ing 363-365 cl AUX n 569
be V-edcolour 284 cIMODALn 573
be V-ed-ed 305-309 gef V-ed 58-59
beV-ed for176-184 getY-edfromn 459
be V-ed for nl -ing 366-37 3 get V-ed to n 458
beV-ed fromlS6-192 it be V-ed adi that 548
be V-ed from amottntto amount 380 ir be v-ed adi to-inf 549
be V-ed from nl -ing 37 4-37 9 it be V-ed adi wh 550
be V-ed from n into n 376, 380, 390 it be V-ed adl when/if 550
be Y -ed from n to n 37 6, 38O, 424, 428 ir be V-ed os n/adi that 545
beV-ed inl94-2O1, it be Y -ed as nl adi to-inf 546
be V-ed in fraction 381 if be V-ed into n that 545
beV-ed infrontofn449 it be V-ed n that 547
beV-ed -ing286-290 it be V-ed n to-int 547
be V-ed in n/-ing 381-388 it be V-ed n when/if 548
be V-ed in num 381 ir be v-ed that 526, 543
beV-ed into2o3-2o9 if be V-ed to-inf 528
be V-ed into -ing396-399 it be V-ed fo n that 545
be V-ed into n 389-396 it be V-ed to n to-inf 545
beV-edn272-279 if be V-ed wh 528
beV-ed n that 279 if be V-ed when/if 544
be V-ed num 280 irv 551
beY-edof 2Ll-213 irv adi s52
be Y -ed of as nl -ingl adi 2L3 itY adifortto-inf 541

625
 Pottern Finder

irv -ing 541 pl-n V wh-to-inf 469

ifv ofn to-inf 541 pl-n V with pron-recip 472
ifv prep/adv 552 so/nor/neither AUX n 570
ifv that 539 fhere V n 561-563
ifv to-inf 539 there Y n prep ladv 563-564
ifv wh 540 v t-14, 478-492, 514-515
irv when/if 540 V about 138
it V amount for n that 538 V about-ing 145-149
if V amount for n to-inf 537 Y aboutn 145-150
itV amount to-inf 533 V abouf n -ing L47 , 148, 149
if V amount to n to-inf 533 Y oboutnton245
if V amountwh 536 Y aboutnwithn4TL
if V as if 521 V oboutwh 145-149
it V as though 521 V'across n 150-151
if V like 521 adi 74-79,5O1-503
itV n 552 V adiladvoboufn 150
ifV n adi that 538 V adi amongpl-n27O
if V n adi to-inf 538 v adilnton4S4
it V n/amount before/since 537 V adi prep 75
it v n amount to-inf 538 V adv 136-139, 48O, 482, 508-509
itVnfornto-inf537 V adv forn 136
ifVn-ing536 V advn310-326,326-328
itVnnto-inf537 V adv n prep 325
itV n that 529 V advprep 135,498
ifVnto-inf531 V advlprep 125-135
ifVnwh533 V adv withnl3T
irVnwhen/if535 V aftern 151-153
itV prep/adv that 553 V ofter n with quote 117
it V prep/adv with quote 553 against n 153-156, 457, 5I2
if V prep that 524 V aheadl3S
it V prep to-inf 525 V amongpl-t27O
itv that 522 V amount 68-73
if V to-inf 520 V amount abouf n -ing 34O, 341
itVton553 V amount about n/-ing/wh 34O, 341
itY tonasif 524 V amount adi 80
it V fo n as though 524 V amount adiladv 73
it V to n like 524 V amount -ed 307
itY tonthat522 V amount for n 3 67, 372, 373
if V fo n to-inf 523 V amountr?om n375,376
ifVtonwh523 V amount in n 73
itVtowordsn553 V amount into n 395
if V wh 521 V amount orfn 402
itV when/if 521 V amount ofn 401
MODAL 573, 574 V amolulrtoutofn4l4
MODALhave-ed572 V amount to-inf 414
MODALinf 571,574 amount ton422,432
MODAL inf rhan/asi'j.f 574 V amount towards/toward n 43 5
MODALnot5T4 amount wifh n 447
MODAL that 575 V andinfl23,124
pl-n be V-ed 59-62,51O-5L4, 515-516 v andv 122-124
pl-n getV-ed 458, 459 V aroundl3S
pl-n v 455-461, 466-469,5 10-5 14, 5 15-51 6 V aroundn 156-158
pl-n Y abouto,4TO V asadi 158-159,495
pl-n V againstn4TO V asifl2L-122
pl-n V amount 458 V as if to-inf 122
pl-n V forrr458,47O V as -ing 161
pl-n V inn459 asn159-162
pl-n V intorr4TO V asquote 11.9
pl-n V n46l-466,514-515 V as though l2l-L22
pl-n V onn457,47O V astorr162-163
pl-n v overn4TO V os fowh 162-163
pl-n V pl-n 47O V otamount 164
pl-n pton-rccip 472 V of-ing L65-170
pl-n V that469 V at if 559
pl-n V together 739-141, 460, 47 2 V otnl63-L7O
pI-n V to-inf 458, 459,469 V atn-ing167
pl-n V wh469 V,atnprepladv l7O

626
 Pottern Finder
V at n to-inf 171 V it -ed 558
Vaf nwithquote 118 V if inf 558
V afwh 170 V it info n that 545
Y awayl3S Virn558
V bock 138 V if n that 547
Y beforen2TO V it n to-inf 547
Y behindl3S V if n when/if 548
Y behind.n2TO V it over n 558
Y betweenpl-amount 172 V it prep/adv 556
Y betweenpl-n1.71-172 V if so that 543
v byI38 V ifthat 543
V b/amount 173-174 Vitton559
V by amount prcp L74 V it fo n that 544
V by amount to-inf 174 V ir to n to-inf 545
V by -ing 174-176 V it fo pron-refl to-inf 545
Y bynl76 V it when/if 544
V colour 7 5, 79, 477 Y like 127-122
Y downl3S Y like-ing2O9,2lO
Y downn2TO Y liken2O9-211
V -ed 80 V like n to n 454
V-ed quote 304 Y me/usinf 298
Y foradi777 Y rr 14-57, 466-469, 478-492, 504-509, 515-516
V foramount 183, 184 V n abouf -ing 338-341
V for-ing 177-184 V n oboufn 338-341
V for it 559 V n oboutn -ing 340
Y forn776-184 V n oboufwh 338-341
V forn prep/adv 132,184 V n adi 280-285, 501-s03
V forn to-inf 185 Y n adi among pl-n 363
Y fornton255 V n advprep 325,498
Y fornumlTT V n adv/prep 310-326
Y fornwithn4Tl V n adv to amount 433
V forpron-refl L79,784 Y naftern448
V r?om amount 194 Y nagainst-ing344,345
V r?om amount to amount 193 V n againstn 342-346
V r?om colour to colour 193 Y namongpl-n 361-363
V from -ing 186-191 Y namowt274-279
Y from n 186-192, 459, 460, 461, 473, 513 V n amount about nl -inglwh 342
Y fromt -ing 188 V n amount forn372
Y fromnintonl93 Y n aroundn44S
Y fromntonl92 V n as adj 346-348, 503
V how 105-109 V n os -ing 348-353
v if 105-109 Vnasn348-355
V in 138 V n as quote 304
Y inf 96-97 V n as fo n 355-356
Y in favour of -ing 2Ol-2O3 V n as to wh 355-356
Y infavourofn2ol-203 V n af amount 357-358, 360
V -ing 80-87 Vnotn356-360
V in -ing 1,94-196,197, t98 Y nbeforen44S
V in if 559 Y nbetweenpl-t361-362
Y innl94-2Ol V n by amount 365
Y in n from amount fo amount 201 V n by -ing 363-365
Y innfromnladj/colour fo n/adi/colour 201 Vnbyn363-365
V in n -ing 199 Y ncolortt284,477
Vinposs favourZOl-2O3 V n -ed 305-309
Y into-ing2O6 V n for -ing 368-3 73
V into n 2O3-2O9,460 V n for if 560
V info n that 104 V n forn 366-373
v ir553 V n forpron-refl 366
V ifadi/adv 557 Y nfrom amount to amount 380
V ifadj that 548 V n fom colour to colour 380
V if adj to-inf 549 Y nfrom -ing374-379
V itadj wh 550 Y nfromn374-379
V it adi when/if 550 V n from n inton376,38O, 39O
V if amount 558 Y n from n to n 37 6, 38O, 424, 428
V itasn/adj that 545 Y ninf 297-299
V if as n/adj to-inf 546 V n in fraction 381
V if as n/adl when/if 546 Y n in front ofn 449

627
 Pottern Finder

Y n-ing286-29O Y ofn2ll-213
V n in -ing 385 ,386,387 V ofn as n/-ingladj 213
Vninn381-388 Yofn-ingZlt,2l2
V n in num 381 Vofnwh 110
V n into -ing 396-399 Vofnwithquote 118
Vninfon389-396 Y on-ing2l5-226
Y nn272-279,467 V on it559
Y nnthat?79 Y onn2l5-228
Y nnto-inf 279 V on n as n/-in gl adi 228
V n num 280 Y onnforn222
Y noffn4Ol-4O3 Y onn-ing222,223,226
V n of-ing 399-401 V on n that 104
Y nofn399-4Ol V onr]to-iI]f 229
V n on -ing 406, 4O7,4O8, 4O9 Vonnwh 110
Vnonn403-410 Y onnwithn457,47l
V n on n -ing 409 Y onton23o-231
V n on to n 4lo-4tz Y onton23$-231
V nontot4IO-412 V onwh216-226
Y nonwh406,4O7 V ord 139
Y nord326 V ord prep 139,504
Y nordamong pl-n 363 V out 138
Vnordinn38T V out of -ing23l-232
Y n ord, in/out ofn 326 Y out ofif 559
V n ord prep 504 Y outofn23l-234
Y nottl9-lZL Y outofnadvlprep234
Y n out of-ing 412-476 V over 138
Y n out ofrr 412-416 Y overn234-238
Ynovert416-417 V overwh 235-238
V n prep 492-507 V pasf 138
V n prep/adv 3 LO-326, 492-5OI, 504-505 Y pastnZTl
V n prep prep 325,498 Y pl-n 59-62, 5 10-5 14, 5 15-5 16
V n quote 304 V pl-n wifh n 465, 515
Y nroundt44S V pl-n with together32S-33O
V n that 299-3OO V prep 141-14 5, 452-453, 492-5Ol
Y nthroughn449 V prep/adv 125-135, 492-501, 504-507
Y ntoarnount426 Y prepladvforr:1^32,lS2
V n to-inf 290-297 , 5O3-5O4 V prep/adv n 135
V n fo -ing 419-431 V prep/adv to n 133
Y n to r 4lT -433, 5I2, 513, 516 V prep/adv tow ards/toward n 133
Vnfon -ing422 V prep it 559
V n fopron-refl 479,432 V prep prep 135, 498
Y n towards/toward -irrg 434-435 V pron forn 373
Y n towards/tow ard n 43 4- 43 5 V pron-refl 62-68
Y nuntiln43l V pron-refl obout nl -ingl wh 341
Y nupon -ing 406, 4O7,4O8,409 V pron-refl adi 282
Y nuponn 403-410 V pron-refl artern 448
V n wh 300-301 V pron-refl against n344,345
V n wh-to-inf 301-302 V pron-refl omong pl-n362
V n with adv 326-328 V pron-refl amount aboutrt342
V n with oside 315, 319 V pron-refl as n/-ing 351
V n with away 314, 318, 319, 32O V pron-refl os to wh/n 356
Vnwith back3L1,376 V pron-refl ot n 359
Vnwith down327 V pron-refl between pl-n 362
Vnwith in3lO-326,328 V pron-refl -ed 3O8, 309
Y n with -ing 437, 438, 439-448 t
V pron-refl for 369, 37O, 37 I
V n with n 435-449, 461-466, 510-516 V pron-refl fornl-ing 370
Vn with off319,320,327 V pron-refl from n 37 6-379
Vnwithon 3t2,373,327 V pron-refl inf 298
V n with ouf 314,320,327,328 V pron-refl -ing288,299
V n with over 313 V pron-refl in n 383, 384, 386
V n with quote 302-304 V pron-refl into -ing397
V n with through323 V pron-refl into n39O, 394
Vnwith together33O V pron-refl n 27 4, 27 5, 27 6, 27 7
Y rtwit}rup32T V pron-refl ofn 40O
V off138 V pron-refl on n 405-410
Y offn2l4-215 V pron-refl ouf ofn 415
Y of -ing2ll-2l3 V pron-refl prep 321

628
 Pottern Finder
V pron-refl ptepladv 313-324
V pron-refl that 300
Phrosol verb potterns
V pron-refl to amourrt 426
V pron-refl to-inf 29 I -29 6 beV-ednP272-279
V pron-refl to n 42O, 422, 427 -432 be V-ed P t4-57,46t-469
V pron-refl tonl-ing4Z5 be V-ed P adi 280-285
V pron-refl with n 438, 441-447 be V-ed P against n 342-346
V pron-refl with quote 303 be V-ed P as adi 346-348
Y roundl3S be V-ed P as n/-ing 348-355
Y roundn 156-158 be V-ed P ot n 356-360
Y so L1,9-12l be V-ed P before n 448
Y that97-lO4 be V-ed P between/among pl-n 361-362
V thefactthatLO4 be V-ed P by nl -ing 363-365
Y throughl3S be V-ed P for n I -ing 366-37 3
Y throughn239-241 be Y -ed P from n I -ing 37 4-37 9
V to amount 242,243 be V-ed P from n to n 424
V to-inf 87-96, 503-504 beV-ed P in n/-ing 381.-388
Y to-irg243-252 be V-ed P into n 389-396
Y to n 241-254, 457, 460, 512, 513 be V-ed P n272-279
Y tonaboutnZ4\ beV-edPofn 15
Y tonasn246 be Y -ed P on nl-ing/wh 403-4 10
be V-ed P on/upon 27 5 -228
Y tonforn2S5
V fo n -ing 251 beV-edPP1,4-57
V fo n prep/adv 133 be V-ed P prep 125-135 , l4l-145
V to n that 105 be V-ed P prep ladv 3lO-326
V to n to-inf 255 be V-ed P to247-254
V to num 255 be V-ed P to amotnt 426
Vtonwh110 beV-ed P to-int29o-297
Y tonwithn249 be V-ed P to nl -ing 477 -433
V to n with quote 118 be V-ed P to/with n 515-5 16
Y topron-refl244 be V-ed P unfil n 431
V fo pron-refl with quote 118 be V-ed P with259-269
Y tow ards/toward -ing 25 6-25 7 be V-ed P with r
461-466, 510-514
Y towards/toward n 256-257 be V-ed P with nl-ing 435-448
Y undern218 getY-ed P 58-59
V up 138 it be V-ed P that 527 , 543
Y upon-irg2t5-226 ifvP551
Y uponn2ls-228 itV P adi 552
Y upon n as n l -ingl adi 228 itVPnthat529
Y uponnforn222 itVPnwh533
Y uponn-ing222,226 ifVPonnthat525
V upon n that 104 itY P that 522
Y upntto-inf229 if V P fo n/wh 553
V upon n wh 110 pl-n be V-ed P 59-62, 5lO-Sl4
Y uponwhZl6-226 pl-nVifP555
V way adv prep 338 pl-nVnP46l-466
Y wayprepladv 330-337 pl-n V P 455-461, 510-514
V woy prep prep 338 pl-n V P n (not pron) 46L-466
Y way to -ing338 pl-n V P togetherl39-l4l
V wh 105-109 VadvPn321
V what 109 V amount P 70
V whether 105-109 V amount P aboutnl-inglwh 340
V wh-to-inf IIO-ll2 vifP553
V why 105-109 V it P adj/adv 557
V with -ing 259-260,264 VitPPn559
Y with n 259 -269, 45 5-461, 5 10-5 L4
V it P that 543
Y withnaboutn4Tl V itP with n 555
Y withnforn4Tl Y nnP274
Y withn-ing268 V n P 14-57, 478-492, 504-509
Y withrronn4Tl VnPadl2SO-285
Y with n over n 472 Y nP againstn343
Y withnthat4Tl VnPamount2T5
V with n to-inf 269,47O V n P os adi 346-348
V wifh pl-n 458 V n P as n/-ing 348-355
V with quote ll3-ll7 VnPofn356-360
Vwith sound 119 Y nP beforen44S
Y n P between/among pl-n 36L-362

629
 Pottern Finder
V n P by n/-ing 363-365 VPn (not pron) beforen 448
VnPforn/-ing366-373 VPn (not pron) betweerdamong pl-n 36 1 -3 62
Y nP ftomnl-ing374-379 VPn (not pron) by n/-ing 363-365
Y nP fromnton424 VPn (not pron) fornl-ing366-373
V n P in n/-ing 381-388 VPn(notpron) fromnl-ing374-379
VnPinton339-396 VPn (not pron) fromnton424
Y nP n274,276 VPn (not pron) in n/-ing 381-388
V n P on n/-inglwh 403-4IO VPn (not pron) inton389-396
V n P prep/adv 310-326, 492-5OL, 504-505 VPn (not pron) onn/-inglwb403-410
Y nP toarnount426 VPn (not pron) prep/adv 3 10-326, 492-5OI,
Y nP to-inf 290-297 504-505
V n P fo n/-ing 417-433 V P n (not pron) to-int 290-297
VnPuntiln43l V P n (not pron) tonl-ing4l7-433
Y nP uponnl-inglwh 403-410 V P n (not pron) until n 431
Y nP withn461-466, 510-516 V P n (not pron) with n 461,-466
VnPwifhn/-ing435-449 V P n (not pron) with nl -ing 435-448
vP 1-14, 478-492 VPnprep/adv310-326
Y P aboutnl-ing/wh 145-150 V Pon fon 230-231
Y P adi74-79 Y P onton23O-231
V P adv/prep 125-135 Y P onnl-ing2l5-228
Y P aftern 151-153 Y P overn234-238
Y P againstn 153-156 VPP-ing86
V P amount 68-73 VPpl-n 59-62,5tO-5L4
V P amount aboutnl-ing/wh 340 V P pl-n (not pron) 59-62
Y P andv 122-L24 VPPn 14-57
VPosadj 158-159 VPPn-ing288
V P as n/-ing 159-162 V P prep l4l-145
V P atamount 164 V P prep/adv 125-135, 492-501, 504-507
V P ofn 163-170 V P pron-refl 62-68
V P ofn to-inf 171 V pron-refl P as n/-ing 351
Y P behindnZTo V pron-refl P from n 37 6 , 37 7
V P byamount 773-174 V pron-refl P into n 394
Y P by -ingl74-176 V pron-refl P prcpladv 3L6,323
V P forn 176-184 V pron-refl P to n 429 , 430, 432
v P forn to-inf 185 V pron-refl P with nl-ing 443
V P t?om amount to amount 193 V P that 97-104
Y P from it all559 V P fo amount 242,243
V P from n/-ing 186-192 V P to-inf 87-96
YPfromntonl92 VPton514
Y P infavourof nl-ing2Ol-Zo3 VPfonforn255
V P -ing 80-87 Y P ton/-rng24l-254
VPinn 194-2OL V P fo n that 105
V P in poss favour 2Ol-2O3 VPfonwhll0
VPinton2O3-2O9 V P ton with quote 118
V pl-n P 59-62, 510-514 Y P undern2S8
V P n 14-57 Y P uponnl-ing275-228
V P n (not pron) 14-57,478-492,504-509 V Pwh 105-109
V P n (not pron) ogainst n 342-346 VPwh-to-inf ll0-l]-2
V P n (not pron) as adi 346-348 V P l4lith n 455-461, 510-514
V P n (not pron) as n/-ing 348-355 V P with n/-ing 259-269
V P n (not pron) ot n 356-360 V P with quote 113-117

630
Verb Index
ond frequency informotion
information on each verb mentioned in this book, this
As well as showing where to find
index indicates how frequent each verb is, using black diamonds. The most frequent
verbs have five diamonds (..-.) and the least frequent have no diamonds. Phrasal verbs
are not given separate frequency information, unless there is no entry for the verb
without a particle.
abandonooo 19,41,426 339, 356, 400, 406, 583, 589, 591, 563, 564, 590
abbreviate 424 598, 599, 600, 601, 602, 603, 606, apptr'ad4ZT
abound. 198, 261 @7,608,@ applaud oo 369
abscond 191, 265 advocate oo 85, 98, 103, 5E9 apply ca 73, 23, 26, 39, 64, 92, 137,
abseil2Tl atled..). 22, 30, 32, 47, 53, 54, AA 778,184, Zst, ?55,426, 433, 508, 5a7
absent 67, 376 aftliate.248, 263, 608 appoint a. 34, 278, 295, 351, 428, 598
absolve .379, 4OO afim . 98, 706,714,606, fi7 , fiB,6@ apportion 321
absorb 394, 395 a1fix312,427 appr{iate .o. 83, 7OO, lO7, Za7 , 543,
-.
abstain. 186, 19O afflict. 58, 445 544,588,606
abshact 376 affold,... 25, 41, 49, 93, 27 4 apprentice 428
abutr 226 age .... 5 , 22, 484 apprise 4OO
accede247,248 a8€,raadize 64 approach .... 2, 9,27 ,46,47, 56, 54,
accelerate ..
128, 485 aggregate 61, 39o 292,323,340,578
accept.o... 11, 25, 34, 37, 42, 57, 58, agitate o 178, 185 approve cccc 37 , 272, 213
98, 100, 107, 347,357,369,395, 52A, agonire 148,236,238, 337, 580 approximate.25l
544, 546, 578, 592, @6 atrG..... 10, 71, 91, 9a, 99, 7OO, 1O3, arbitate 172
accessoria 442 704, LO6, 707, 715, 14A, 763, 278, arc 127,137
acclaim. 278, 351, 369, 593, 594 226, 247, 252, 262, 266, 441, 457, arch. 127, 131, 488
acclimatize 65, 249, 429, 47 6, 497, 602 460, 464, 47 7, 47 2, 527, 528, 579, argue.... 11, 55, 9A,7O4, 106,172,
accommodate .o 249, 378, 429, 602 581, 604, 605, 606, 607, 608, 609, 610 t14,14A,149,155, 163, 180, 202,
accompany ooo 319 aid,.. L95,798,294 236, Z3A, 262, 263, 33',1, 44 l, 457.
accord..... 262, 27 4, 419, 525, 594 aim..a 42, 92, 769, l7O, 178, 184, 464, 47 t, 472, 527, 580, 58 l, 582.
acco\at.a 278,282, 592 315,359,360,584, s87 606,607,604, fi9
accredit 428 air-drop 313, 394 argue out 56
acfle.248,487 airlift o 319 arise ...
188, 197,233, 563,564
acomulate .. 487 alam .. 532 arm octc 22, 44O
acose oro 11, 55, 40O, 578 alett ). 429 arouse a. 387
acastom 429 alienate 377 araign 370
-
ache o 92, l8O, 587
-
alight.127,225 anange ooo 23, 30,34,91, l0l, lAZ,
achieve ..-
36 a\gn.263,317,321 186, 315, 543, 60s
acknowledge ...85, 98, 100, 103, 106, alleSe .o 98, 714,296,527,6[fi, @1, anest.... 34, 41, 53, 58, 370
707 , 296, 347 , 35t , 444, 527 , 549 , 608 arive.-. 2, 7, a, 9, 7 6, 126, 77O
592,6@,606 allocate.. 4, 295, 372, 419, 594, 59a
27 arrogate 419
acquaint.445 allot.274,479, 598 artialate. 106
acqviesce 797,247 allow..... 37, 49, 7 l, 85, 98, 182, 784, ascend o 7 2, 727, 737, 132, 197, 2O4,
acquire ...375 274,294,320,372 248,253,588,590
acquit o 322, 4OO altude c 245,252 ascertain. 100, 108, 606
act ....
8, 12,76,44, 57,76, lZ2,132, ally. 438 asiibe. 422
t33, 160, 179, t9A, 2rO, 220, 224, altet... 479 ask ooro ll,
54, 55, 58, 70, 7 7, 92, 94,
226,45r,578 altemate. 62, 172, 438, 514 103, 106, 111, 114, 118, 148, r78,
act out 28 amalgamate o 61, 2O4,39O, 437,512, ta4, 785, 27 5, 292, 30r, 302, 303,
act up 13 590 320, 339, 356, 369, 372, 37 3, 401,
activate a 58 amaze.. 445, 531, 532, 534, 536 429,529, 57a, 579,581, 586, 591,
ad-lib 332 amble o 128 6@,602,603, @5,609
adapt .. 602
249 , 335 , 429 , mend.. 115 ask after 56
add ..a 23, 40, 54, 58, 99, 104, 115, amount..243, 451 ask around 11
251,330,422,427 ,608 amputate o 306 aspire o. 92, 251
addin24 amuse 66, 531, 532, 534,536
- asremble ..
20O, 489
add ot 14,24,252 analyse oo 1O8 assent774,247, @9
add tp T, 13, 67, 243, 451, 492 anchor o 3 12, 386, 421,487 ,498 i 64, 67, 98, ll4, 527, 6Oa
assert
address ioo
31, 56,351,, 42O,426 angle o 17E, 505 assess.- 108, 111, 609
adherc.127,247,252 antex. 427 assign.. 27 4, 295, 3ZO, 479, 422, 428,
adioum.183,49O announce 55, 98, 105, 106, 114, 598
adiud$e 278,296 tta,357,-... 420, 527, 60.2,606, 607, assimilate . 65, 208,263,395,476, 489,
adiudicate 144, 145, 172, 218 608,609 590
adiust... 249, 429, 4aa, @2 annoy oo 531, 532, 534, 536 assist.- 195, 798, 260, 265, 294, 345,
administer..419 anoint .278, 351, 594 387 , 446, 549, 603
admire .a
369 answer 1 1, 31, 38, 55, 56, 99, 1 15,
-.. asrcciate.o. 263, 437, 438
admit.... 34, 55, 58, 85, 98, 1O3, 1O4, tat, 251, 356, 364, 444, 57a, 608 assume i..
42, 47, 7OO, lZO, 296, 528,
105, 110, 114, 118, 245,420,428, answerback 11,56,578 600
527 , 589,602,606, @a,6@ anticipate .. 84, 7OO, lO7 ,287 , 524, assure...275, 30O, 3O3, 40O, 401, 599
admonish.292, 303, 37o, 594, 599 588, 589, 606 dtonish. 531
adopt a- 14 , 25 , 37 , 42, 47 , 54, 351 , apologize. 1 14, l8l, 244, 255, 332, atone 176, 181, 184
578 587,6@ attach.a U7, 312, 471, 422, 427, 47 6,
adore.. 83, 544 appal o 531 497,602
advnce(.2,5,727,274 appeal o-6, 155, 178, 185,251,255, attack
-.. 13, 19, 31, 55, 58, 347, 351,
adventure 127 523 370,574,592, 593
advertise .{
12, 58, 178 appeu .aa..2, 8,16,76,80,88,121, attain x 248
adYire...85, 98, 103, 106, 111, 114, 19a,200,228, 270, Ast,453, 520, attempt....41, 88
155, 763, 218, 292, 301, 302, 303, 527,522,524, 539, 540, 542, 562, attend.-. 13, 39, 249, 252, 578

631
 attest Verb Index brazen out

attest . 98, 1 14, 24 5,252, 606,6Oa,609 bear a..

23, 29, 42, 44, 47, 57, 83, 92, blee..262,268,333
attract .... 23, 33 , 42, 53,427, 469 738, 27 5, 27 6, 2A7, 379, 322, 543, bleach. 484
attribute r 422 544,588 bleat 99, 116, 148, 581
auction.42l beardom2,72,279,227 bleat on 148
audition . 1 78, 371 , 492, 586 bear out 37, 49 bleed e 2O8, 254
augur 136 bear up 7, 258 blend ..61, 208, 437,4il,512, Sl7
authenticate 351 bear with 52 bleadin262
authorize.. 294 beat.on 3, ll, 19, 37, 33, 36, 47, 58, b\ad,.429
automate.335 155, l@, 219, 279, Za3, 374, 333, blindfold. 76
avail 4O1 394, 408, 431,433, 488,49r, s34, blink. 166
avenge . 68 536,598 blister.484
aver 98, 114, 608 beat dom 7, 10, 33 blitz 333
avenge6 69,70,71,45O beat out 19, 29, 33 blck€58,415
averaqeout164,243, 451, 507, 584 beatup 19,59,219 btmk in 59
avert..376 beat up on 20 blmk up 6, 484
avoid.... 20, 27, 47, 82, 287, beryer away 169,223 bloom . 2O4
avow 114 'aA beckoa r 246,292,32O blossom. 204
awake c 77,95,254,497 become..o- 15, 38, 75, 80, 451, 453, blot r 283, 415
awaken .95, 25O, 254, 429, 491,496, 530, 532, 537, 539, 540, 542 blow..- 8, 9, 11, 12, 79, 25, 26, 29,
602 beddom 130 44, 7 8, tZ7, 744, 283, 374, 332, 4@,
awafi, ... 27 4, 419 , 598 b€ep 491 480, 497, 494, 502, 552,
babbte.116,332 beg 6
92, 98, 7O3, 714, l7A, 292, 3O3, blowout8,19 'ss
babble on 148 369,586, 587, 594, 599,6@,601, blow over 9
babysit. 179 603, 605, 606, 608 blow up 8, 9, 13, 79, 21, 24, 38, 59,
back..a 2, 26, 37, 58, 12a, 23O, 232, begin..... 8, 9, 1 l, 41, 46, 81, aa, 89, 766, m4,480,495
296,316,334, 487,498 115, 13r, r34, 161,175,201,268, bludgeon o 333, 393,397,596
back away 4, 5, 19O, 192 za', 290, 322, 354, 364, 446, 451, bluff. 331
backdow5,222,237,604 490, 500, 583, 586, 589, 593, 603 blmder. 128, 206
back off 4, 5, 30, 190 begrudge 83, 276, 287, 588 blur o 484
back out 5 beguile 398 blurt . I 14
back rp 2, 26, 37, 7 2, 253, 578 behave ooo 65, 122,132,133,2lO blurt out 1 15
back-pedal 19O,222 behove 533 blush r 79, 337
backdate 431 belch o 138, 191,234,5O7 bluster 114,331
backtue. 156, 222 belch out 507 boast.. 98, lO5, I 14, I La, 148, 212,
backtack743, l9o,222 believe.-o. 10, 51, 100, 107, 120, 213,244,587, @6,@8,@9
badger 29 3, 393, 397, 59 6, 59 7 D 7, 242, 296, 528, 544, 547, 548, bob.127,334
ball. 234, 297 , 415 549, 600, 606 bode. 136
bake ..
482 bellow . 99, 716,7lA, 166,771,360, bog dom 483
balance oo 62, 73O, 313, 334, 343, 437, 584, 585, 608 boggle. 167, 486
487, 498,574 beltyache 148 boil6. 268, 482
balance out 492 belong... L3, l3O, 741, 20[, 257, 266 boil away 481, 482
batk. 167 belt. 128, 332 boi|dom243,426,496
ball204,499 bend.o. 58, 7a, 13O, 246, 317, 482, bolt. 728, 372, 329, 417, 427, 601
balt up 488 488 bomb t.333, 414
balloon.194,242 benefrt...6, 189, 506, 533 bombard o 58
bamboozle 336, 393 bequeath. 274, 419, 598 bond, ) 62, 329, 437, 572, 577
baa...34,37,58,377 berate. 370 bone up 219
band. 141 lxseech 774, 292, 369, 59 4, 60l b@. 32O
baady 441,465 b€set o 58, 445 bmk... 58, 208, 275,32O,367,394,
baag.. 78, ZO5, 219, 3L3, 345, 4O7, bestow. 4O4 594
497,502 bet rt.
10O, 7O3, 223, 27 6, 279, 300, boom . 116, 131
bang on 148 409, 59a,604 bmmout 116, 131,491
banish .376, 428, 595 beiay..429 b@merang156,?22
ba0ka.2ZZ,229 better . 65 b@t. 314, 385, 414
batter 714, 457,471 beware o 213 boze 336
bar x 377, 433, 595 bicker. 148, 236, 332, 457, 47'1, 472, bore..o 2O5, 240, 333, 385, 43f, 44S
baryain.782,263 580 be bom 29, 278, 2A5, 297, &1, 475,
barge 2O5, 2O8, 247, 27 l, 333 bicycle 128 -.
433, 445,592
bnge in 22o bid.. 92, 778, 184, 27 5, 292, 29a, 42O, borow... 188, 335, 375, 4O2, 588
bdk. 116, 118, 166, 171, 360, 584, 585 587,598 botch 336
bmstomlz7,337 bike. 128 bother... 13, 82, 89,146,148,149,
bmage 58,445 bitk 413 264,445,506, 531,532, 534, 536, 589
barel 128 bill . 296, 347 , 351 , 372, 592 bottle .555
bnricade. 317 biUet 318 boftom out 164
barter o 335, 367 billow. 129, 138 bounce.. 127, 128, 138, 215, 315, 334,
base o.o.. 409 bind ...
19, 30, 33,58,247 ,266,294, 393, 397, 402, 403, 483, 4A7, 498, 596
bash .
58, 314, 317, 333 3t2,329,383, 427,498, 601, 608 bounce back 189
bask. 197, 200 bind over 35, 292 bound.- 58, 128, 138
bat .o 335 bhge224 bow..232,246
bathe.. 13O, 383 bitch 148, 332 bowdom246
batten 312 bite a 58, 744,205,385 bowl.o 128,335
batter..283, 317, 333, 431 bivouac 130 box.335
battle.. 88, 754, 156, 239, 264, 333, blab 148,244 brace o 55, 345, 371
458,46E,472,5A3 blacken o 484 bracket 330, 437
bawl. 1l6, ll8, 166, 171, 332, 585 blackmail . 294, 393,397 , 447 , 596, 597 brag . 98, 1O5, I 14, 118, 74a,244,5a7,
bay 166, UB blag 331 606,608,609
be ocooo 9, 15, 68, 69, 73,75, aO,73O, blame oi.51,
58, 370, ,105 brainw as}]. 29 4, 397, 597
270, 4sO,453,520,521, s25, 530, blanch. 167 btake.254, 432,602
532, s34, 535, 536, 537, 539, 540, blare o 491 brmch ofI 127, 131
541, 542, 552,562, 564 blare out 491 branch out 143
beach 476, 487 , 498 blaspheme 155 btnd. 278, 282, 347, 351, 591, 592,
bem. 1 16, 729, 166, 26a, 315, 498, blast.. 283, 314, 333, 385, 431, 491 593,594
585, 610 blast out 491 brawl 337, 458
beam dom 127, 315, 499 blather 148, 332 btay 716,332
bem up 127, 315, 499 blather on 148 brzen out 555

632
break Verb Index choose

breakar 5, 6, 4, 72, 19, 22, 30, 37, burgle o 58, 336 cast... 13, 275, 314, 315, 316, 351,
36,39,44, 55, 58, 78, 137,783, r9r, bum oooo 5, 6, 9, 79,20,32,58,63,79, 386,406
204, 206, 208, 232, 234, 240, 266, 92,137,268,284,333, 43r, 480, 481 cast aromd/about 181
319, 333, 381, 391, 40o,402,4ZO, blm dom 8, 19, 48o cast off 13
480, 545, 590, 596 bum off 19,20 castigate r 370
breakaway 4,792 bum out 64, 68 cataPult. 143, 248, 314, 498
break dom 6, 8, 9, 72, 79, 30, 31, 59, bumup8, 19,2n,44o catch.... 23, 25, 27, 36, 42, 47, 50, 57,
391, 485 burow. 127, 132, 333 53, 5a, 708, 2@, 228, 284, 289, 316,
break in 2, ll,
21, 30, 715, 22O, @5 buEt.. 78, lZ8, 206, 237, 261, 333, 318, 362, 364, 3a3, 3a5, ia7, 407,
break off 2, 9, 24, 30, 47, 266, 465, 447, 480 408, 447 ,498, 590, 596, 598
556 burst out 81, ll5, 199,206 catch on 10, 25O
break out 4, 9, 199 bury oo 284, 313, 383 catch out 39, 318
break through 2, 7 bus 128,319,498 catch up 7, 35, 59, 279,226,266,386
breal up 8, 19, 30, 183, 391, 459, 485, buk 335 catch up with 32
490,495 bust. 58 categorize 351
breakfast 134 bustle 128,261,334 cater ..
182, 184,249,251,252
brcathe... 116,32E,395 btsy 66,29O, 445 cause .)a 40,276,294
bteed a. 12, 294, 295, 458 butcher.336 caution .
98, 714,155,292,3@,339,
bteeze 128,239,334 bttt. 232,377 ,333 345, 582, 583, 591, 599, 600, 601, 608
brew up 49O b!ft ia 175, ZZO, 268, 605, 610 @vein.222,246
bribe. 294, 336, 398 buy ooor 25, 34, 36,47,57,275,335, cavil 167
bridle 167 3@,367,594 cavort 263
briel. 339, 406, 591 bv,/ into 26, 52 cease.i 81, 88, S89
brighten.268, 483, 484 buy off 33 cede o 419
brighten up 483, 551 buy out 35 celebrate 13 .-
brim.26l buy up 25 cement. 312
brim over 261 bwc 728,729,267,334 censure a 3T0
bring.o-. 23, 46, 27 5, 289, 294, 379, ttwofIl2T centre ..
130, 157 , 225, 406, 4O7 , 444,
323, 345, 367, 405, 419, 422, 428, cable 1 14, ll8, 27 5, 3O3, 315, 421, 598, 497, 500, 598
449,594,598 602,60.3 cefify .98,282,347 ,351, 591, 592
bring about 40 cacYJe 176, 767, 268, 585, 610 chafe 155, 156,167 ,258,484
bring alonS 24 caddie 179 chaia. 372, 329, 427, 6OL
bring back,lO ad9e375,4OZ chain-smoke 336
bring dom 19, 30 Giole o 293, 331, 393,398, 596, 597 challenge ... 1 L4, 292,34o,356,406,
bring fomild 35, 56 calolate.- 100, 108, 111, 528, 606, 429,597,607
bring in 35, 40 @9 chance. 82, 85, 90, 288, 555
bring off 4l call..a 11, 33, 40, 54, 56, 58, 116, change..... 5, 12, 22, 23, 25, 30, 42,
bringon 40 117, I tA, 127, 128, 138, 150, 178, 5a, 143, 792, 793, 2O1, 204, 207, 233,
bring out ,10 185, 225, 229, 27 8, 282, 292, 320, 242, 248, 380, 390, 395, 416 424, 479,
bring round 21, 53, 430 364, 547,549, 578, 547, 592 495, 578, 587, 588, 590, 595, 597,
bring to 21 callback 11,56, 578 598, @2
bring up 24, 35, 56, 27 8, 294, 324 call for 27, 49 change dom 13, 248
bristle. 167, 261, 268, 585 call in 11, 225 change over 13, 792,24A,588
broadcast o.o 315 call of{ 35 change up 13
broaden . m4, 426, 483 call out 33, 54, 176,719,42O channel o 313, 394
broaden out 483 call up 1 1, 35, 56, 578 chmt.. 99, 116, 608
brood o 148, 218, 236,579, 58O, @4 calm dom . 483, 486 chat.179,482
browbeat 393, 397, 596 campaign i 92, 154,778,185,2o2, chilactedze .. 58, 347,351,592
brom. 482 s82,583,587 charge o...
2, 13, 21, 42, 55, 70, 7 l, 95,
browse c 73O, 224, 237, 24O cancel .- 58 72a,276,372, 432,447, 578, 594
bruise.. 137, 4EO cane 58 charge up 21
brush o. 127, 138, 151, 155, 271, 315, cannon 2O5.215 cham o 331, 375, 393, 398, 413, 595,
319,334,417,442, 505 can@dle 458 596
bubble. 129, 732, 261, 268 canter 12'8,499 choe ooo 128, 752,333,376, 4OZ, 414,
bubble over 268 canv6s o 178, 179 595
buck. 127 cap.. 306,442 chdten 58, 394, 398, 596
bucket 128 caper 128 chat.. 748, 244, 457, 47 7, 47 z, 6oa
bucket dom 551 capitalize.224,360 chatter. 148
buckle o 480 capitulate . 246 chauffeur 319
buckle dom 250 capsize. 487 cheat oo 58, 336, 40O, 413
budge .486, 487 caption 3O4 check oooo 13, 25, 36, 41, 65, 100, lO8,
budSet. 182, 7a4, 295, 360, 37 2, 594 captue .- 284, 386,406, 596 77t, 187, 208, 225, 234, 263, 320,
bug. 534, 536 carc.-o 10,69, 107, 148, 181, 184, 394, 476,441, 578, 5A6, 603, 606,6[B
build io.5, 29, 40,2M,224,242, 587 chrck in 2, 25, 35
33s, 394, 395, 409, 486, 590 arcen 727 chskoff39
build up 6, 30, 3 7, 4O , 242, 357 , 483 , career o 128 ch(k out 4, 35, 36
486 caricature 351 chsk up 13, 225
build up to 41 carp.14E,767,579 cheer up.65, 486
bulge o 131, 261 carFt. 442 chew i 144, 768,224,336
bulkup 483 carry ..... 6, 23, 37, 39, 42, 47, 4A, 49, chicken 232
bulldore. 323, 333, 393, 397, 449, 596 129,379,322,323 chide o 339, 370
bullshit 331 carry o1125,47 chill..432, 481
bully - 336, 393, 397, 596 carry on 5, 71, 13, 41, al, ,48, 263, chime o 262
bm 138 264,578, s89 chimein 115, 262, 268, 610
bmble 336 carry out 4 1 chink 491
bump a727,155, 2o5, 334 carry over 2O8,254, 395, 431, 50O, 59O, chip. 137, 333, 480
bunch up 489 594,602 chip away 168
bundle.3l3 carry thrcuth 41 chip in 115, 268, 610
bundle off 428 cart. 319 chiry 116
bung 313 cartwheel 127 chiirup 116
bungle.335 carue x275,377,335, 367, 379, 381, chiwy 293, 32O, 393,397,596,597
buoy.58 385, 391, 408, 415, 594, 595, 596 choke a
58,224,254, 43r, 443, 480
burble 99, r16, 129, 148, 581, 608 caPe up 391 chomp 144,336
burble on 148 cascade o 129, 131 ch@se €- 13, 25, 54, 49, 91, 172,
burden . 445 cash in . 224 190, 270, 295, 351, 37 1, 37 5, 57 a,

633
 chop Verb Index contend
585, 588, 593, 594 co-author.441 comlrensate 1 76 , lal , lE4, 26E, 37O
chop.. 333, 381, 391, 596 cou. 293,3m,37 5, 398, 413, 415, 595 comlEte i. -4, 13, 94, 744, 145, 754,
chop up 391 cobble o 33O t79, 184, t9A, 45A, 47 1, 47 2, 582,
chortle 116, 337 cocoon 378, 383 583,587
chorus 114 code-name 278 complain
christen. 278 coerce c 294, 393,397 , 596, 597
-{ 11, 98, 1O5, 114, 118,
748, 272, 213, 244,s81, @6, 60E, 6@
chronicle . 106 coexist 461 complete s 29, 30, 4lO, 54, 59
chtck. 27 4, 314, 3 59, 41 4 cogitate 148, 218, 579 compliment . 406
chuck in 554 cohabit 458 comply .. 262
chuckup 554 cohere 460 :ompofi322
chuckle . 1 16, 767 ,236,337, 584, 585, coil. 131, 482, 498 compose.o 15, 65, 450
605 coin. 555 compress. 390, 482
chug. 129, 334 coin in 555 comprik { 15, 450
chum. 334, 4E4 coincide ..460, 461 compromise oo 64, 222, 237, 461, 47 2,
circle.. 127, 158 collaborate. 94, 19 5, 798, 223, 263, @4
cirolate.. 143, 487 4fi,47L,472,590, ffi4 con o 331, 393, 398,413,596, 597
... 347 ,351,352, 592
cite collapse ... 2, 8, 143 conceal
- 378
clack 491 collecl a.. 2, 23, 25, 42, 65, lZ9, 179, concede ... 98, lO3, 1 14, 27 4, 27 5,
claim...i 13, 25, 36, 39, 42, 44, 53, 367,375, 4a7, 5a6 419, 527 , 598, @8
55,92,98, tO4, tt4, t78,781,527, collect up 24 conceive .. 10O, 7O7,212,273,214,
578,605,606,608 collide.266,460,461 347,351,592,606
clmber. 127, 334 collcate 461 concentrate .-. 10,225,384, 4O7 , 598
clmour .92, 178, 587 collud€ 94, 195, 198, 460 conceptualize 35 1
clamp . 58, 283, 312,329, 411, 427 colonize 58 concern.-. 32, 48, 53, 445, 447, 531,
clamp dom 220 colour . 284 534,536
clang 78, 334 comb . 24O,372 concertina 482
ctank 334 combine.... 61, 62, 437, 5L2, 573 conclude.i 11, 98, l0O, 114, 115, 134,
clap. 313, 408 come ccc x 2, 9, 7 5, a7, aZ, 88, 89, 94, 441, 464,507, 528, @8
ctarify..529 96, 724, t26, 727, L34, 739, 162, 169, coner. 98, 99, 100, ll5, 197, 457, 471,
clash.. 457, 458, 460 t88, 199, 206, 213, 237, 234, 239, 608
class . 347, 351, 592 243, 248, 249, 253, 254, 27 0, 451, condemn o.. 294, 347 ,357,37O,43O,
classify.. 347, 351, 592 4s3,522, s23,525,552, s63, 564, 590 592,593
clatter. 129, 155, 219 come about 10, 519 condense. 2O4, 234, 390, 481, 590
claw. 168, 333 come across 52, 133, 159, 161, 451 condescend 89, 246
clean ...12, 58, 137,319,402,soa come atong 2, 6, 10, 133 condition . 294, 394,398, 596,597
clean up 13, 152 come around/round lO, 17, 72, 13, cotduct.). 12, 322
cleanse . 40O 247,253 coiler . 4U,457 ,477, 472
cleu.... 6, 8, 22, 30, 37, 39, 45, 234, come back 6, 70,24a,249 confess.o 98, 103, 104, 105, 106, 110,
294, 3t9, 37 7, 37 3, 37 6, 40o, 402, come betwen 62 t t4, 178, 244, 245, 242, 420, 602,
483, 594 come by 26 606,607,608, @9
cleat away 73,24, 578 come dom 2, 6, 773,794,2O1,2O2, confide. 98, lO5, lL4, l7a, 199, 4ZO,
clear off 4 220,242, 553 602,fi8
cleat out4,22 come down on 56 confne cc 426,428
clear up 6, 9, 73,21, 31,152, 483, 578 come down to 48 confim.i. 34, 37, ,49,55,99, t0t,
cleave 247 , 333 come dom with 48 703,706, tO8,347, 351 , 3A7 , 527 ,
clench . 488 come for 35 592,606
clerk 1 79 come foruard 13 confiscate.375
click. 327, 459,491, 519 come in 2, 4, lO,138,22O conflate 61, 437
climax 268, 507 come in for 48 conflict oo 460
climb ..o 2, 5, 72,127,73a,143,173, come into 26, 50 coafom.)247,251, 262,608
794,242,27t,334 come off 7, 41, 133 conftont o.. 5E, 340, 445
climb dowl 5, 222, 237, 604 come on 8, 9, 88, 133 confuse...437
ctinch r.441, 555 come on to 39, 56 congratulate .. 64,369, 406
cliag.. 74O,23O,247 come out 6, 7, 9, 13, 7 5, 144, 145, 155, coniecture 98, l0o, 7O7, @6
clink 61, 15S, 345, 447,512,515,517, 162, 199,202, 451,453, 5 19, 582 conjoin 61,437,512
582 come out with 55 conjure o 375, 415, 595
clip. 247, 312, 329, 37 6, 4O2, 40,6, 471, come over 53, 75, 133, 159, 161, 451 coniure up 415
414, 427, 49A, 595,60t, 602 come through 2, 7 ,1a4,226,269 connect .p 61, 247,251,266,312
cloak 383 come to 12 4tt, 421, 42/, 437, 45g:, 501" 5D:,
clobber o 58 come under 43, 44, 50 513,601,602,608
clock. 234, 360 come up 2, 6, 10, 184, 253 connect up 427
cltrk in 164, 451 come up against 43 connive 94, 17O,198, 460, 471
clo8. 59 come up for 43 conscript 395
clog up 59, 484 come up to 46 consent.97,247
close ..... 2, 3, 8, 22,30,78,134, 164, come up with 26, 52 oe 51,a4,L0[,1o7,772,
consider
t7 5,227,283,364, 446,450, 4a5, come upon 27, 53 278,282,296, 347,351, 52A, 547 ,
4E8,500, sE6 comfort a 532 548, 549, 550, 597, 592, 593,594,
close dom 8, 30, 485 command o. 98, lO3, 174, 292, 3O3, 600,609
close in Z, lO, 227 599, 600, 601, 603, 608 consiSn . 428
close off 35 commence o 81, 88, 490, 589 consist..o 196, 213, 451
close up 6, 22, 485 commend. 369. 406, 42O, 427 console o I 14, 300,37O, 445
cloud .268, 484 comment 11, 9A, lO4, lO5,714, consrt 263
clout 408 7t8, 163,-.278, 226, 604, 605, 608 conspirc .90, 94, 154, 460, 471,5a3
club. 141, 431 commentate . 218 constitute { 15, 45O
cluck 157, 166,167,236 commirerate 263 constrain o 294
clump 128, 140 commission .. 295, 351 constrict o 484
clunk 155,219,334 commit.... 34, 42, 64, 251, 356, 37O, construct ..379, 415, 595
cluster o 129, 140, 158 37 2, 4tO, 4t9, 426, 42A, $3, @Z construe . 322,347, 351, 592
clutch .. 168 commune 263 consult... 263, 339, 356, 406, 457,
clutter . 443 communicate i 332, 42O, 457, 459, 469,471,591
clutter up 443 471 contactr. 340
coalesce 2O4 commute . 172,19L,253,424, 585, 588 contain
coarren 481, 488 compare i.. 61, 136, 262, 421, 437 -i 41, 48, 51, 65
contemplate a 84 5a8
,287 ,
coast 128, 138,254 compartmentalize 39 1 contend
coat.383,442 compel o. 294 - 98, lO3,
4sE,471,527, fia
1O4, 174, 179, 264,

634
content Verb Index depreciate
content.445 ceep.. 78, 127, L28,132, l3a,2O8, dazzf,e .. 445
continue.-- 9, 11, 41, 81, 88, f15, 334,45t deal.... 23, 25, ,9a, 264, 267, 27 4
t26, t3t, 134, 161, 264, 354, 45t, ctep trp 22O, 227, 242, 525 dealott24,43,419
490,583,589 aib 188,375,588 deal with 48
contort 488 cinSe o 167 debar 377
contract .o 91, 232,269,4a2 crinkle 488 debate oo 84, 85, 106, lO7, ll2,332,
contract out 419 crisp 482 447,464,472,6@
contrast..6l, 437, 460 aiss-tross o 468 debilitate 58
contribute ... 13, 25O,25L,257, 479, citicize 59, 370 debit 432
435,@2 -
qoak7l6,332 decamp 265
contrive a 89 crmn. 116, 332 decant 394
contol .fi 26, 30, 31, 32, 65 sop..376 deceive.65, 341, 393, 398, 595
convalere 189 soss aa 27,44, 45, 53,54,66,127, decide.o... 10, 49, 51, 53, 91, l0O,
convene . 490 ?nE, 253, 319, 402, 464, 590 107, r08, 109, 772, 756, 202, 29 5,
convetge) 227,4@ ooss off 19 300, 345, 410, 528, 529, 582, 583,
conve$e r 457, 471 cross out 19 599,605,606,609
convert .D 204, 242,248,39O,424, coss-breed 62, 437, 512 decide on 52
432,451, 495,496,590, 598, 602 qoss-check 343, 441 deck.442
convict 40O qoss-examine 339, 406, 591 declaim 99, 116, 608
-.
convince o... 53, 294, 30O, 40O qouch o 78, 130 declare ooo 39, 55, 98, 103, 105, 106,
convoy 319 crouch dom 130 7 t4, tta, tao, 278, 282, 296, 323,
conwlse 484 crow. 98, 716, 174, 744, 236, 264, 5AO, 549, 592, 6tfi , @7, @7, 608, fig
c@ o I 16, 166, 167, 236, 23a, 5A4, 5a5, 58r,610 decline.- 5, ll, 7 2, a9, 17 3, 194, 2Ol,
605 crowba 333 242
cook.... 5, 12, 27, 29, 27 5, 335, 367, crowd, 138, 158, 2O8, 394, 499, 590 decompose. 204, 481
482,578, 594 ilowd.in22O decorate ... 306, 442
cmkup 29, 52 cown . 278 , 364, 446 decouple 61, 377
cml oo 257, 4E1, 4E6, 554 cruise.o 128, 254 denease .. 72, 173, 194,2O1,242,3aO,
cml dom 4E1, 486 crumble oo 204, 208,242,48O,59O 424,482,50t,602
cml ofJ 481 crumple o 143, 482 deqee.98, 103
co-opente a 263, 460, 472 crumple up 483 decry. 347, 351, 592
co-opt 39 5, 397, 412, 59 6 crunch . 129, 205, 224,334,49L dedicate.. 419, 426
co-ordinate . 62, 51 4 crusde 154, 178,582 deduce . 100, 108, 1r4, 375, 607, 608,
cop 555 crush 59, 317, 333, 431 609
cope...7,264,267 cry a.-. 12, 99, 716, lla, 264, 337, @A deduct.. 376
copulate 458 cry off 5 dem..278,282,296, 547, 548, 549,
copy.. 188, 375, 394, 411 cryout 12, 54, 99, 116, 608 592
corner. 132, 133 cry out for 49 deepen .. 481, 482,4A4, 4AA
corect
-1 15, 303, 603 crystallize 481, 486 default.222
corelate . 251, 421 , 437,460, 513, fiL, oddle o 467 defeal ccc 279
602,604 oddle up 14O, 253, 458, 608 defect. 191, 248, 253, 588
correspond . 251, 457, 4&,471, @8 odgel333 detead q..13,22,37 , 55,344, 574
cofiode 480 oll. 375 defer. 85, 246
costa..39,42,70, 276, 306, 533, 53E culminate. 2O1, 268 define... 109, 351
cost out 39, 306 ep 316, 383 deflate . 482
co-star . 198, 460 ardle 481 deflect. 315, 378, 379
cotton on 250 ore 4OO defom 480
couch 386 qtl a- 127, 130, 2O4, 314, 3'l 6, 335, defraud .400, 413
cough up o 70, 142,372,586 4a2, 488,498,499 defrost 481, 482
counsel.. 1 14, 21a, 292, 356, 406, 598, orl up 204 dely x292
601 ors . 332 degenerate . 2O4
count
-.6, 12,13,51,159, 161, 184, sttsy 246 degrade. 485
222, 226, 229, 25 6, 257, 27 a, 282, oroe. 131, 482 dehydrate.484
328, 35r, 496, sO3, szs, s47, S7A, oshion. 344, 378 deign 89
583,592,594 flss 166 delay...85
count against 38 ilt..... 19, 22, 30, 40, 47, 44, 59, 63, delegate .295, 419
count on/upon 84 137, 157, 240, 241, 27 5, 306, 379, deliberate 144, 744,214,236, 579,
count out 24 333, 365, 376, 381, 397, &2,474, 604 'aO,
count towards 49 415, 508, 596, 597 delight 197, 532
count up 52 ot across 45 -.
deliver oooo 7, 14,23,29, 42,44,54,
counter.. 99, ll5, 17 6, 268, @7, fi8, ot back 13, 30, 225, 578 379,394,419,574, s94
610 at dom 13, 19,30,225,424,574 delude. 65, 30O, 398
couple a 312, 329, 427, 437, @l at in 11, 115, 220, 605 deluge 58, 44O
coEe 129 ot off24, 30, 35, 56, 59 delve.132, 138,206
court a 468 fltout 8, 24, 30, 35 , 47, 44,554 demand ....
13, 49,92,98, lO3,706,
covet.aa 22, 27, 28, 45, 47, 44, 55, fltup 19,35,391 174, 37 s, 574, @, @6, @7, 608, 6@
69, 17 9, 344, 383, 442, 450 cycle 128 demem o 64
cover up 27,39,779
-
dab. 168, 313, 442 demerge 377, 485
cow 393, 397, 596 dabble. 198, 264 demobilize 489
crack e 137, 480, 491 dally 237,263 demonstrate.o. 12, lO1, 1O5, 1O8, 1O9,
aackdom 220 dmage...59, 137 110, 111, 154, t7A, tEO, 202, 427,
gackle o 334 dmce ooo 2, 128, 254, 335, 4@, 466, 527,582,606,@9
cradle o 383 473 demote. 424,428
cm..182,2O8,283, 313, 406, 443 dmgle o 130, 317, 324, 449,498 denote. 101
crme 130 due..89,96,292 denounce
- 347, 3 51,429, 592
qmkup 284 ddken .484, 486 denude 40O
qash a 129, 205, 333, 4E0, 498 dart. 128, 131, 357 deny oooo 55, 85, 98, 7O4, 27 4, 527,
qash-land 480 dash 6127, 314, 319, 345 589
qave o 92, 1E0, 587 date
-.10, 14, 190, 433, 468 depart.. 16, 183, r90, 191
cawl 6 L27, 128, 132, 267, 334 date back 73, 253 depead,.. a 222, 226, 229
creak. 78 daub c 313, 42 depict..347, 351, 592
crease.482, 484 dawdle 237 deport. 376, 428, 595
qease up 486 daM o 79 depose.353
create ,ro 29, 40 , 379 , 415 , 595 dam on 531, 534 deposit. 313
aedtt (
lOO, 422, 432, 447, @l daydteaml48,272 depreciate. 156, 173, 483

635
 depress Verb Index eddy

depress r 532 disconnect. 377 douse. 383, 442

deprive .. 40O discontinue. 81 dovetail. 61, 437, 514, 517
depute 295 discourage.o 86, 377 dowse 181
deputize 179 discouEe 144, 748,218, 579 draft oo 59, 384, 394, 596
denil. 480 discover oo.o 25, 37, 51, 10O, f08, f 1 1, drag i. 138, 316, 379, 32O, 333, 393,
deriYe r. 188, 375, 5O1, 588 296, s28, 529, 600, 606, @9 394,413
descend .. 143, 206,22O,227 ,238, discdminate . 154,172,2O3, 5AZ dra8oon 393, 397, 596
244,604 disass...e 55, 106, 1@, 112, 464, dtaia.. 727, 129, 737, 191, 213, 319,
describe.-..45, 55, 85, 106, 109, 472,609 376,4@,487,500,505, 507, 508, 588
L17,2A7,347 ,3sl, 42n, 584,592, @9 disdain 89 drape.313, 316, 383, 442
desensitize 429 disembark 191 draw o.o.. 7, 12,22,23,25,24, $,37,
desert.. 191, 370 disengage 191, 377,476, 487,498 42, 44, 57, 53, 54, 727, 728, t54, 224,
deserye... 85, 93, 589 disentmgle 377 2a3, 375, 379, 323, 37 5, 379, 394,
design 29, 40, 29 5, 37 1, 594 disgrace . 64 406, 427,43t, 435, 454, 578
designate
-....
278, 347,357,372, 592, disguise o.68, 351 draw in 6, 35
593, s94 dislike oo 83, 287, 340, 544, 588 dnw oft24
desire ..92, 291, 601 dislodge. 376 draw on lQ 39
desist 1E6, 190 dismiss ...
347, 351,376, 592 draw out 33, 54
despat .767 ,272, Zl3 dispatch.295, 315, 320 draw tp 24, 40, 66, 433
despise.370 dispe$e ) 266,267,479 drawt 116, 332
destroy.a. 19, 30, 59 disperse..487, 489 dread,..84,92,100, 287, 588, 5E9, 605
detach. 191, 37 7, 487, 498, 588 display... 137, 421, 5O8 dream .i 10O, 748,272,273,337,581
detail... 106, 295 dispose oo 213 drench o 59
detect... 108, 109 dispossess o 379, 40O drcss.... 12, 21, 22, 27, 68, 732, 184,
deter oo 377 dispute 6 99, 706,441, 464,606 799,zto
detemine....49, 51, 91, 10O, 107, disqualify. 376 dress dom 13, 56
l08, 109, I I l, lt2,524,529, fis, dissent 190 &ess up 13, 38, 64, 767, 799, 324
606,609 dissipate.48l dnbble. 729, 3l3, 417, 49a
detest.83 [email protected] drift ..78, 127 , 729 , 143 , 457
detonate o 491 dissolve r. 206, 487,4a2,483 drift off 254
detour 143 dissuade. 377 drill oo 181, 205, 240, 333, 385
detract. 19O distance. 377 drink.... 12, f3, 20, f88, 336, 43f,
devalue.365 distend 484 578
develop o.-. 5, 8, 21,, 30, 40, 47, 188, distil. 375, 390, 595 drink in 52
204,233, 443,490,563, 564, 587, 590 distinguish a
61, 65,772,377 drink to 37
deviate. 190 distort.. 59, 484 drink up 13, 20, 578
devolve .227, 419, 5O7 distract.. 376 dnp. 729, 261, 3L3, 335, 498
devote o€ 426, 433 distress. 531 drive.o... 12, 23, 26, 53, L28, 129,
diagnose.. 282, 347,351,445, 597, distribute .o. 361, 41 7, 419 283, 29 4, 373, 314, 316, 319, 320,
592 disturb o. 531, 532 394, 414, 430, 538, 578, 598
dicker 148, 236, 457 ,477,58O ditch o 487, 498 drive out 30
dictate .. 98, l0l, 106,7O9,11O,246, dither. 148, 236, 58O dnzAe 373,477,443,557
2s2, 420,602,60,6 dive.. 7 Z, 727, 128, 138, L7 3, 194, 2O8, drone 332
die..... 8, 16, 42, 7 6, 87, 92, LBO, 785, 242,335 drone on 148
t89,273, 5a7 diver8e . 189, 791,460, 461 drool 144, 145,767,236, 5a4
die away 9 diversify. 206 droop. 131
die back 6 divert .. 191, 253, 315,32O,321,376, drop.... 2, 3, 5, 23, 30, 34, 37, 41, 44,
die down 6 378,431,505,588 59, 72, ),27, 130, r43, 773, 194, 201,
die out 9 divest 40O 232, 242, 3r3, 424, 483, 488, 498,
differ .. 144, 748,163, 189,2O7,218, divide.oo. 5, 22, 30, 45, 2O4, 324, 361, 499,602
236, 457, 460, 472,579, s80, 604 365, 377,381,391,485, 495, 590, drop away 7,731
dllfercntiate.772,377 595,596 drop by 1 1, 28, 578
diftuse. 129, 143, 315, 498, 507 divide off 30 drop in 11, 225
di8... 132, 187, 2O5, 206, z0a, 24O, divide up 25, 30, 361, 391 drop oft 6, 72, 24, 254, 3L3
313, 333, 394, 414, 498, 590 divine 100, 108, 181, 606 drop out 5
digin 68 diYorce.. 59,377 , 459,468 drom oo 63, l9a,476,48O
digest. 481 diwlge o 98, 106, 42O, 602, 606 drum . 104, 219, 345,395,4O7,414,
dignify 351 do cxcc 6,42,53,59,71, l2'1, 136, 545, 598
digress 190 275, 276,297 ,347,367 ,413, 433, dry... 481
dilate o 484 447 ,464,520,53A, 594, 598 dry off 481
dilute..384, 443, 481 d,o away 266,267 dryout 481, 489
dim .483, 484, 486 do dom 56 dry up 481
diminish ..482 do lot 32 dub..278, 351, 390, 594
dine ... 134,224 do in 19 dtck. 127 , 73O,232
dip a 127, 137, 77 3, 194, 2O7, 2O8, do out 324 duel 458
242, 373, 344, 394, 590, 596 do over 19, 41 duU . 481, 483
direct ... 1 2, 98, 1O3,292,32O,345, dotp 21,22,30,6,324 dump ... 220, 313,394, 4O5,447
357,359,3@,407, 42a,437, 434, 600 do without 13, 44, 52, 578 dunk o 384
disabuse 40O dock. 266, 27 6, 373, 487, 49a dupe o 336, 393, 398, 596
disa8ree..99, l0O, 103, 144, 148, 163, dodge. 127, 333 dust. 313, 443
218, 236, 262, 266, 457, 47 t, 47 2, dou up 64 dust dom 68
579,580,581,604 dweil. 13O, 218
disappear... 3, 8, 143
dominate
-. 13, 32,47,336,578
donate o.419 eatmark.295,372, 594
disappoint... 531 doom..294,43O eatn.a 12, 25, 44, 70, 27 6, 335, 57 I
disapprove c 272,213 dope. 44O ease ... 727 ,283, 333, 482
di$m.68 dose 440 ease off483
disassciate 377 dose up 440 easetp 226
disband o 489 doss 130 eat...oo 13, 14, 20, 53, 59, 732, l8A,
disbeliev€. 1OO, 197 doss down 130 205,336,578
discem. 10O, 1O8, 606 dote 219 eat away 19, 168
discharge.o 315 double ooo 160, 2O1,457, 482 eattp 20,47
discipline i 65, 294 double up 160, 268 ,457, 487 eaYesdtop.221
disclose .. 98, lO5,106,77O, 42O, 527 , double-check 100, 263 echo.. 115, 131, 262
529,602, 606 double-glue 306 economize 225
discolour 484 doubt ooo LOO, 7O7, 529, 606 eddy 129

636
edge Verb Index file
edge 78, lza, 256, 333, 475, 45L 589,606 @4
edit
- 58, 33O, 414 envision. 100, 1O7, 606 fake.336
educate
- 59, 356 en\y .276 fall Z, 3, 5, 6,a,72,75,127,73O,
-
eggot293 epitomize 58
-...
131, 143, 151, 173,197, 194,2O7,
ejaolate 116 equal .. 69, 45O 206, 20a, 220, 22 5, 227, 228, 233,
eject. 191, 376 eqtate.67,257,262, 437, 496, @3, 23E, 242, 248, 25t, 451, 453, 523,
elaborate. 218 608 590,604
elbow. 315, 333, 385, 414 equip a 29 4, 37 1, 44O, 59 4 fall about 12, 81, 268, 589
elect..n 34, 59, 89,91,278,357,594 equivcate 148, 236, 58O fall apart 6, I
electrmte 63 erare o 376 fall away Z, 6, 7 , 792
elevate . 432 erode oo 480, 482 fa\backZ,l9Z
eliminate.6 376 erupt..799,2.44,206 fall back on 41
elongate 482 escalaae .. ZO4, 482 fall behind 7, 28, 47,266,578
elope 456 escape.... 3, 41, 53, 82, L34, 791, 253, falldom3,7,8,79,228
emmate. 191, 5O7 531,568 fall for 3E, 52
embak ..
216, 226, 227 escort..3l9 f all ia 2, 127, 262, 263, 27 O
embarrass eo 398, 531 establish o.i ,lO, 51, 59, 67, 1OO, 108, fall into 55
embed . 313, 384, 386 771,351,447,465, 528, 529, &6,609 lall oft 2, 6
embellish o 442 estimate ....
98, I 0O, lO8, I 14,
5 1, fall on 52
embody o 58, 386 358, s28, 606, 507, 608, 609 fall out 2, 459
embrace 467
- .
etch 385, 395, ,1O8,442, 596 fall over 3
embroidu o 21E, 442 eulogize 144 fall through 7
embroil.386 evade o 82 fall to 81
emerge Ho 2, 6, 8,76,159,167,197, evaporate .481 familiarize 445
519,563,564 even out 481, 4E3 fan out 483
emigrate o 191, 253 evict o 376 fan6l.. 64, 84, lm, 278, 296, 357, 594
empathize 263 eYidence o 58 fantasize.84, 10O, 107, 148, 236, 58o,
emphasize.. 98, lO4, 706, 527, @6 evolve i
189, 193 ,2O4,256, 49O,495, s81, s89, 606
employ o 28, 34, 54, 295, 352, 386 587 file. 136
empower o 294 exact o 373, 375, tlos fm out 419
empty cc 2O8,327 , 481 examine ...
36, 39, 51 fascinate .o 532
emulsify 481 qcel. 65, 170, 198 fashion.- 379, 415, 595
enable... 294 excerpt 375 lastet, 144, 225, 23O, 372, 329, 4O7,
encapsulate.3S6 exchange oo 52, 367,441,465 497, 505, 598
encase . 383, 442 excise 376 fast toward248,3l7
enclose ). 383 excite.. 445 father o 58, 365
encourage 49, 56, 54, 46, 293 exclaim. 99, 116, 118, 167, 584, 585, fathom 1O8
-..
eacroach.127,22o,227 608 fathom out 108
enomber 58, 443, 445 exclude... 376 fatten.4Sl
end .i.. 8, 30, 46,78,715, 137,734, exese.. 65, 276, 37O,379,594 fault 37O
exeote favour or 84, 287, 588
138, 161, 164, 17 5, 199, ZOr, 264,
285, 290, 322, 354, 364, 446, 450,
- 370
exempt o 379 fam 157, 219, 236, 238, @4
4sr, 490, 500, 554, 583, s8s, 586, exert o. 64 fuc 275,421,598
s93, 603, 6r0 exhott. ll4,292,303, 599, 600, @1, fear oe 51, 84, 92, lOO, l2O, 187, 287,
end up 75, E7, 126,767,451,453 603 528,589
endear . 427 exile. 32O, 376 ieast.224,336
endeaYour o 88 eist.... 9, 224, 562, 564 feature ....
48, 194, 228, 59O
endow . 4,1O, 441 exit. 191 feed cccc 72, 22, 30, 59, 224, 27 4, 313,
endure oo 83, 86, 183, 544 exonerate. 379 323, 394, 41O, 4r9, 440, 489, 598, 601
enfold 383 expand... 5, 218, 482 fed up 30
engage..o 1 98, 263, 264, 3a6, 487 expect 6, 42,57,92,|00,296,
-.oo feel ..... 16, 20, 57,75,76, aO, lOO,
engrave . 304, 385,4O8, 442,596 401, 528, 578, 600, 601, 605 708, t2t, 132, 150, 187, ZlO, 2l7,
enioin292,377 experience.... 39, 51 27 A, 2a9, 296, 29A, 308, 3r8, 333,
experiment.o 223, 264, 267 340, 435, 450, 451, 453,527,522,
enioy
-.. 47, 51, 66, a3, 544,
enlarge.2l8,482
557
expiate 181 524, 528,539, 540, 547,542, 547,
enlighten.356 explain ...-
11, 55, 65, 98, 105, 106, 548, 549, 596, 600
enlist o 160, 200, 295,492,5Ol 109, 1r0, I I l, 114,118,420, sZ7, feiSn o 88
enquire. 163 529, s78,602,60,6, @7, @8, @9 Ieiat727
enrage o 58 explain away 56 fell.... l9
.
enrol 144, 180, 2OO,324,492,5O7 *plode oo 1 16, 1 $, 242, 268, 333, fend . I 79
ensconce 313 491, 610 fement . 481
enshrine . 3E6 explore..o 181, 372, 586 feret 132
enshroud 383 export.o 335, 419, 421 fenet around/about 181
enslave 426 expose oco 66, 347,351,433,592 ferry. 319
ensnare 384 expostulate 1 16, 178, 263, 6LO festmn 383,442
ensure oi.
49, 1O1 express o.n
55, 65,322,357,42O fetcha 275,367,594
entail o 85, 287, 588 expunge 376 fetch up 127
entangle o 384, 437 extend oooo 6, 22, 30, 44, 69, 131, 183, feud.458,472
enter.... 2, 4, 27, 34, 37, 39, 46, 53, 193, 238, 242, 253, 419, 426, 450, 5AA 6.ddle.264,265,336
54, r84, 2n6, 314, 37 3, 3E4, 394, s7a qtort 375 6ddle about 264, 265
enter into 49 qtract..306, 375, 376 frdget 255
enthrone 351 extradite. 376, 428, 595
extapolate 188, 375, 5EE
6ght
-... 12, 79, 37, 42, 44, 51, 56,
88, 148, 154, t7a, 179, 184, 236, 238,
enthuse o 98, 116, 148, 236, 580, 581,
605,608 trtricate379 . 264, 333, 340' 37 3, 417, 441, 457,
entice.294, 320, 398 qude o 4E8, 507 458, 466, 46A, 47 1, 47 2, 57 4, 579,
entitle.i 294, 3O4 mlt 116, 178, 167, 797, 585 580, 582, 587
entomb 383 eyec 323 frght back 13, 52, 154
entrap 393, 398, 596 fabricate.379 6ght dom 52
enfieat 114,292,303, 599, 600, 601, face.....39, 42, 45, 51, 84, 131, 445 6ght off 19, 31
603 face dom 33 6tht out 466, 556
entrench o 67 face up to 52 6gure ... 100, 1O7 , l7Z, l@, 198,337 ,
entrust .419, 44O, 60l factor 324, 395 451,519,@6,609
etttite o 67,437, 487 , 512 fade a
791,2O8,4a4,587 figure on 84
enunciate 332 fade away 208 frgue out 10O, 108 , l7Z, @7 , @9
envisge .. 84, 10O ,7O7 ,287 , 528, saa, fail...- 5, 7, 8, 32, a9, 198, 22a, 578, file
-.129, 178

637
 fill Verb Index glut
flll oa 6, 19, 27, 27, 37, 36, 39, 42, 45, fog484 gang up 94, 754,2ZO, 583,604
46, 47,53,261,306, 443, 481, 501, fog up 484 gape 166
603 foist 405 Eailatd,442
m in 19, 22, 46, 54, 56, 779, 406 fold,.. 79, l3O, 737, 313, 377, 3a1, 394, gasp. 176,778,336,337
fill out 6, 54 508,509 gatecash 333
fill up 6, 27, 30, 45, 46, 66, 224, 261, fold up 483 gather.a. 2, 22, 23, 47, 51, l@, 129,
443,481,501,603 follow ooooo 2, lO, 73, 27, 36, 37, 39, 140, 158,313,330,499
frlter . 127 ,138,zoa,234,247,335, 4L4 42,45, 46,48, 51,54, 58, 152, 188, gather up 24, 48
6lter out 377 306,320,395,446, 5t9, 562, 578 gawk 166
iaalize. 447, 464 follow through 5, 41,226,264,57A gawp 166
frnmce i. 335 follow up 38, 446 gue.. 77,737, 166
find..r. 25, 36, 42, 1@, rca, 27 5, f@l oo 65, 265, 341, 393, 398, 596 gear.434
27 8, 282, 284, 2a9, 296, 309, 37a, fool around 263, 255 geat lp 182,294
324, 332, 367, 3a7, 52a, 529, 547, forage o 181 gelZO4,459
548, 549, 550, 592, 594,600, 606 forbea 82, 89, 186, 19O, 589 gen up 219
find out 13, 52, 59, lOO,1O8,712,749, forbid,..85,292 generalize o 144, 148,7E8, Zl8,322,
340, 574, 579, 581, 607, 609 force..... 19, 33, 42, 283, 294, 373, 426,579
frne .. 59 320, 333, 393, 397, 405, 414, 59 6, 597 genuflect 246
finish ....
8, 9, 71, 40,47,78, 81, I 15, force back 52 geminate.204, 481
734, 139, 167, 764, 77 5, 266, 268, forecast..98, 106, 606 gestialate 144
245, 290, 322, 354, 364, 446, 450, foreclose 226 gesture. 131, 185, 255
451, 500, 578, 583, 585, 586, 593, 603 foresee.. 10O, 107, 606 get.x.. 79, 23, 25, 29, 40, 42, 47, 51,
6nish off 19, 20, 40, 175 foreteu 98, 1O7, 606 53, 70, 75, 81, 88, 89,726,732,73E,
finish up 20, 41, 75 ,A7,126, 16l,175, forewarn 30O, 339, 4OO, 591 1 41, 206, 208, Z3L, 232, 233, 234,
364, 451, 453 forge a 333, 362, 367,441,465 239, 24a, 251, 253, 27 5, 2A4, 29 4,
fire 8, 12, 21, 23, 26, 34, 53, 54, 59, forge ahead 264
-..
769, 17 0, 22O, 226, 447, 57 8 forget.... 51, 64, 84, 89, 100, 107,
305, 307, 320, 323, 324, 330, 367,
373,375,394, 413, 4l4, 415, 451,
fire away 11 ttz, 146, 148,149,2A7 , 528, 587, 453, 541, 552, 553, 590, 594, 595, 597
fire off 43, 54 588, 589, 605, 609 get about 2, 6
firm.313 forglve cc 276,37O, 594 get across 56, 252, 490, 50O
6rm up 481, 483 Iotk. 127, 131, 313, 315, 394 get ahead 7
fish ooo 12, 45, 178, 414, 5O9 fork out 70, 95, laz, 225, 37 2, Q9, 8et along 145, 459
fish out 24 586, 598 get around 2
frt.-. 6, 23, 45, 47, 127, 133, zoa, form oooo 8, 15, 29, 40, 58, ZO4, 39O, get aromd/round 6, 31, 25O, 519
29 4, 373, 37 t, 440, 57a, 59 4 450, 45r, 465,477 ,490, 495, 590 getarZO,52,56
frtin 13,35,262 fornicate 458 get away 4,24, l9O, l9Z, 4a7 , 560
fttout377,44O forsake.3TO get away with 44, 86
fit out/up 35 fottafy.66,443 get back 25, 169, 206, 237, 248, 249,
ftx.... 21, 29, 37, 34, 39, 51, 59, 91, forward. c 376,421, 595 2so,590
to7, 786, 225,27 5, 306, 3t2, 367, fossilize 481, 483 gerby7,l45,Z24
384, 407, 440,444, 497 , 594, 59a found ooo 4O get dom 3, 20, 53, 54,228,25O
6x on 52 fracture . 137, 480, 485 getin2,7,22O,263
6x up 27,25,35,40,440 fragment o 204, 485, 495 get in on 41
frzzfe m4 ) fiame.. 58,322,383, 442 get into 53
flailo 488 fmternize 458 get ofi 4, 9, 72, 20, 2a, 263, 57 8
flake .480 fiay .77O,48O,486 get off on 52
flamb6e 384 frcak 59, 486 get on 5, 7, 133,259,264, 459
flame o 79 tuee... 294, 37 l, 37 9, 4OO, 59 4 8et on to 56
flank o 58 fteelance 160 getoutz,4,6, lO2
flap. 334, 487, 488 freewheet 128 get over 31
flare o 48E tueeze c;c 2, 5, 6, 7 9, 254, 4L5, 48t, get round 56
flash oo 79, 127 ,138,zoa,247,275, 482,503,551 get through 7, 21, 36,47,252,57a
313,315,357,491,505 freeze over 6 getup2,3,324
flash back 248 freeze up 6, 484 Setup to 41
flatten . 66, 345, 482 frei8ht 319 .
grggle 116, 337
flatten out 483 fret. 10O, 148, 236, 580, 581 gird 371
flatter. 64, 30O, 398 frighten... 393, 397, 437, 537, 532 girdle 58, 442
flaunt. 64 frog-march 319 give..... 8, 42, 53, 54, 55, 25O, 27 4,
flavour.443 front. 23O 276,292,351, 4t9, 420, 422, 43t,
flee...3, 127 hothLl6,744,77O 538, 546, 594, 598, 602
fleece 413 homcc766,2l9 give away 25, 35, 38, 44, 56
flick. 727, 24O, 374, 37 5, 327, 37 6, 4O2, tulfil oo 66 Etveback24,274, 419
494 fulminate 148, 155 give in 73,246
flicker .
79, 127 , 157, Z3a tumble. 132, 181, 265, 336 give offlout 29
flinch. 186, 190 tume. 116, 178, l4a, 167, 236, 579, gtYe o\t 8, 24, 25 , 54
fling.. 313, 314, 376, 359, 394 s80,581, s84,585,60s give over 9, 41, 81, 426, 578
fltp. 13O, 24O, 314, 37 5, 317, 327, 498 function ..160, 451 give up 9, 25, 35, 41, 68, 81, 578
flip-tlop222 fund .... 37, 59, 335 give up on 52
flifi.264,336,457 tunnel 129,315,498 gladden 532
flit t27, 757, 77 2, t9Z,
Elatce .. 731 , 166 , 24O
Z47 fur up 484
float ... 127 , l2A , 129 , ZN , 313 , 334 , fumish..440, 442 glare. 166
483, 498 tunow 488 gleam. 79,262,268
flock o 94, 729,158,2,53 tuse. 67, 329, 437, 4AO, 512, 577 glean o 375
flood.. 129, 443, 481 tuss. 144, 157 ,236,238,265 glide. lZ7 ,12A,334
flop.727, l3O gabble 116 ghtt ) 79,215
flounce 128, 334 gad 138
flounder. 9listea.79,262,268
127 gala
-.. 25, 47, 7 l, 789, 2O7, 37 5, 588 glifter .262,268
flow ...
129, 137,743, 188,261 gain on 28 Sloat a 148, 236, 580
flush.. 79, 314, 319, 32O, 327, 414, 497 gall 531, 532 Blobalize 483
fl!fter.727,728, 487 gallivantT2T glory 197
fly cxc2,3,6,23,26,7a, L27, Da, gallop . 128, 738,32O,334, 499 gloss . 237, 305
t30, 169, 206, 376, 319, 487, s7 a galvanize 393, 398, 596 glow .. 79,262,268
fob off 59, 440 gmble r. lO2, 223, 266, 336, 4O9, 598, Slower. 131, 166
foos.-. 8, 44, 225, 375, 4O7, 4lZ, 604 8lue. 137,312,329, 5O8
488,497, 598 gambol 128 Slut 443

638
gnaw Verb Index hustle
gnaw 768,224,336 grumble. 98, lO5, 114, 118, 148, 167, hedge about 442
9o..... 3, 6, 8, 17, 72, 7 5, 81, 82, 94, 332, 579, 58r, 584, 5E5, 60E heighten 6 486
96, 70t, 114, 7t7, tta, 119, 123, 124, grunt. 116, 332 helicopter 334
726,727 , L3t,132,134, 136, tsz, Suarantee.- 91, 98, 101, 1O3, f06, help q... 4, 6, 22, 32, 66, 90, 97, 195,
156, 180, 183, 184,20n,206,208, 275, 300, 599, 605 198, 257, zffi , 265, 29 4, 298, 3ZO,
270, 22a, 233, 234, 239, 240, 248, guard o. 155 433, 446, 520, 52t, 533, 536, 544,
253, 450, 451, 4S3, 460, 560, sE9, 608 guess o{. 51, 98, r00, 107, 108, 111, 578, 601, 603
go about41,81,745,324 lt4, 138, I63, 170, 337, 584, 585, help off 446
go against 39, 43 606,607,608,609 help on 446
go ahead 5, 70,123,259,264 guest U9,228 help ott 4, 22, 260, 265, 57 A
go along 724, 733, 253, 262 8uffaw116,767,337,585 herald.58, 351
goaround/rcund 6, 13,81,94, 145, Suide n. 319, 321 herd o 320
253,263 gulp. 1r6, 394 hesitate..89
go at 41 gum 312 hew o 379, 415, 595
go away 4 gurgle. 129 rride ocx 12, 23, 27, 44, 51, 67, 316,
Eo back 7 3, 222, 249, 25O, 252, 253 gush. I 16, l7a, 129, 144, 145, 74A, 324,37a
go before 10 236, 507, 580, 581, 605 hike. 127, 334
go by 10, 52 gust 143 }:nge)222
go dom 2, 5, 7, 8, 72, 7 3, 133, 761, guzzle 336 hint x 98, to', to6,167 , t70, 584,606
t7 3, 79 4, ZOt, 228, 242, 4s7 gyrate 132 hireor 59
godom with48 hack. 128, 144, 145, 168, 2O8, 333, 555 hiss. 16, 178, 143, 166, 17 7
1

Bo for 20, 50, 52 hack away 168 hit..-. 19, 20, 32, 36, 53, 59, 30O,
goin6 haemorrhage 191, 254, 507 31 7, 335, 385, ,()8, 531, 534, 596
go in for 41 haggle .
148, 236, 332,457,477, 472, hit back 1 1, 12, 13, 19, 169, 578
go into 46, 56, 86 580 hit on 52
go off 6, 8, ll,
52, 133, 265 hail.. 188, 278, 351, 551, S94 hitout3, 11, r55, 167, 168
go on 5, E, 10, 1r, 39, 8r, 88, 115, 123, hallucinate 1oo hitch. 312, 33 4, 411, 427
126, 748, 166, 17 7, 264, 57 9, 5A9 halt n 487, 490, 498 hitchhike 128,334
go out 2, 6, 8, 9, 10,97,124,458 halve o. 482 hive off 319, 395
go out of 53 hammer oo 59, 76a, Zl9, 313, 333, 39 5, hobble. 128, 334
go over 36, 248 407,594 hobnob 263
go through 7,41,259,264 hammer away 167 hoist. 316, 319
8o through with 4l hand,.a. 27 4, 419, 598, 599 hold ooooe 6, 7, 9, 12, 20, 23, 25, 32,
8o towards 44,86 handback24,274,4l9 34,43,44,47,4a, 51, 53, 54, 70, 100,
go under 2, 7 hand down 25, 56 132, t4t, 230, 247, 274, 282, 283,
go tp 6, 7, 8, 70, 7 2, 77 3, 194, 799, hand in 25, 43 316, 317, 323, 330, 345, 364, 37 3,
2n7,242 hand on 25, 419 347, 477, 433, 441, 464, 501, 503,
gowith2T, 49 hand out 24, 54 527 , 554,574
go without 13, 44. 86, 5 78 hand over 24, 35, 43,25O,479 hold back 5, 24, 33,52,56,4a9,57a
goad o 393, 397, 596 hand round/ilound 24 hold dom 35, 48
$ob144,745,169 handle o.- 20, 26 , 3l , 39 , 133 , 323 , hold in 52
goggle 166 544 hold off 4, 31, 82
gore 431 hang oo.o 2, 6, L9,23,51,63,77,79, hold, on 4, 7 , lZ
gorge 224, 4lO, 59E 130, 131, l4l, 158,222,230,23A, hold on to 26, 52
gossip.332, 457, 471 313,442, 476, 4aO,49A hold out 13, 43, 44,174,226
gou8e. 324, 385 hang about 4, 87 hold ocer 35
govem hang aroud/round 4, a7, l4l hold together 489
-a 58333, 364, 448 hangbackz, 5,222 hold up 7, 24, 35, 39,44,357,433
Srab -. 58,168,
442 }ra0got4,7,12 hold with 52
8race.
graduate.. 191, 192, L93,797,248, hang out 4, 24, 130 holiday. l30
492,548 l]angupz,g,24,221, 4a7 , 57a holler o 1 16, ll8,766,771,1,74, la',
8raft.411 hanker.92, 152, 18O, 587 332, 360, 584, 585, 587
8Ia\t.a 98,274,419,598 happen
-... 9, 90, 251, 519 holler out I 16
grapple .88, 264, 333, 458 harangue 406 home in 225
grasp r 10O, 168, 333 harden honk 491
grassZ2T hare 128
- 156, 481 ,486,506 honour.. 297, 44O
grass up 429 hark back . 251 hmdwink398
$ate .. 155 , 2L9 , 2ZO harmonize 460 hook
- L44,206,230, 3r2, 316, 395,
graYitate 253, 257 hamess. 312, 427 471,427,497 , 494,590
grze o 336, 4E9 harp 218 hookup 427, 459
gIet )a 58, 322, 444 harp on 148 hoot 166,268, 332, 491
grieve. 58, 144, 145, 167, 141, 236, hassle 59 hop. 128, 554, 557
532,584 hasten . 90, 128 hope..-. 10, 92, 100, 120, 180, 184,
Briil . 137, 339, 406, 5O8, 591 hatch.481, 489, 491 528,586,587,605
grimace. 166, 167 hate ..o 5 1, 83, 89,92,287,291,34O, horify.. 532
Srin { 166, 337 543, 544, 557, 588, 589, 601 hot-foot 557
grind i 128, 254, 373,334,432 haul.. 319, 333, 449 hound o 376, 414, 595
gripe 148 haut up 370, 449 house....34, 48, 70, 318
groan o 98, 176,718,748,258,261, have ..... 20, 25, 29, 42,43,47,51, hover.. 13O, 132, 172
264,332,5a7,6tO 243, ZA7, 249, 298, 305, 307, 377, howl. 1 16, 166, l7a, 26a, 332, 3@
[email protected],371,594 364, 464, 465,466, 543, 596 huddte o 129, 130, 457
8rope. 132, 781, 257, 333 hazard 98, 1 14, 608 huff 116
Bround ..
386, 409,487 , 596 head,..a 23, 32, 45, 127, 783, 256, hug.o 467
group. 141, 313, 33O, 39O, 499 304,314 hum .261, 332
grouse98, 114, 118, 148, 581, 608 head off 31, 33 hump 319
grovel 127,246,336 headline . 304 hunch. 13O
grow ooooo 5, 9, 29,75,48,2O4,2O7, heal o. 379, 481, 483, 486 hunger 92, 152, 18O, 587
233, 335, 457, 482, 563, 564 heap o 313, 404 hunt..a 181
grow apart 189, 460 hear..o- 10, 14, 36, 44, 51, 59, 10O, hurl..314, 359, 360
Srow away 189 104, rug, t90, 272, 2t3, 249, 296, hurry.. 90, 94, 727,32O,333
Srow on 53 298, 308, 340, 401, 578,579,587, hurrr/ uP 269, 555
grow out 6, 30, 481 596,606 hurt....6, 13, 19, 32, 53, 59, 63, 52O,
grow lp6,76,563,564 hear out 52 521, 531, 532, 534, 536, 578
.
growl 1 16, 766,332, 334,3@ heave 313, 333 hush 489
grub 132 hed8e.114,155 hustle .90, 320, 336, 375

639
 hybridize Verb Index laugh

hybrldize 62, 437 , 572 install... 313, 351 jostle . 94, 179,3ZO,333, 458, 47|
h)?othesize 98, 100, 106, 107, 606 instil . 384, 395, 596 iot 314, 384
identify .a.. 50, 5 l, 55,263,357,352, instruct oo 98, 7O3, 717, 715, 292, 3@, iot dom 314
437 301, 302, 303, 356, 3A6,406,596, iovaey.126,253
idle o 130 599, 6U), 607, 602, @3, @8 ioust 458
ignite.49l insulate. 344, 378 iudge..r 10, 7Oa, l1Z, 2a2, 296, 4lO,
ignore.... 51, 59 insure ..
155, 1a4,344,373, 542, 546 528,549, @9
illustrate... 101, 106, 108, 111, 606, inteSrate.. 61, 208, 263, 395, 437, 449, iuggle o 264, 438, 603
609 497, 572,590,603 iumble 313, 330, 4E7
imagine ..o. 51, 84,7OO, lO7,712, intend.... 51, 84, 91, 1@, 1O3, 276, jumble up 313, 487
120,2a1,287, 524,529, 54E, 58E, 29 5, 296, 3st, 3s2, 37 r, 524, 589, ,ump.r. 2, 72, 79, 43, 45, 72, 78, 727,
589,606,609 593,594,605 735, 767, 17 3, 194, 220, 226, 242, 335
imbue. 441 intensjfy..482 iump in 4
immeEe . 383 itteruct. 457 , 467,472 iump out 7, 170
immigrate 191, 253, 588 intercede 180,263 iustify... 85, 287, 588
immunize 3O6, 344 interchange 62, 446, 514 iut. 13O, 131, 316, 488, 499
impad 219 , 2ZO, 266 interconnect.43T, 513 iutapose. 61, 438
impale 406 interat 438 keep o...o 6, 25, 32,34,43,44,54,75,
impart. 42O, 422 interest..a 53, 387, 532 81, 130, 134, 786, 247, 249, 283, 289,
impel.294 interface 437, 513 3@,377 ,3s2,377,37a,347 , 424,
impinge o 22O ittefiere a 198,265,267 4so, 4s3, 47 7, 498, 500, 560, 588
implant o 20O, 313 ,3a4,394,395, 596 inte4ect o 99, 115, 608 keep back 24, 56
implicate . 386 interlink 61, 437, 513 keep dom 20, 30, 35
imptore o 115, 292, 303, 369, 599, 600, interlock.61, 512, 513 keep in 263
601,603 intermarry 458 keep on 35, 81, l4a,166,771
impty ooo 98, 101, 528 intermingle 461 keep to 28
import 188 interpolate 394 keepup 7,30,41,266
".r 292, 369 , 594
impofiuae interpose 115, 362 kick... 3, 12, 59, 283, 314, 316, 32O,
impose interpret.. 347, 351, 592 335 , 38s , 402, 414, 437
-oo 39, 226, 4O5
impregnate . 443 interelate 5 1 3 kick in 8
impress r. lO5, 110, 348, 354, 408, interogate . 339, 356 kick off 9, 268, 490
592 intempt.o 115, 268, 303, 603, 610 kick out 3, 59
imprint . 385, 4O8,442, 596 intersect 461, 468 kid . 65, 30O, 339, 341, 591
improve .... 5, 30, 31, 224, 226, 4a7, inte$perse . 362, 438 kidnap .. 59
483 intertwine . 61, 437,467, 513 kill ooooo 14, 19,30,43, 59,63,64,29O,
\mprovise. 224 intewene.. 1 15, 198 336,532,534,536,578
imptrte42Z interiew.- 59, 339, 37 7, 492 kill off 19, 30
incamate 323, 386 interueave. 61, 437, 513 kink 482
inch . 78, 127,333,451,494 intimate 98, lO5, 106, 42O, 606 kip 130
incite. 293, 43o intimidate o. 393, 397, 596 kiss ,..275,467
incline.. 90, 251, 257, 295, 43O, 435, intone o 116 kit out 44O
496, 504,601,602 intrigue o 532 kne 385
include oooro 48, 386 introduce ...o
32, 39, 5a,62,65,394, knel.. 130
incorporate { 395 419, 420, 433,598 knife.317, 385, 431
increde.{.o 5, 30, 72, 773, 194, 2O7, iatrud,e.206,2O8,22O knit € 140, 275, 312,329,367,39O,
242, 380, 424, 482, 50t, 602 intuit 10O 427 , 594,598, @7
inqiminate . 64 inundate . 44O knck.- I 1, 12, 755, 76A, 279, 283,
inabate 481 iNrc4Z9 31t 31s, 319, 330, 39O,4O2,414,4't6
inolcate 384 inveigh 155 knoEk around/about 2, 59, 13O, 141
indemnify 344 inveigle 336, 393, 398, 596 knock dom/over 59
index. 421 invest ... 14, 798,335,384, 44O,441, knGk off 9, 70
indicate.... 12, 28, 49, 55, 98, 101, 589 knock up 59
105, 106, 108, 109, 110, 111,578, investigate... 13, 36, 1O8, 111, 578, knot.329, 484
606,609 $9 know..-. 10, 51, lOO, lO7, Llz, ,4a,
indict.37O, 41O invite
-.. 49, 56, 292,32O,429 149, 2t2, 296, 324, 340, 351, 364,
induce .o 294 involve ..... 48, 49, 85, 287, 386, 588 37 3, 52A, 529, 578, 579, 581, 600,
induct 395 irk 531, 532 606,609
indulge..66, 195, 198 iuitate
- 531, 534, 536 knuckle down 250
industrialize . 483 isolate.., 67 , 37 7 knuckle under 246
infect.. 58, 59, 440, 441 issue o... 54, 191, 440 kowtow 246
infer o 10O, 375 itch.92, 180, 587 lalrel ). 27 8, 282, 3O4, 347, 351, 597,
infiltrate.208, 394 iab. 168, 313, 333, 359, 394, 584 592,593,594
inflate . 482 iack-knife 334 labour. 88, 258, 333
inflict .. 4O5 iam.. 208, 283, 313,332,44O,5O2 lace. 61, 443
influence... l09, 295 iangle 486, 491 lackccc9,492
infom 58, 221, 30O, 301, 302, 303, iar.22O,487 ladle 313
-.
339, 356, 400, 591, 599,602,603 ier. 116, 166, 585 lagc 738,270
infringe . 22O ietu . 727 , 283 , 315, 5O2, 5O5 lament. 98, 116, 118, 608
inturiate. 531, 532 iest 115 tance 306
infuse o 384, 395, 441, 482 iet 128 lmd ooo 2, 127,72a,2OO,275,344,
ingratiate 64, 441 iib t67 408, 440, 487, 498, 500, 589
inherit o.375 iibe 116,460 land,lp 127
inhibit..377 iigt28 languish o 130
initiate..395 jiggle 138 lap. L44,768
iniect.o63, 394, 395, 440 jingle 491 lapse. 206
iniue.... 14, 19, 59, 63, 578 iinkTZT lard 443
inoolate 344 f
ockey 94, t7 9, 458, 47 1, 547 lash. 727 , l3O,2O7 ,372,316, 329, 427 ,
.
inquire 106, 1 10, r 15, 1 18, 148, 163, ioin..... 27, 39, 41, 45, 61, 195, 198, 499, @7
206,581,609 3t2, 329,385,427 ,468, 589, 601 lash out 155, 167, 168
inscribe.3O4, 4O8 ioin in 4, 268 l6t.a 6, 9, 46, 7 3, 734, la3, 793
insert ..
384, 394 ioin up 4, 459 lastout 10,46,578
insinuate.98, 336, 394 ioke..98, 115, 118, 148, 149,263,332, latch . 23O
insist.... 11, 98, 103, 104, 115, 118, 457, 47t, 472, 581,607, @4,670 laud o 351, 369, 593
276,226, 604, 605,608 iolt. L27, 283, 393, 39A, 4L4, 4A7, 596, laugh oooo 12, 776,166, 167,77O,263,
inspte... 58, 295 597 268, 337, 585, 610

640
launch Verb Index mention
laugh off 56 limit ar 30, 65, 356, 426 lmp together 437
launch ,p. 23, 39,4L,206,394 limp . 728, 132,334 luch. 134
lavish.404, 44O line
-. 442 lunte. 130
lay tla72, 27, 23, 27, 29, 43, 54, 59, Iine up 61, 145, 295, 438, 489, 514 lurch o 128, 732, 192,334
300, 313, 321, 405, 409, 578 linger.. 130 lure € 320, 393, 398, 596
lay aside 24, 52 link 6..61, 312, 421,427,437,601 lust 152, 180
lay dom 40,43,527 linktp 61, 427 ,459 luuriate 197
lay in 25 lionize 351 lynch o 59
lay into 20, 55 liquefy 481 macerate 3E4, 482
layoff9,35,59 Usp 116,332 machine 379
lay onZS list coc 6, 322 magnetize 315
lay out 79, 27, 24, 25, 39, 56 listen .... 10, 181 , 25O, 252, 336 mall.275,375,421, 440, 598, 601
lay up 32, 445 listen in 10, 221, 250 maintain...o 21, 34,41, 55,98, 103,
lze 130 listen out 10, 181 115,358,608
lead so 7, 13, 23, 32, 43, 45, 47, 73, live aoo 16, 43, 57,90,95, 13O,732, maior 197
t3l, 4, 230, 231, 251, 257, 294,
17 134, 135, 141, 176, 784, 200, zt0, make..... 15, 21 ,29,36, &,43,54,
295, 379, 323, 38s, 387, 394, 424, 574 224, 239,2s3,266, 587 s9, 69, 70, 7 t, 88, t22, 183, 27 4, 27 5,
lead ott 9, 47, 45, 137, 578 liYe dom 31 274, 279, 284, 294, 298, 306, 309,
lead on 53 live off 39 324, 332, 367, 37 5, 37 9, 390, 401,
lead on to 45, 49 live on 10, 70, 200 414, 4r5, 450, 457, 464, 47 2, 534,
lead up to 49, 56 live on/off 39 547, 548, 549, 550, 555, 558, 592,
leaf.24O,336 bve out 44,322 s94,595
leak.. 729, 39 4, 42O, 488, 489, 494 live up 555 make for 49
leak out 519 live up to 47 make off4, 265
lean o o 13O, 22O, 222, 226, 257, 373, liven up 481, 483, 489 make out 40, 52, 54,99,1OA,133,296,
load 345, 420,458
leap
345
a 78, 727, lza, 135, 743, 167, 334
- 313, 394, 406, 443
load dom 440 make over 419
leap out 1 70 load up 443 make up 75, 21, 22, 29, 31, 39, 40, 52,
leapfrog 143 loan. 274, 419,598 64, 181, 433, 450, 459, 465, 556
leiln.-i 13, 14, 51, 93, 1OO, lO8, loan out 419 make up for 47
171, 149, 189, 212, 340, 375, 5, toathe.83, 544 make up to 559
529,57A, 579,5a7,588, 606, 609 lob.314 manacle 317
lease ..274, 421, 598 lobby,154, 178,582 maDage.... 7, 32, 39, 41, 46, 49, 335
leave.r.. 3, 16, 20, 27, 29, 34, 39, 43, locate.{ l30, 313 mmdate.98, 292
53, 54, 55, 183, 27 4, 27 5, 283, 249, lrk -. 127, 312, 317, 344, 39 4, 415, manhandle 319
296, 314, 3t7, 323, 324, 367, 370, 498,596 maartest. 67 , 386, 476, 49O
402, 4t5, 419,433, 440, 447, 545, lock away 67 manipulate .. 294, 336, 397, 597
550, 578, 594, 598 tock out 68 mancuue . 3L5, 323,333,394,394,
leavetrehiadz4, 43, 47 ,59 lckup 13,59 596
leave off 9, 41, 56, 81, 578 todge.. 127, 130, 200, 318, 384, 589 manufacture... 379, 415, 595
leave out 35 toll 13O, 131 march... 72, 128, 32O, 334, 499
leaven 58, 443 loll about 13O marinade 384, 482
lecture. 197, 218, 339, 406, 59O, 591, lollop 128 marinate . 384, 482
598 tong.92, 180, 185 matk..a 6, 22, 28, 34, 37, 46, 49, 137,
leer 131, 166 look oooro 1O, 16,76, aO,91, lO8,721, 304,352, 442, 4aO
1e9554,557 t24, t37,732, 135,166,170,181, mark dom 35, 56, 351
legislate.95, 154, 182, 218, 582, 583, t84, 206,zto, 229,240,zst,2s7, mark off 40, 56, 351, 377
547,604 457,453, 521, 522, 524, 539,540, mark out 29, 50, 347,351,377,593
lend,... 4, 419, 422, 598, 602
25O, 27 541,,542 mark up 35
lengthen 482 . look after 35 market...335, 352
lessen.201, 482 look ahead 10 miloon 317
let...a 25, 298, 32O, 39 5, 427 l@k back 10 mary.... 14, 34, 59, 79, 2O8, 419,
tet dom 19, 32 look dom on 52 433, 458, 468, 516, 578
let in 410 lmk fotrard to 52, 84 marry off35, 419
letoft 26,35,276,324 lookinll,225 maPel . 98, 70o, 1O7,175,167 ,17O,
let on 11, 99, 105, 107, 110, 607 look into 84 584, 585, 606, 607, 608, 609
letout 25,54 look on 10, 322 masquerade o 159, 161, 451
tet up 9 look out 131, 181 mass o 489
level..263, 345, 359, 360 l@k out for 35 massacre.336
level off 164 l@k over 36 match ... 39, 47, 61,343,421, 437,
level out 1 64 lmk round 1O 438,447, 574, 5t6,60t
lever 283, 315 look round/around 36 match up 251, 421 ,437,43a, 496, 574,
levyo 406 look through 52 60t,602,604
liaise o 172, 460 look to 52 match up to 47
liberate, 379 lookup 6,27,36 mate . 458
license.. 294, 419 look up to 52 matter... 6, 251, 520,521,523
lick. 129, 336 Ioom.. 131, 132 mature .. 482
lie.... 6, 11, 7 5, 7 7, 80, 130, 139, 148, loop.727,373 maul . 58
149, 758, 796, Z0o, 244, 252, 331, Ioosen o.481, 483, 488 mean .r.o 49, 51, 55, 71, 85, 89, 91,
450,451,453,564 loosen up 488 70t, 247, 296, 433, 533, 536, 588, 601
lie nound/about 2, 4 lop.4Oz meander o 1.27, 131, 334
tie back 3 tope 128 measure... 69, 73, 324, 45O
lie behind 49 tord 559 measure up 7, 251
lie dom 3 lose.-.. 7, 19, 25, 37, 43, 47, 77, 73, meddle. 198,265
lift oooo 5, 8, 23, 30, 41,44, 53,737 , 754, 174,276,279,383, 555, 578 mediate. 172,362
315,319,365,486,506 lose o\t 6,226, Z5Z meditate.218, 337
lift off4 lounge . 13O meet
-... 8, 20, 27,31,33,39, 44,45,
lifttp24,44 love..-. 51, 83, 92,291,34O,543, 54,266, 318, 403, 444, 457, 468, 469,
light o- 491 544, 557, 589, 601 471,472, 473, 501,603
light up 268, 481 tower 64, 315, 365,38o,424, 433, meet up 458, 459
I8hten.484,486 488
-. mellow o 486
like rr..51, 83, 92,28O,2a7,29L, lug. 319 melt x 208, 335, 481,482,486
307, 322, 340, 543, 544, 557, 588, lult. 394, 398, 43O, 596, 598 mend.306,484
589,601 lumber.128,440 mention.... 55, 59, 85, 98, 104, 105,
lik€n o 421 lump o 330 to6, tlo, 247, 347, 357, 42fr, 588,

641
 merSe Verb Index patter
s89, 592, 593, 602, 606 mutter .. 99, 116,718, l4E,244,332, 594,598
metge.. 61, 2O4, 2OA, 335, 39O, 437, 581,606,609 order .-. ll,25,40,98, lO3, 115,275,
461,473, 572,51,7, 590 nab. 59 292, 303, 307, 320, 367, 474, 57 8,
mesh 437, 514, 517 nag. 397, 596, 597
77O, 293, 339, 393, 594, 599, 600, 601, 603
mess cc 264,265,267 nail.59, 283, 312 order around/about 33
mess about 265 name ....
39, 55, 278,351,373, 444, organize... 65, 335, 390, 4E9
mess up 59 594 orient oo 65, 68
metamorphose 193, 2O4, 38O, 39O, 479, narrow .. 482, 488 originate.. 130, 161, 45r, 507
495,587,590,595 nauow dom 424 oscillate. 172
nigrate . 727 tattet 244,332, 457 , 477, @a ossify 2O4, 483
militate 156 naturalize 481 outfit 440
milk. 375 navigate. 127, l2A, 73O, 239, 333, 447, overdo o 555
mine86,246 498 overdose 224
mince. 128, 334 necessitate. 85, 287, 588 overflow . 26 I
mind neck 458 overhaul . 306
-.. 10, 34, 51, a3, 7Ol,
544,578,588,589
7O7, 287,
need ..... 49, 51, a5, 49, 93, 96, 28O, overheat. 59, 481, 483
mingle. 458, 461 29r , 307 , 322, 589 , 607 ovedndulge 198
minister 249 neglect oo 59, 89 overlap.61, 461, 468, 516
misinfom 356 negotiate...o 12, 27, 55,94, 778, 331, oveilay .442
mislead oo 336, 356, 398 447, 457 ,464,477,578, 587 overload o 443
mismatch 61 nerve 294 oYerlook .. 59
be misnamed 278 nestle. 127, 130, 313, 498 overpay 182
misrepresent. 347, 351 network.335 overeach 64
miss o.- 7, 79,44, 57,a4, S7A neuter 306 overeact249
miss out 13, 35, 226 aibble . 768,224,336 overrun a 174
mist 484 nlbble away 168,224 overcpend174,225
mistake.. 107, 367 nick. 59, 63 overstretch &, 476, 480
misundeEtand . 1O7 nickname . 278 overturn .. 487
mix cco L2, 29, 67, 27 5, 33O, 437, 454, niggle 170 overuork . 489
5r2,514,555 nip.727,168 owe... 27 6, 422, 545, 598
mxup61,437 nod... 1 16, 144,166,246,255,314, om o... 25
moan..98, 115, 116, 118, 148, 332, 420, 584,602 omup 11,245
581,608 nod off 254 ondize 481
mobilize . 489 nominate .o 59, 278, 295, 357, 37 l, pace.65, 128
mock.116 424,593,594,594 pack a
12, 2O8, 384, 39 4, 443
model 179, 4O9, 448 normalize 441, 483, 515 pack off 428
-
moderate a 4S2 nose 128, 316, 333, 498 packup8,13
mmch 334 nosh 336 package 352
m@o236 note.... 51, 55, 98, 10O, 106, lO8, pad 128. -
mmnlight 160 115, s28, 606, 607, 608, 609 pad out 443
mop.376 note down 56, 107 paddle. 128, 334, 335
mosey 127 notice.oo. 10, 51, 59, 10O, 108, 289, padl@k312,427
motlo[. 185, 25 5, 292, 32O 298, 52a, 57a,596,606 page 306
motivate .. 295 notify o.30O, 339, 40O, 591 pain 531, 532, 534, 536
motor. 128 nudge.293,32O,333, 393, 398, 596, paitrrt a
12, 22, 23, 54, Za4, 374, 335,
molld,. 247 ,39O, 433, 44a, 49a, 602 597 578
mount oo. 2, 5, 406 number.. 69, 362, 388, 450 paitr. 437
mount up 6 nuse .. 489 pail ofl 437,512
mourn. 181 auule 727,334 pajl \p 62, 437 , 572
mouth.116 object .. 99, 775,257,252,606, 608, palm off,lO5, 440
move ooooo 2, 3, 13,23,32,34,43,44, 609 pan. 131, 181, 505
s3, s9, 78, 98, tO3,726,143,158, obligate 294 pandet.246
t92, 2tJO, 20'4, 23t, 234, 248, 249, oblige.. 268, 29 4, 44O, 603 panhandle 178
2s3, 256, 29 5, 31 s, 317, 320, 332, obsewe... 10, 98, 10O, lO4, 108, 115, pmic o. 393, 397, 486, 596
430, 451, 487, 498, 578, 588 t8, 289, 29 6, 29A, 59 6, @A
1, pant.337
mov€ about 2 obsess.. 148, 236, 506, 580 parachute 128, 314, 499
move along 2, 6, 33, 41, 483, 489 obtain .- 9 pahde.728,729,161, 319, 351, 451,
move away 4 obtrude 490 496,583
move dom 6, 7,73, 574 ocflpy.... 32, 45, 46, 47, 53, 66, 29O, parc.3l7,376
move in 2, 4, 741, 22O, 227, 263 445 park 128
move off 4 ccur .t.. 9, 73O,248, 522, 5?3,562, paiey-.457
move on 4, 73,33,126,248 564 pafi .. 62, 197, 266, 37 7, 459, 4A7
move out 4 offend o.156 partake 198,213
move over 4, 13, 248 offer..... 25, 39, 43, 54, 55, 70, 71, participate... 195, 198
move up 4, 6, 7 ,73, 574 9t, 775, 27 4, 420, 594, 604 partner. 58, 324, 438
muck about 265 offer up 43 party. 337
muck in 141, 260, 265 officiate. 198 pass...a 2, 7, 9, 13, 36, 37, 40, 43, 45,
nuddle o 61, 239, 336 offload4l2 46, 47, 54, 7 S, 726, 737, 738, 159,
muddle up 61, 437 ogle 166 t67, 77 7, 193, 226, 239, 244, 250,
mug. 59 omit
- 82, 89, 379, 589 27 4, 282, 290, 314, 375, 322, 37 6,
mug up 219 oaze . 729, 261, 335, 5O7 419, 420, 450, 457, 498, 578, 583,
multiply.. 62, 365, 482 open...- 3, 8, 22,30,40,47, 44,78, 588, 595, 598, 602
mumble . 1 16, 118,244,332,609 134, t@, 77 5, 207, 230, 254, .264, pass aroundhound 24
mu0ch.224,336 283, 364, 446, 450, 485, 488, 500, r pils away 8
mtac}raway 768,224 503, 5E6, 603 pass by 2, 45, 578
murder ooo 59, 336 openout3,2O7,23O pass off 133, 347, 351
mumur o 99, 116, 718, 42O, 602, 608 open up 6, LO, 17, 22, 30, 35, 40, 43, pass on 8, 24, 25, 56, 419, 42O
muscle 333 244,252,433, 443,48s, 490, 501, pass out 7, 12
muscle in 22O 574,602 pass over 35, 56, 371
muse o 98, 100, 115, 117, 118, 148, 218, operate...o 8, 12, 26, 32, 57, 13O, 133, pass up 44
236, 579, 580, 581, 604, 605, 608 160,223,226,457, 491 paste o 312
mushroom . 194, 2O4,242, 59O opine 98, 115,608 pat.283, 408
muster o 489 oppose ..- 19 patch. 330
mutate. 204, 39O, 481, 495, 590 opt i. 89, 91, 140,232,547 patch up 441, 465
mutiny 154 ordain o 98, 7O1,703,278,351,428, patter 129

642
pattern Verb Index propose
pattem o,lO9, 448 pivot730,222,313 prmce. 12E, 334
pause ooo 1E3 prattle on 148
place
-.. 29, 34, 40, 43, 57, 373, 327, prcy ..92,98,10O, 103, 1O5, I 15, 178,
pave
- 332
paw 168,334
322, 323, 326, 3a4, 3A7, 40,6, 409, 596
plagiarize 188 lAO, ta4,185,244,255, 586, 587,
pay..q. 6, 73, 39, 43, 44, 59, 70, 77, plague r 58 605,606,604,@
95, 136, 181, tAz, 744, 27 4, 294, 313, plan
-...5 1, 91, lO9, ll2, laz, 52A, preach.. 98, l4A, 155, 766, 218, 244,
323, 37 2, 37 3, 394, 479, 431, s20, 543,587,6@ 336, 581, 583
533, 578, 586, s87, 594, s98, 601 plan on 52, 84 prcede oo 58
pay back25,35,274,37O plan out 52 pralude.85, 287, 377, 588
pay off 7, 30, 35 plme 151,283 predicate 409
Pay out 13, 25, 9 S, 37 2, 419 plant
-.316, 408, 444 predict...55, 98, 103, 1O7, 115, 528,
payup 13 plster. 383, 442 fi6,607,608,@9
peak. 164 play x.{ 4, 9, 11, LZ, 16, 26, 33, 43, predispor o 295, 430
peck. 168, 319, 336, ,()E, 431 44, 57, 59, 7 6, t43, 154, 779, 265, .
prcen 64, 66 , 337 , 41O
pedat o 128, 334 27 5, 335, 367, 405, 441, 45t, 466, preface 364, 446
pftk a 166 473, 491, 558,578, 586,594 prefer..- 51, 83, 92, lOO, lO3,zao,
pel ..I 38, 191, 21 5, 319, 376, 4O2, play alott 13, 262 297,322,427 , 544,557, 589, 600,
498,588 play around 13, 263, 264, 265 @1,602.,605
peep. 131, 166 play at 41, 86 prefix 58, 446
per 131, 135, 166 play back 26 premiere . 49O
-
peg o 312, 358 play dom 56 be premised4O9
pelt. 128, 138, 551 play off 343 prepare ..... 13, 21, 29, 97, 742, 294,
Wn.275,42O,598 play on 39 367,37t, 586,587, 594, @r
IEnalize 59 play out 41 prescrib€.. 275, 357, 594
pencil.420 play up 13,32, 56 present o..o 25, 32, 47 ,55,67 ,322,
people.58, 444 plead.. 79, 92, 98, 1O3, 115, 178, 185, 324,347,351,419, 420, 422, 4Q,
pepper.443 263, 269, 337, 5a6, 5a7, @5, 606, 592,607
perceive 6 10O, 1OA, 347, 351, 592 @7,608,610 preside ..
237, 23E
Wrch.127,13O,313,406 please 6.0 14, 53, 531, 532, 534, 536, prcss....20,22,41, 138, 178, 185,
percolate 127, 129, 335, 4a2 578 279, 220, 293, 313, 333, 339, 345,
perfom oro 12, 29, 43, 136, 57 I pledge.. 91, 98, lO3, 296, 42O, 422, 369,393,397, 404, 406, 591, 594,
pertume 443 426,602, 605 596,597
pedsh .481 plod. 128, 333 press ol 3, 5, 259, 264
pe4ure 64 ptonk 313 press-gan8 393, 397, 596
perk up o ,183, 486 plop 129,313 pressure . 293, 369,393,397 , 594, 596,
perm 306 plop down 66 597
pemeate . 241 plot.. 91, 154, 336, 583 pressur|Ze 293, 397 , 597
permit... 85, 213 ,274,294,395, 597 plou9}l. 2O5, 24O, 241, 333, 39 4 presume.. 89, 10o, 7O2, 72O, 2,296,
perpetrate o 345, 405 plough back 395 528,500
.
persevere 144, 195, 199,264 plough on 264 presuppose 102
persist ..
115,195, 199,264,610 pluck 168, 376, 379,4O2,41,4,42A,
- pretend.. 88, 92, 98, 1O2, 605
persuade ...
56, 294,295,3@,3ZO, 595 prevail.. 154, 229, 237
393, 398, 400, 415, 596, 597 plug oo 208, 313, 394 prcvaicatezzz,237, @4
pertain.251 plumb in 306 prevent.... 41, 85,247,377,544
pester. 293, 339, 369, 594 plummet . 72, 173,794,242 ptey . 2ZO, 226
petition r 92, l7E, 745, 292, 587, plump 180 price
petrify. 483
6OL
plunder. 336, 375,400 -. 360
prick.63, 385
philosophize 1 15, 748, 218, 579, 587, plunge.) 72, 127, 173, 194, 206, 242, prick up 488
605 313,394,476,497, 590 pdde.41O
phone... 138, 15O pluk 313, 406 pime.294,371, 594
phone up 15O plyo 143,174,332,44O pdnt... 59, 306, 374,379,4O8,417,
photograph..289 poach. 375 442
phrase o 305, 322 point .... 21, 137, l7O,245,251,359, print up 306
pick 22, 23, 25, 43, 44, 16A, 319, 584 pdze. 283, 319, 333, 376, 413, 414, 595
-a
333,441 point out 28, 56, 99, lO5, lO7, 527 probe.. 132, 181, 206
pick off 19 poison.. 58, 59 prmeed or
88, 126, 259, 264
pick on 35, 56, 59 poke . 127 , l6a, 234,24O, 316, 333, prGess 390
pick out 25, 30, 52 345,394, 499 proclaim- o. 98, 106, 1 15, I 18, 278, 35 1,
pick oYer 36 polanze 204,485,495 594,607 ,604,609
pick up 6, 24, 33, 4a, 52, 56,59,65, 40,6 poll. ,106 prcq astiaate 222, 23 7, 60 4
pick up on 56 Ircnder.. 1O7, ll2, Zla, 236, 604, 609 prod .
168, 293, 393,397, 596, 597
picture.. 281, 284, 5, 287, 2A9, 322 pontificate 148, 218, 579 produce..... 24, 29, 40, 335, 379
piece o 330 pony up 182 profess .92, 98, 282, 605
piece toSether 108 pop cc 127,313 profter c 274,42O, 598
pierce. 24O, 306 pop off127 profit. 176, 189, 506, 533
pig 66 populate.444 ptoglam.294
pigeon-hole 347, 351, 592 pote. 237 ,238,24O programme . 294
pirybad-ZZ4 pofiray..347,351,592 progress o.133,24E
pile.o 138, 208, 234, 3r3, 443, 590 pose 6. 161, 451 prohibit ..
85, 287 ,377, saA
pile up 487, 489 posit 98 project.. 131, 296,357, 4O7,412
pillage 336 position o. 313 promenade 127
pilot. ,149 post.. 27 5, 312, 32O, 421, 594 promise...o 11, 55, 90, 91, 98, 103,
pimp 336 post up 312 175, 27 4, 300, 303, 42O, 574, 594,
pita3l2,4O5,4O7 postpone.. 85, 431 599, 603, 60s, 606, 608
pin dom 1O8, 406, 433 postulate o 98 promote.... 34, 37, 39, 59, 352, 37 6,
pine 180, 181 powce.2ZO,226 424, 424,595
pinpoint o 1OE, 351 pound 128, 219, 316 prompt ... 1 15, 295
pip 433 -
pour... 129, 734, 27 5, 373, 315, 367, pronounce.o 98, ll5, 2la, Z7a, zaz,
pipe. 116, 315, 332 394, 477, 551, 594 304,592,@4, @s,608
pipe up I 15 pov i[2,487 prop.. 313, 345, 406
pirouette 143 pour into 498 prop up 313
pit.343 pout.116,337 propagate o 375
pitch.. 127, 144, l7a, 2E4, 314, 322, power a. 333 propel. 314, 393, 398, 596
360 practise.o 86, 150, 405 prophesy o 98
pitch in 95, 268 praise .. 369 prcpose.6. 11, 54, 55, 85, 91, 98, 103,

643
 proscribe Verb Index relegate

706,244, 420,527 , szg, 578, 589,602 quail 167 rcarx 137,323,324

proscribe 3 7 7 qtake 268,337 ream 489
proseote.. 59, 37o qualify oo
7, 13, 55, 95, 159, 160, reason o 98, lOO, 715, 7la, 263, 267,
prospect 181 167, 784, 797, 294, 352, 37 1, 496, 331,337,608
prostitute 64 497, 503, 504, 583, 586, 587, 594, 601 rerosemble o 489
prostrate 66, 77 quarrel o 148, 236, 262, 457,471,472, reassert o 67
prctect.... 22,155, 344, 378, 582 580 reassure 3oo, 339,4oo,597
-
protest... 98, 115, 118, 148, 154, 155, quarter 3 1 8 rebel o 154, 156
767,332, 579, 608 querr/.106, 115,609 be rebom 351
prove.... 15, 49, 55, 65, 75, 88, 1O1, quest 181 rebmnd.l9l,2L5,22Z
105, 108, 110, 278, 2A2,296,450, question... 339, 356, 406, 529, 591 rebuff. 387
453, 528, 539, 540, 542, 592,600,606 queue o 94, 178, 587 recall..{ 10, 34, 52, 55, 84, 98, 10O,
provide..-o 25, 7Ol, 182, 44O queueup92, f 78, f80, 587 70,6, 1o8, 772, 175, 287, 428, 574,
provide for 35 quibble 148,236, 262, 457 , 58O 588, 589, 606, 507, 608, 609
provoke ooo 393, 397, 596 quicken . 485 r(ede. 143, 191, 208
prowl o 128 quiet 489 rffeive 13, 25, 34, 43, 52, 322,
pry.206,283,319 quiet dom 489 578
-.{
psych up 59, 65 quieten 489 rtress 183
publish o..r
13, 34, 40, 55, 59, 578 quieten dom 489 reciprocate a I 76
pucker 488 quip 98, 115, 118, 608 reckon .6 92, 100,296,354, 5ZA, 547
puff o 168, 197, 224, 336, 337, 5O7 quit {.81 reckon on 84
pul|..a 72, 24, 27, 40, 43, 7A, 738, quiver . 268 reclaim o 58
t 41, t 68, 2t9, 224, 232, 233, 234, quiz o 339, 356, 406, 591 recline 130, 487
239, 254, 2a3, 315, 316, 317, 319, quote o..o 55, 188,275,352,360 recognize... l0O, fi4, 347, 357, 524,
321, 330, 37 6, 394, 403, 405, 407, rabbit on 148 593,606
474, 4t 5, 499, 507, 502, 578, 595 raceo.o 128, 734,754,247,256 recoil. 167, 186, 19O, 191
plJll away 4, l9Z rack. 58, 445 recollect E4, 98, 100, 10E, 287, 588, 589,
pull back 4, 5, 33, 190, 489 rudiate. 729,731,197 606
pulldom 20 radio o 98, 131 recommence 49O
puu in 3, 24, 33, 70, 128 rage.. 116, 118, 148, 155, 166, 167, recommend.a 38, 55, 85, 98, 103,
pull into 28 579,581,583,585 705, 10,6, 292, 37 7, 420, 427, 527,
pull off 28, 41 rail. 155, 166, 167 589,600,606
pull out 4, 5, 33, 143, 489 raihoad 393, 397, 596 recompenre 3 70
pull over 3, 33 nia.. 227 , 498, 557 reconcile
- 61, 62,429,437,438
pullt}rrotgbT ,32, 492 niad,ow227,487,498 reconstruct a 108
pull together 65 ..... 24, 30, 34,40,
raise 44, 55,66, reconvene 490
pull up 3, 24, 33, 35, 65, 489 375,365,367,380,424 rtrord -..28, 55, 527
pummel333 rake. 143, 240, 315 recomt o 98, 106, 606
pump oo 306, 315, 339,369,375,394 ftlly ..254, SO7 recover ooo 5, 7 ,25, 47 , 189
punch r.59, 333, 385 ram. 313 remit ,
295, 371 ,424, 594
punctuate.58, 438 rumblel27,332 reolrerate o 189
puncture . 480 Emble on 148 redden o 484
punish .. 59, 370 rampage. 127 redeploy 489
punt 128 ftnge x. 127, 17 2, 193, 2O7, 238, 315, redouble 482
pur8e. 376, 4O0 s85 redound 254
purport.92 rank.. 75, 136, 739, 167, 2@, 266, reduce .po 5, 22, 30,38O, 424,43O,
puil . 176, 129, 332 270, zao, 326, 347, 351, 362, 363, 4AZ
pursue ooo 332 387, 450,457, 477,496, 501, 503, reek.213
push.).. 12, 24, 25, 33, 37, 59, 127, so4,5E3,592 reel. 128, 189, 268
17 a, t85, 20a, 27 7, 2a3, 294, 374, rankle 266, 520 re-elect.278, 351, 594
37 5, 317, 327, 323, 333, 393, 397, rant. 116, 148, 155, 166, 767, 579, 5a\ refer .€ 34, 245, 251,252,42E,433
435, 555,578,596,597 583,585 reflect 10, 24, 49,9A, lOO, lO7,
push ahead 5, 259, 264 rant on 148
-o.
275, 214, 226, 387, 402, 472, 5o5, @6
push around 33 ftp . 748,279,332, 37O, 4O7 , 477 , 598 rcfom .. 489
push aside 52 rap out 116 re-fom 490
push in 3 rape..59, 336 refract 487
push off4 rasp I 16, 144, 315, 5O0 reftain o 186, 190
push on 3, 5 nt22t,222 refuel .487
push over 20 ratchet 491 rcfuad.274
push through 40 ratchet up 483 refus.... 1 l, 25, 34, A9,274
put..... 54, 55, 1f5, 208, 3f3, 320, rate r. 75, 136,167,27O,278,282, regale 440
323, 327, 330, 354, 387, 394, 39s, 322, 326, 347, 351, 362, 363, 450, regard a. 52,323,347 ,351,444, 546,
394, 406, 409, 472, 41,4, 415, 42n, 451,477 ,507, 583,591, 592, 593, 594 593
430, 435, 545, 596 ration . 426 regenerate a 4Sl
put about 54, 543 rulionalvr.332,337 register... 95, 7@, 7OA, 77 8, 263, 49O,
put acrcss/over 56 rattle o. 78, 129 , 334, 497 , 5N 587, 606
put aside 24, 52 raftle on 148 reSress 206, 248, 59O
put away 24 rave o 116, 148, 581 regret.o 84, 89, 98, fOO, 528, 544, 589,
put back 35, 431 ree. 432 605
pttby24 reach ooe 20, 36, 40, 45, 47, 13O, 253, regroup. 489
put dom 20, 25, 31, 56,99, lO7,357, 464,472 rehabilitate. 59
373,3a5, 40A, 422, 596,607 react... 132, 156, 176,249, 467 rehea$e i
lO7, 772, laz,609
put forth 56 read..{. 12, 36, 51, 55, 10O, 108, f 15, rci$n.237,238
put fomard 56 7r7, 733, t37, 749, tAz, 240, 4, reimbuse o 372
putin46, 54, 115, 128, 17E 27 5, 322, 336, 347, 351, 39s, 420, reiteEte . 99, 1 15, 608
put off 35, 41, 53, 85,276,431, 508, 578, 581, 593, 594,602, @6, reiect o.o. 19, 34, 55, 59, 351
ptt on 21, 25, 26, 40, 41, 48 @7,&4,609 reioice . l0O, 767 , 797, 584
put ott 20, 24, 26, 32, 33, 44, 56, 64 rcad out 56 reioin.99, 115, 608
put through 35 rcad,lp219 relapse 206
pvt up 24, 25, 29, 30, 35, 43, 130, 150, readjust 249 relate o... 54, 61, 257,42O, 421, 573,
377, 430,507 rcady 294,377,594 602
put up with 52, 287 reaffim. 99 relu ooo 3, 5, 483, 486, 488
pwle..l48,236, 531, 534, 536, 580 rcalizea.. 10, 28, 39, 44, 52, lOO, lOA, rclay . 37 6, 42,O, 421, 59 5
ptu)e our 1O8,772,6@ 772,528,578, @6, @9 release i.. 24, 34 , 39 , 59 , 379
quadruple. 482 reallcate 419 relegate .59, 428, 432

644
 relieve Verb Index scout
relieve ... 68, 40O retaliate . 154, 176,187, 26A, 582 472, s80
relish
- 83 retire .{. 3, 76, la6,l9O,253,254 rub.. l4O, 155, 313, 316, 319, 330, 498
relocate . 489 retort . 99, I 15, 608 rub alonS 459
rcly ... 222,226, 229 retrace o 332 ruboff 226
remain.x.. 2, 9, 15, 7 5, 89, lO2, 709, retnct. 488 ruck up 483
130, 161, 450, 451, 453, 521, 530, retrain . 489 ruffle o 488
532, 534, 535, 539, 540, 542,562, tetreat.. lZ7, la6, l9O,206, 5a7 ruIe..- 13, 29, 32, 9a, 7O3, 155, 2O2,
564, 506 rctum ).a.
Z, 9, 24, 3a, 43, 7 6, 726, 218, 237, 27 a, 2A2, 415, 527, 549,
remake. 306 197, 248, 249, 250, 253, 421, 588 578,582, 583, s92, @4
remmd o 387, 41O, 596 reunite.483, 489 rule out 37, 49
remark.. 9E, lO5, 106, 7L5, 719, 218, rev. 487 mble.129
@4,@5,606,607, @8,@9 rcv up 483, 487 ruminate 148,21.8,236,579,sa0,604
remember..a 10, 52, 64, E9, 10O, rcveal.a. 27 ,49,55, 98, 101, 105, rummage. 132, 145, 181
to7, 104, t12, 2a7, 32a, 347, 351, 106, lo8, 109, 710, ttt,34r,347, rummage about : 181
37O, 4?n, 52A, 57 a, 588, 589, 593, 351, 420, 527, 529, 593,602, 606,609 rummage around/round 181
@6,609 revel 197 t be rumoured o 296, 527
rcmind a 292, 30O, 301, 3O2, 3O3, revenge 405 rut x.x2, 4, 6, 8, 9, 12, 26, 32, 34,
339, 4U),599, 602, 603 rcverb€rate a 131 41, 43, 44, 45, 47, 54, 72, 79, 177, 128,
rcminisce . 115 reverse.a. 487, 498 tz9, t31, t33, t34, t38,143,152,
remit 419 rcYeft.248,249 r54, 158, 160, 764, 17a, r83, 20.5,
remonstrate 98, 263 review oo..
36, 52, 55, 59 214, 224, 233, 247, 261, 313, 31s,
remove.p. 19, 24, 31, 34, 376 revise.. 182, 371 316, 3t9, 334, 365, 449, 45t, 489,
rename a 278 revive e
483, 491 490, 491, 560, 578, 582, 583
rcndet..274,284, 305, 386, 39O, 419, revolt 154, 156 run across27
s50, 596, s98 revolve. 157, 158, 487 run around 3, 152, 263
rendeaous 458 reward oo 59, 370 run away4, l4l, l9Z, 253, saA
renege c 222 rewind 487 run awaywith 37, 52, 53
rcnew o€ 441, 465 rewire 306 run doM 8, 20, 30, 56
rcnt..421 rhapsodize 1 16, 148, 236, 58O, 581, 605 runinto27,43,69
reopen.. 441, 465, 485, 515 rhyme.438, 514 ruDoft29,74l
reorganize .489 39O, ncochet 127,215 run out 9, 13, 221
repair..253, 306 rid r 40O run over 20, 59
repeat.o.o 9, 13, 41, 55, 65, 67, 99, id,e.... 12, 24, 26, 128, 2OO, 222, 226, run through 39, 55
105, 115, 118, 420, 578, 608 316,335,509,590 rutto26,47,48,56
rcp€I.469 ride out 31 mupt()
rcWnt.272 ride up 3 run up against 43
replace...o 24, 39, 58, 313, 354, 365, ifrle24O rupture.63, 480
446 nfle24O rush ..o 90, 94, 127 ,129,169, 170,
replicate o 66 rig. 336 206, 256, 319, 39 4, 39a, 497, 590, 596
reply... 11, 13, 99, 175, 17 6, 244, 249, ri8 out 324 rustle. 143, 334, 491
268,@6,@8,609 ring... 6, 11,26,27, 45, 56,138, LsO, sack.o 59
report..s I t, 55, 59, 85, 98, l05, 178,262, 49t,578 sacrifice.o 373, 419, 433
106, 1ls, 119, 1,80, 2L8, 244, 2s1, ring around/round 56 sadden. 531, 532, 534, 536
253, 282, 2a7, 296, 309, 37 0, 420, ringback 11,56,578 saddle.44O
429, 527, 57A, saa,589, 600, 601, ring in 11 safeSuard . 378
@2,@6,607,60a,609 ilng off 9 satl.q 127, 128, 239, 316, 334, 487,
report back 3, 71, 56,99,lao,21a,244, ring out 10 498
253, 420, s7a,604,606 ring round 1 1 salivate 157, 236, 5E4
repore 13O ring up 11, 40, 56, 150 sa\y L27
represent ..i
15, 39,50, 58,324,347, rip
- 137, 143, 377, 319, 327, 397, 48O salvage.375
351, 450, s93 rip off 59 sandwich . 329, 352
reprimand . 370 ilpen. 481 sashay 128
reproach 68, 370 riposte 1 15 satisfy..r 30O, 356
reproduce .. 66 ripple. 143, 481 saturate . 443
reproYe 1 1 5 dse 2, 5, 6, 12,72, l3l,143, 154, saunter. 128
be reputed 296 -...
17 3, t9t, 194, 2@, 20t, 242, 253, 588 save cxc 12,22,25, 31, 39, 43, 44, 85,
request o. 98, lO3, L15,292, @1 rise above 31 182, 225, 27 6, 287, 335, 37 9, 409,
rcquire.oo. 49, 52, 85, lO2, 1O3, 296, rise up 6, 10, 73, l3l,143, L54,192, 578, 588, 598
1()r,600 2s3,5EE save up 39, 182
reschedule.372, 431 dsk.i 82, 85, 288, 588 saw..oi 144
resoe.. 59, 379 ivet. 426 say..... 54, 55, 98, 1Ol, lO4, 1O5,
reseilch o.206 roam. 727 106, I 11, 115, 777, 119, 720, 296,
resent o. 83, 287, 543, 544, 588 rcar oo 1 16, L29, 774, 268, 334, 587 34r,373,420, 527,538, 553, 555,
rcserye aa 372 rcb.. 59, 40O 591, 602, 606, 607, fiA, @9
rcsetde.4E9 rock.. 130, 487, 505 scamper o 128
reside . 130, 196,200,457 toll uo 8, 72, 29, 44, 7a, 727, 128, rm oe 181, 240, 372,395,4ll
resign s 3,44, L6O,2O3,429,578 208, 27 t, 315, 317, 390, 488, 498, s60 sare s 137, 283, 393,397,431,5Ct9,
resist.a E2, 287 roll back 30 532, 534, 536, 596, 598
resolve ... 91, lcf,lO7 ,2O4,391, 457, roll in 3 scatter 314, 417, 489
465, 47 2, 47 6, 49 5, 590, 605, 606 ro11up3,24,29,727 -
scavenge o 132, 181
remnate.261 romp. 132 scent . 443
resort .a 25 1 rmm 141 schedule... 296, 372, 594
rcsound 131, 254, 262, 608 roost o 130 scheme 91, 154, 336, 583
respond lF I 1, 73, 99, ll5, 77 6, 249, root i132, 18O, 481 schlep 127, 319
2s2,26E,606,607 ,60E, 609, 610 rcpe.329,427, @L schml.294, 386
rcst a 130, 155, 279, 222, 225, 266, rcpein294,377, 594 scoff. 116, 167 , l7O, 5a5
313, 498 rot .. 48 1 scold . 115, 339, 370, 591
restart. 490 rctate.o 487, 489 scmp. 319
restck 444 rough.555 scmt 128
rcstorc r. 2l, 24, 39, 40, 419, 432 rcwd,a22O,3U,433 scorch. 127, 137, 4E0
restrain ..377 rclse . 294, 379 , 43O, 491 scote....12,22,25, 30, 43, 44, 138,
restrict... 356, 377 ,426,42a roust 376 377,57A
result
--{.9, 188, 199 route. 315, 320 scom.347, 351, 593
resume 81, 115, 490 rcve727, l3l rcour . 372
retail o 169, 183 row o 128, 748,236,316,334,457, 47I, scout o 181, 372, 586

645
 scowl Verb Index slash

scout around/round 181 sewe out 46 show aromd/round 35

scowl o 166 sewe up 25 show off 13, 37, 38
scabble 88, 178, 181, 333, 587 service ...
306 show up 3, 6, 38, 50, 18O, 351, 490
ssabble around/about 181 set ccxo 2, 5, 26, 29, 40, 43, 44, 54, 79, shower . 443
scramble o
88, 127 , 187,7a3,333, 587 220, 226, 27 4, 27 6, 243, 289, 313, shriek. 1 16, lfi , 766, Z6a, $2, 360,
siape.. 744, 239, 315, 319, 33o, 333, 3r7, 323, 343, 358, 37 3, 406, 432 584
334, 402, 500 set apart 50, 377 shdll 116
scratch ..59, 63, 137, 333, 408 set aside 25, 52 shtitk.. 7 2, 727, 77 3, 746, ]9O, 79 4,
scrawl. 115, 314 set back 35, 276 207,242,335,442
soeam ooo 99, 176, 71A, 779, 729, 166, set dom 40, 56 shrivel o 481
17r,77a,268,3@,584, 585, 587, 608 set forth 4, 56 sfuoud o 383
.
sseech 1 16, 729,166,771, 585 set in 9 shru8
- 337
screen.. 58, 181 set off 4, 26, 33, 38, 49, 726 shudder o 167, 254,268,337,585
scrcw.. 59, 127,312,39O, 41,3, 494 set Nt 4, 24, 56, 91, 7O7, 726 shuffle o 128, 13O, 334
screwup 488 set up 27, 29, 35, 40, 43, 49, l3O, 324 shun . 82
scribble . 144 set upon 20 shut.315, 320
scrimp 225 settle.... 2, 12, 24, 30, 31, 39, 45, 729, shut €. 3, E, 2E3, 317,384,475,445,
scroll I 3 1 r30, 180, 206, 22s, 227, 266, 373, 488
scrounSe 178 320, 384, 404, 465, 47 2, 447, 489, shut away 67
scrub o 283, 319 498, 499, 555, 578 shut dom 8, 485
scrunch 334,39o settle dom 13, 88, 130, 250 s}Jttoff67,377
sad 127 settle in 13 shut up 9, 489
ssff 137, 480 settle on 26 shuttle 127, 320, 498
soffle 458 settle up 13 shy away o 186, 190
sculpt . 390 sew ..312, 329, 471, 427, @7 side . 154, 266
sorry o 90, 128 shack up 459 sidestep.333
sottle o 128 shackle 58, 427 sidetack 378, 394, 398, 595, 596
seal.. 312, 383 shade. 2O4, 242, 37 8, 457, 59O sidle 128
search... 13, l3Z, 747, 372 shake.... 3, 6, 24, 44, 53, 66, 78, 268, srtt.24O,336
season 443 2a3 , 3t5 , 359 , 474, 487 , 502 sigh 116, 143, 268
seat.. 66, 70, 313 shake dom 20 sign
- 13, 21, 34, 54, 59, 779, 248,
secede. 191 shake off 24, 31, 35
-o.
263,464,472,492, @8
second. 296, 320 shake out 24 siSn away 25
secrete. 313 shake up 30, 53 sign for 56
sewe ccc 27 5, 324,367 , 594 shamble 128 sign in 3
seduce. 393, 398, 596 shame o 394, 398, 532, 596 sign off 9, 71, 43,578
see ooooo 10, 74, 27 ,46, 52,l@,l0l, shape or
390 sign on 9, 43, 180, 578
106, 108, 109, 117, 712, 249, 252, shape up 90, 733,760, 161,2O4,451 sign over 25
287, 289, 296. 298, 308, 318, 319, share oroo 14, 25, 52,798,367,447, sign up 35, 160, 180, 5O7, 583
332,338,347 ,357,387, 407, 524, 466,472,473,578 signal e 98, 101, 105, 108, 131, 246,
s29, 546, 574,593, 596, 606,609 share out 25, 361 255, 606
see about 35, 84 sharpen.483, 484, 486 signify. 98, 101
see off 33, 39 sharpen up 483 silt up 484
see through 52 shatter .. 137 , ZO4,391, 4aO, 495, 59O simer o. 482
seed o 66, 28O, 326 shave.. 319, 376, 402 sin o 154
seek..{. 36, 92, 371, 375 shear off 487 sing.oi 11, 54, 176,148,244,275,
seek out 36 sheathe 383 332,578,581,609
seem ooooo 16, 76,80,88,27O,451, shell . 59 sing along 13, 254, 269, 608
453, 520, 521, 522,524, 530, 532, shell out 95, 7A2,225,372,4O9, 586, singout54,1l6
537, 539, 540, 541, 542, s62, s64 587, 598, 604 singe 481
seep.727, lZ9 shelter . 13O .
single out 357,377, 593
seethe o 144, 167 ,236,261,268, 584, shelve . 1 31 sinkccc 72, 130,173,794, m5,206,
585 shepherd 319 242,395, 487 ,494,590
segregate . 324 shield .378 sip 168, 188
segue 204 shilt.a 127, 256, 315, 321, 487, 489,
-
siphon.315, 319
seltrt ...
59, 351, 377,37 5, 593 497,494 s1t a... 2, 3, 8, 44, 77, lZ4, l3O, 135,
sell oooa 6, 73, 14, 25, 36, 47, 133, shimmy 128 t7 9, zco, 228, 239, 3ZO, 590
169, 783, 233, 250, 27 4, 335, 360, shine a 79, 268, 315 sit around/about 4
373, 4tO,419,427, 508, 578, 594, ship o. 319 sit back 95
598,602 shirk 186, 19O sltby 4,124
sell off 25 shiver o 337 sit dom 3, 24, 95, 124,73O,32O
sell on 25, 421 shock... 397, 531, 532 sit in 22O
sell out 7, 9, 13, 246 shoehom 395 sit on 35
sell up 13, 25, 578 shoo 320 sit out 39
Seuotape 312 shoot.... 12, 79, 29, 43, 59, 727, 744, sit tp 3, 70, 73, 24, 79, 124
send...- 24, 54, l7A, 784, 27 5, 243, 169, t70, 24a, 27 5, 2a3, 374, 333, site. 313
2A9, 313, 375, 37 3, 37 6, 394, 421, 3s7,38s,431,494,578 situate..324
428,595,598 shoot down 20, 56 skate. 128, 157, 237, 234, $5
send away 178 shoot up 6, 13,20, l73,794,242, 574 skewer 317
send dom 35 shop.oo 132, 187,337,429 ski.. 128, 335
send in 24 shoparomd 181 skim. 151, 23E, 24o, 379, 334, 37 6, 4oz
send off 24, 35, 178 short-cirsit 48O skimp 225
send on 24 shorten.424,482 skin o 284
sendout24,29,Ug shortlist 371 s}jp x 728, 192, 237, 249, 334
send up 28 showlder o 247,277, 315, 333 skimish 458
sense 100, 108, 606 shout .a 'l l, 99, I 16, I '17, 118, 'l
19, skirt. 157, 158
-
sensitize 429 766,17t, t7a,7A5,332, 360, 584, skitter 127
sentence ..
59, 294, 430 585,586,587,608 skulk 13O
separate o-
59, 61 ,197,2O4,377,397, shoutout 11,116 slacken. 482, 488
459, 495, 513, 588, 590 shove.. 283, 313, 315, 333 slag off 59
separate out 377 shovel. 313, 315, 333 slm.. 78, 155, 205, 283, 313, 333,
sewe a... 12, 22, 24, 25, 32, 39, 43, show
-... 2, 6, 27,39,40,43,44,44, 34s, 370, 395, 491, 502, 582,590
46, 59, 70, 49, 130, 144, t60, 17 7, 49, 101, lo5, ro8, 770, ll7, 274, 289, slmt o 131, 322
27 4, 245, 324, 354, 405, 419, 440. 296, 3(]o, 301, 302, 320, 421, 490, slap..313, 317, 385,406,4O7, Na
451, 578, 583, 587, 592, 598 527, 529, 598, 599, ffi
, 602, @6, 609 stash i 168,333

646
slate Verb Index stereotype
slate o 296,37O,372 sob. 116, 337 spurt out 488
slather 313, 442 sober up 489 sputter 116, 132
slave 179,238 socialize o 263 spy o. 154, 179,227, saz
slaver 236 soften.. 257, 481, 483, 488 squabble . 14E, 236 , 457 ,471, 472,sEO
sledge 143 soft-pedal222 squarc. 262, 437, 441, 49 6, 603
sleep.r. 12, 70, l4l, 239, 337 soldet 312, 329, 417, 427, @1 square up 252
sleep around 13, 263 solicit.375 squash.283, 317
sleep off 39 mlidifF. 481, 483 squat. 130, 228
sleep with 27 solve ., 59 squat down 130
slew 127, 316, 498 somersault 143 squawk 99, 116, 608
slice cc 241,284,314, 336, 381, 391, sort.... 2l, 3l t 24O, 3A1, 391, 596 squeak. 132, 268, 332
596 sort out 24, 31, 59, 55 squeal o 116, 268, 510
slice up 391 sound o.i 11, 16, 26, 54, 7 6, l2l, 2lO, sqteezecc1.27,283, 315, 333, 376, 413,
slick 317 45t,453, 491, 527, 522, 524 41S, 498, 502, 595
slideccs 72,78,727, 12A,743, L73, sound off 11, L48,218,579 squelch 129
194,206, Z4Z,2A3,315, 334, 498, s02 sound out 56 squint. l3l, 166
slim dom.4E3 sour.483 squim . 78, 727 , 26E,334
sling o 313, 314 sow a. 444 squirt. 129, 315, 443, 498
slink 128, 334 space o 317 stab..59, 168, 359, 385, 431, 584
slip e 2, 5, 72,727,128,173,194, spar. 457, 458, 47L stabilize. 1.64, 481
206, zo7, 233, 242, 27 4, 3r3, 327, spate co276,379 stack oo 443
419, S90, 598 spark e208 stackup 154,251
slip through 6 spatk)e .262,268 staff. 58, 444
slip up 13 spafter .129,313, 443, 498 stagger o 128, 132, 334
slither. 127, 334 speak oo-. 1 1, 54, 122, 74A, 149, 179, stake . 4O9
slobber 144 1a4, 202, 272, 213, 214, 278, 244, stalk o 128
slog. 127 ,lM,333 251, 2s2, 4s7, 47 t, 47 2, 473, 57E, @8 stall..222,237 , 487 , 49O, 604
slop 129,315,4E7,498 speak out 1 1, 144,155,2O2, 582 stamer. 116, 332
slope o 128, L31 speakup 11,144,180 stamp.. 128, 219, 22O, 226, 313, 316,
slosh 129, 315, 334,447 ,498 spear 431 352,442
slot o 208, 230, 313, 384, 395, 498, 589, specialize o 197, 198 stampede 333, 393 ,397 ,489,597
590,596 specify.o 98, 103, 106, 11 1, 609 stand.o.p 2, 3, 4, 9, 36, 52, 73, 7 5, 77,
slouch 12E, 130, 334 speolate..98, 10O, 107, 115, f44, 79,83,90,92,127, 130, r35, 154,
145, 148, 163, 198,278,223,236, 1 60, 1 64, t7A, 198, 27 4, 287, 313,
slow
-. 485485, 489
slowdom 579, 580, 581, 590, @4, @5,607, 450, 451, 525, 543, 544, 557, 564,
slow up 485 608,609 582,583
slug 333 speed oo 127, 334 stand aside 3, 190
sluice 129 speed up 485 stand back 4, 124
slum 555 spell ..
3O4 stand by 4, 35, 52, 9 4,124,183, 5A7
slump .. 13O,773, 794,242 spend 25, 59,29O,322,335,4@ stand dom 4, 160, 203
slur 116,332,488
-.{
spew. 314, 498 stand for 50, 52
slup 336 spice. 443 stand in 4, 179
smack o 59, 213, 313, 385 spill oo 129, 315, 498, 5O5 stand out 7, 189
smart 144, 767 , 189, 236,258, 544 spill out 489 stand up 3, 7, 35, 79, 18O, 252
smash ...
59, 155, 2O4,2O5,2N,333, spia..275, 487,498 stand up to 31
38s, 39r, 498, s06, 590 spiIal.7Z7,132, 334, 335, 506 staple 312
smash up 391 spirit 319 star.. 198
smear o 313, 442 spit i 1 16, 144, 145, 551, 169, 314 stare oo. 10, 77, l3l, 135,766,77O
smell.. 76, l2l, ZlO, 273, 332, 457 spit out 116 start .r.. 8, 9, 12, 26, 29, 40, 41, 81,
smile ....
12, 54, 116,166,219,337 splash { 129, 138, 2O8,373,334,443, aa, 727, 734, t6t, 17 5, 226, 264, 245,
smirk. 166, 167 498 290, 322, 354, 364, 446, 457, 487,
smoke € 6, 12, 336 splash out 225 490, 500, 578, 583, 586, 589, 593
smooch 458 splatter. 443, 498 start off 33, 87, 167,77 5,268,354,364,
smmth . 313, 317, 319 splay 131, 506 451,583,586,589
smoulder o 268 splinter o 204, 506 start out 161, 175, 354, 364, 451, 583,
smuggle oo 319 split 204, 361, 381, 391, 48o, 485, 586
saack224
-.
495, 590, 596 start over 9, 41, 578
saag. 228, 4O7, 482, 498, 594 split off 192 staftup 8, 26, 40, 487
snake 129, 131,335 sptit up 361, 391, 485, 489, 513 starve..63, 254, 400, 431
snap 78, 116,118,127, 137, 166, splurge 225 stash. 313
-
768, 17 1, 233, 317, 319, 332, 381, .
splutter I 16, 332, 334 state ... 98, lO4, 106,715, 527,607 ,
480, 495, 498, 502, 560, 585 spoil.. 66, 180, n481 608,609
snarl.116, 118, 166,332, S85 spoage2l4,226 station..317, 318
snatch.. 168, 319 sponsor ... 59 stay
-... 2, 15, 46,75,724, l3O, 138,
spook 137, 509 232,450,453
sneaktp 22O,227 spoon o 313, 417 stay in 3
sneer o 98, 116,766,167, l7O,332, 544, spoon-feed 274 stay on 3
s85, 608 spout. 129, 314, 505 stay out 3, 13
snicker 167 spout forth 148 stay up 134
sniffi 116, 167,77O,332 spout off 148 steady. 65, 481
snime 116 sprawl. 130, 131 steal ..oo 14, 25, 59, lza,336,375,574
snigger 116, 148, 167, 579, 581, 585 sprawl out 13O steam ..
482
snip 319 spray cc 729, 155, 2a4, 313, 344, 477, steam up 59
snipe 167, 169 443,494, 542 steamroller 333, 393,397 , 597
snitch 221 spread.q. 2, 24, 39, 44, 127, 743, 283, stel 294, 345, 371, 594
snog 458, 467 3t3, 375, 3t6, 324, 442, 4a9, 498, 500 steer ..316, 320, 321,323,333,393,
snoop 130, 221 spread out 3, 6, 24, 44, 578 394,597
snore. 337 spring r
78, 127, 7aA, 2O8, 254, 4O5, stem.. 188
snofi.116,268 502,590 stencil 442
snow o 551 sprinkle ..
313, 406,417 ,443 step
-.. 128, 135, 560
snuff.554 sprint. 128 step back 13, 124, 19o
snuggle 127 sProut. 130, 507 step dom 4, 160, 203
soak oo 129, 443 spu o. 295, 393, 398, 597 step in 4
soap 68 spur on 295, 430 step up 30
sGr oo 7E, 127, 731, 17 3, 794, 242 spurt 129, 488, 507 stercotype 347, 351, 593

647
 stick Verb Index tell
stick o..o 2, 13, 131, 140, 141, 158, subjugate 427 switch on 13
zoo, 247, 264, 3 t2, 329, 384, 39 5, sub-lease 421 switch over 13, 248, 249
411, 427, 449, 498, 589, 596, 601 sublet 421 swivel o 130, 131, 315, 482, 498, 505
stick around 3 sublimate 390 swoon 236
stick at 41 submerge.383, 487 swoop . 78,127, Zzn
stick by 35, 52 submit.o. 99, lO3, 1O5, 246, 419, @2 swot 182
stickout 7,44, 178, 189,555 subordinate. 427 swot up 219
stick to 28, 41 subscribe o 178, 247, 250 s)mpathize.263
shck up 18O subsist 224 synchronize 62, 438, 5 14
stick with 28 substitute o. 179, 367, 492, 5Ol, 586 syndicate.314
stiffen .484, 486 subswe 322 tack. L, 312, 376, 329, 411, 427, 487,
stiffen up 484 be subtitled 304 498
stigmatize 351 subtract o 376 tackot427
stiu 49O succeed o..o 7, 46,195,798,248 tackle... 340
stimulate.. 295, 398 sucomb . 246, 251 tag.278,351,594
sting i 59, 484 suck.. 168, 224, 315, 393 tagaloa9263
stint. 213 suck up 246 tail .306
stipulate . 99, 7O3, 106,607 sucker 398 tailot .294,433
stir., 64, 191, 2@, 29 4, 313, 3a7, suction 319 take .....8, 20, 24,25,27 ,37,43,46,
393, 395, 398, 486, 500, 589, 597 sue..o 59,370 47, 49, 52, 55, 70, 7 7, 27 6, 279, 290,
stitch. 312, 329 suffer.-. 5, 6, 43 , 52,789, 57a 29 6, 297, 316, 379, 320, 322, 323,
stock..444 sufflce. 89 324, 327, 364, 37 3, 37 5, 37 6, 343,
st@kvp 226, 266, 444 suffocate.480, 486 387, 402, 414, 447, 533, 536, 537,
stomach 83 suffuse 443 538, 543, 544, 546, 594, 595
stomp. 128 suggest € 49, 53, 55, 85, 99, 1O3, take after 48
sto[ewall 222 105, 106, 1 10, 7tt,115, tt9,4ZO, take against 52
stoop. 78, 79,234,248 527,589, @2,607, fia, @9 take apart 20, 52, 56
stop..r.. Z, 8, 9, 26, 34, 41, 59, 81, 90, suit...66, 533 take aw ay 24, 79O, 37 6, 37 9
124, 130, 138, 1E3, 287, 377, 4a7, sulk. 337 take back 25, 35, 53, 54, 428
490,578 smmarize. 115, 322 take dom 20, 24, 56
stop by 1 1, 28, 578 slmmon..Z92,3m take'n20,22,35,43, 4A, 52, 53, 59,70
stop off 11 sumons 292 take off 4, 7, 28, 35, 67, 379
stop up 27 sun 66 take oa20,24,35, 43,48
store...313 superimpose.3l3, 408 take ott20,24, 43,306, 4O5,42A
storm.. 116, 128, 333 supplant. 354 take over 7, 13, 33, 44, 59,79O,57a
stow.313 supplement 443 take to 52, 81, 83
straggle 129, 131,334 stpply - 54, 419, 44O, 607
... 22, take up 41, 43, 263 ,406, 447, 445,447
straighten . 482 suPport ....o 27, 34,37,49,66 talk oo.- 11, 54, 55, 57, 122, 74a, 149,
straighten out 483 suppose .... 1OO, 528 2t2, 273, 2t4, 278, 244, 337, 393,
strain .o 88 surge.o 72, 129, 77 3, 794, 2OO, 241, 394,397 , 4t5,457 ,47t,472,473,
strand .. 59 242 579,604
strap..312 surge up 20O talk back 11, 246
stray .127 surmise99, l0o,1O7,@7 talk dom 33, 56, 246
streak.127,333,442
stream. 129, 131 536
-.o 32, 53,445, 537, 532,
surprise 534, talk
talk
out 56
over 56, 441, 464
strenSthen ... 483, 486 surrender
stress .- 99, lO4,7O5,70,6, ll5, 527,
- 246,27,419
swomd .... 45, 50,365,442
talk
talk
round 53
through 56, 441, 464
@7,604,609 suryive..o. 7, 9, 37,43,95,224, 578, talk up 33, 56
stretch... 3, 5, 131, 138, 183, 193, 2O8, 604 tally.460
253, 324, 395, 433, 482, 501, 590, suspect ..o 52, lOO,1O7, l2O,4OO, 52A, tamp 315
59a,@Z 607 tampet .265,267
stretch out 3, 66, 130, 316 suspend.- 59 tan.488
stretcher 319 .
suss 10O, 1O8, 607 tatgle . 59,264,384, 482
strew.313, 417, 443 suss out lO8 tangle up 59, 384
stdde o 128 swagger . 128, 334 tantalize 445
strike..o. 9, Ll, 12, 79, 24, 29, 32, 36, swnl27 tap6 144,768,2O7 ,219, 312, 334,369
40, 43, 53, 55, 58, 154,755, t69, t78, swmk 148 aape.. 283, 312, 471, 427
283, 300, 3t7, 345, 348, 354, 37 6, swap.. 62, 367, 447, 465, 47 2 taper.137,482
385,395, 402,407 ,447, 445, 464, swatm. lZ9,26l taper off 49O
498, 531, 534, 557, 578, 582, 593, 596 swathe 383 tamish.481
strike back 11, 13, 169 sway. 13O taste 6 76, 721,21O,213,336,451
strike dom 20, 30 swear o.. 91, 99, 1O3, 105, 166, 170, taunt o 339
strike off 35 245, 433, 605,60,6 tauten 488
strike out 13, 20, 35 ,727 ,167, l6a,492 sweat.. 333 til.. 59, 335
stdke up 9, 41, 490 sweep ...13, 127, l2A, l3l, 157,247, ran728,376,49E
stdng. 312, 330 254, 243, 373, 375, 376, 319, 333, 499 teach 6.. 12, 55, 275,294,3U}3O7,
strip .o 79, 40O sweep up 13 302, 339, 342, 420, 578, 59r, 598,
strip away 3 76 sweeten .443 599,602
strip-search 372 sweet talk 331, 393, 398, 597 team up . 459
strive .. 88, 174,257 , 547 swell ro 72, 173,194,242,26a, 424, tear... 58, 727, l?8, 737, 768, 243,
stroll. 128 442,495,602 317 , 379 , 327 , 333 , 480, 495, 502
strong-arm 333 swewe. 127, 487, 498 tear away 67 , 37 6
struggle... 3, 7, 72, 7a, aA, 727, 144, swig 324 tease.. 59, 115, 339, 413, 591
156, t79,264,333,458, 471, 583 swill o 138, 327,498 teem. 261
struggle on 5, 264 swim... 2, 4, 6, 72, 127,198,26.1,,334, tftter. 128, 228
strum. 219, 332 335 teleSraph 1 15, ll9, 244, 427, 602, 609
strut. 128, 334 swindte 413 telephone.. 138
study.... 14, 36, 182, 578 swing ... 78, 127,724, l3O,738,143, aelex 421
stuff.. 283, 313, 443 168, 315, 316, 359, 498, 502, 505, 584 tell..i. 1 1, 13, 49, 54, 7OO, lO8, 272,
stumble.. 128, 237, 333 swipe 168 220,22t,27 5,292,300, 301, 302,
stump.128, 179 swltl. 129, 315, 487, 498 303, 339, 342, 37 7, 41O, 420, 591,
stutter. 132, 333 swish 129,315,50O 598,599,602, @3
subcontract 419 switch ..o 13, 62, 792,24a,249,327, tell against 38
subdivide 391 431, 497, tell apart 52
subiect .. 430 switch off9,'aa,602
13 tell off 56, 59, 370

648
temper Verb Index vacillate

temper.o 443 toddle 128 try oDZ4,555

temporDe 115 totl.127,169,223,333 trf out 28, 178
tempt a 294,32O,393, 398, 445, 597 toilaway L69,223 tuck i 313, 384, 395
tod ..r.34, 89, 90,249,257 tolerate .. 83, 287 tug. 168, 283
tender r 178 toll 491 tumble .. 72, 127 ,143, 173, 194,2Ol,
tense up 488 tone.262 206,20,8,242
tem.278, 351, 594 tonein262 tme .. 432
teminate. 128, 49O t@t332,491 tune in 250
teri9..393,397,597 tootle 127 tunnel 127, 333
test.s 28, 36, 39, 59, 373 top e 45,47,58,442 turf 414
testify..99, r04, 14E, 154, 163, 1E0, topple
- 13O, 506 tum.-.. 3, 5, 6, 15, Zl, 24, 30, 43, 44,
245, 581, 582, 583, 586, 606 torture o.431 47, 7 5, 727, l3O, 792, 193, ZO4, 22O,
tether.427 toss.. 4, 314, 315, 316, 3E4
27 222, 242, Z4A, 249, 250, 251, 256,
thank a 56, 370 total i69, 450 ?a4, 297, 315, 316, 327, 345, 380,
thaw. 481, 482, 4E3 totter 128 390, 407,414, 424, 431,451,477,
thaw out 481, 4E2 touch .po
20, 21, 47, 53, 61, 278, 226, 48r, 487, 495,501.,578, 587, 588,
thmrize 99, l0o, 148, 581 369,373, 515, 576, 532 590, 598, 602
thicken o 481 touch doM 3 tum against 52
thin .481 touch off 49 tum around/round 3, 7, 24, 30, 123,
thin out 481 toughen . 481 483,487
thinl H- 10, 52, 57 , l00,7O7 , rc8, tout. 178, 347, 351, 593 tum away 35, 190
r17, 772, 177, lr9, 720, 132, 148, tow. 316 tum back 3, 73, 33, lZ7, 489
149, 163, 270, Zt2, 273, 274, 282, towel 283 tum dom 6, 56, 59, 284
296, 335, 3fi , 401, 528, 547, 54E, tower. 131, 23E tum in 3, 25, 35, 429
s49, 550, 5E1, 600, 609 toy.264,265,267 tln off 3, 28, 53, 27 6, 578
thiol( back 10, 144 trace 332, 433 tum on 41, 53, 59
think out 52
-
tace back 433 twn out 3, 24, 26, 29, 33, 75, 88, 18O,
think over 52 tmde .i. 12, 198,224,335,367, 441, 376,457, 579,552
think ttuou8h 52, 108 4&,465 tum over 3, 73, 24, 25, 3a5, 419, 432,
think up 52 trade in 25 447
thtst 152, 18O trade off 39, 343, 367 turn round/around 44
thrilh. 13O, l6a, 279, 316, 4Aa trade on 39 tum up 3, 6, 284, 49O
thread . 241, 313, 333,335,395,442, trafEc. 198 tussle 77 9, 236, 264, 4 58, 47 I
449 trail.. 73, L27, 737, 27 O, 3ZO, tut 337
thrcaten .l),(p 9, 32,56,97,99,447,605 train ....12,30,95, 160, 182,197,
'Os tutor. 197, 386, 589
thrill.. 157, 254, 506, 584 294, 317, 335, 352, 37 7, 386, 407, tut-tut 148
thiveaZ24 4a9, 497,50t, 504,583, 586, 589, 601 twang 491
ttuob.262,268 train up 30 hviddle 265
thronS 158, 208, 253, 59O naiprelZT twiS r0o, 108, 607
throw 22, 24, 37, 43, 53,
27 4, 27 S, tfamp728 twin 438
-..
3t3, 314, 316, 3m, 323, 330, 357, lJample. 219, 2ZO, 226, 334 twine 144,313,498
359, 384, 394, 395, 4o3,406,412, transcribe. 371 tnitl. 127 , 724,334, 447
4t4,596
throw aroud 56
transfer...
320,323,376,
191, 248, 253, 315, 319,
41,7, 419, 424, 433,
twist
- 130, l3l, 376, 317, 319,
335, 499
333,

throw aside 41 498, 499, s88, s9s, @2 twitch. 337, 488

throw away ,14 transfom... 380, 390, 595 twitter 116, 148, 581
throw awaylout 24 transgress 156 t,,pe.. 314, 395
throwback 360, 406 translate.. 119, 207, 305, 380, 390, t'?ecast 35 1
throw doM 40 496, 501, 590, 595 tglaanize 237
throw in 25, 54 transmit ..
244, 419,421, @2 unburden 65, ,1O0, 42O
throwoff29,31,35,53 transmute 204, 390, 451, 495, 590 uncoil 483, 498
throw out 33, 37, 59 transpire. 519 underestimate.. 107
throw together 43 7 transplant. 376, 395, 428, 595, 598 underline ..99, 1O1, 106, 1O8, 109, 607
thtow lp 12,24,29,35 transport.. 319, 323 unde$core r 99, 1O1, 106, 1O8, 607
thrust 131, 313, 333, ,lO5 transpose 315, 376, 395 undemtmd ..... 52, lOO, 1O7, 112,
thud 129
- trap a 59, 393, 398, 597 296, 52a, 529, 544, 6{n,609
thumb.240, 336 traumatize 445 undertake ta 91
thump. 59, 129, 2r9, 313, 334, 385, travel ..- 2, 45, 72,726,127,129,574 undo . 58
500 tlawl. 181, 240 unfold .o 483
thunder. 116, r29, 334, S51 ttead,.. 132, 219,226 unfurl . 483
tick off. 370 Iteat.... 22, 27, 31, 323, 352, 37 3, taify . 61,437,572
ttckle o 532 433,440, 444 unite .. 489, 499
tidyup o 152 teble.483 unload.376
tie a. 61, 312, 329, 387, 4ll, 421, 426, tek.7Z7 unravel. 483
427,454,443, ffit tremble oo 268 unroll 483
tieia262,437, 496 trcspass . lZ7 ,22O,227 unscrew 487
tighto - 144, 481 , 4A3,4aA,499 trick o 336, 393, 39a,473,597 unstick 487
tighten up 226 trickle o 129, 498 unwind . 483
tilt. 130, 732, 376, 377, 327, 487, 496, tJifle264,267 unzp 483
49a trill 116 up. 123
nne.296,323,372 tim..379,4O2,442 upbraid 370
timetabte 296 trtp.728,228,238,@4 update .. 406
tingle o 268 fiip up 59, 228, 238, 489, @4 upgrade or 428
tiaket .264,265,267 triple. 2ol, 483 uproot . 67
Unkle 332, 491 triumph.237 upset....24, 30, 53, 532, 534, 536
tip.. 27 4, 296, 373, 315, 317, 319, 373, ttoop 129 ur8e.... 55, 85, 99, 7O3, 175, 293,
498,594 trot.728, 499 303, 320, 410, 599, 600, 601, 603
tip over 487 trouble o- 89, 297,341,342,445, @7 urge on 56
tip up 487 truck 319 use 20, 28, 33,39,43,54,295,
tiptm 334
o 128, trud8e.128, 333
-..o
352
tire o 213, 486 trumpet o 148, 351, 527 use up 20
title x 278 trundle.127, 128, 315, 333 usher . 32o
titter 337 trust... lOO, 197, 296, 447 vacation I 30
toady 246 try ccccc L3, 22, 2a, 39, 82, AA, 723, vaccinate. 59, 306, 344
toast o 387 178, 370, 589 vacillate 172

649
 value Verb Index zoom
value ...306, 360
vanish ..
191,2O8, 5a7
warp 480
warmt. - 99
nltr]'gl?7,334
wink. 166
vaporize 481
vary o- 5, 6, 772, 193, 207, 479, s&s
wash
-. 6, 12, 59, 127, 137, 238, Z4t,
266,319.498, sO8
winkle 413,414
winter 13O,318,498
veer c 727, 132,256 wash out 6 wipe... 283, 319, 37 6, 4O7
vent . 405 wash up 13, 315 wipe out 59
venture .. 89, 99, 175, 127 ,206,605, x. 29O, 4O9
waste wire. 27 5, 292, 315, 37 3, 421, 59a
606,@a watch.ip lO, 36, 52, 7 7, l8l, 2a9, wiuetp427
verbalize 332 298,308, sss,578,596 wisup250
Yeily . 99 , 1OO, 1O8, 607 watchout 13,181 wisecrack 332
vest . 384, 44O watch over 36 wish oro 89, 92, l@, 778, 78O,276,
vibrate.487 waYe x. 766, 246, 315, 316, 32O, 42O, 24o, 29 1, 32A, 405, 5A7, 600
ie .94,779, 45a,471, 587 584 withdraw ,l)"(n 3, 24,54, lA6, l9O, l9l,
view.* 322, 347, 357, 444, 546, 593 waver o 144, 74a, 17 2, l9O, 222, 236, 2o8, 2s3, 37 6, 4a9, 498, s88, 590
vilify 351, 370, 593 s79,580,58s,604 withhold.r 378
isit a.. ll, 27, 263, 4O5, 578 wu.79,306 witter 148
visualize .84, 107, 287, 351, 588, 593 waylay 59 wifter on 148
volley 314 weaken i 483, 486 wobble. lZ7,334
volunteer..91, 99, 115, 160, 180, 583, wean.377,4O3 wolf-whistle 166
587,608 wear..). 5, 47, 79, 137, 323 wonder 10n, lO7, l1.5, 177,
vomit.314 weat awa'/9,2n,48O -i 10, 170,
719,148,167, 581, 584, 609
vote.... L3, 57,91, 144, 745,154,774, wear dom 6, 20, 53, 480 word c 322
t80,184,202,278,226, 278,295, wear off9 work olpo 7, 8, 12, 21, 22, 26, 33, 43,
372,474, 582, 5A3,5A7, 594, @4 wear on 10 44,45,57,7A,130, 133, 136, 144,
vote dom 37 wear out 6, 20, 43, 53,64, 4aO,486 t45, 1@, 169, 770, 779, 198, ?n3,
vote in 35 weary273 223, 224, 226, 257, 264, 313, 324,
vote out 35 weasel 336 336, 390, 395, 410, 488, s02, s83
vouchsafe 274, 419, 598 weather o 481 work away 169
vow to 91, 99, 10O, 115, 605, 606, 608 weave q 143,329,333, 335, 390, 395 work off 30
voyage 128 wed. 516 work out 7, 13, 3L, 43, 52, 67, 7 5, 10n,
waddle 128 wedge o 283, 313 108, 112, 133, 764, 450, 4St, 607, @9
wade . 727 ,206, 24O, 334 weep.. 337 work over 20
waffle 748, 222, 236, 579, sa0, @4 weigh i. 59, 69, 79, 108, 1 38, 1 56, work up 40, 65, 394, 43O, 598
wame on 148 220,343,450 wom 333, 413
.
waft 129 , 374, 335 , 498 weigh dom 58, 445 worry * 10, 53, 1.0rJ., 1.O7', 148, 486,
wag o 316 weigh in 164,22O,451 s31, s32, 534, 536, s81, 607
waget99,223, 4O9,598 weigh up 108, 112, 609 woBen a. 483
waSgle 487 welcome..- 52, 56, 318, 544 wound ... 59
wail .99, 1 16, 179, L4A,77a,332, 581, weld,. 3l2, 329, 39O, 417, 427, 60l wangle . 236, 332, 457 , 472
608 well. 200 map s 313, 383, 442, 44E
wait..a. 2, 4, 6, 46, 92, 94, 124, l7O, well up 20O wapvp79,132,442
ta3, 7as, 226, 37 3, 560, 578, 586, 587 wend 332 reathe 383;442
wait around 94, 183, 185 whack. 31 7, 333 rench. 78, 283, 376,319,5O2
wait around/about 4, 587 wheedle 115, 331, 375, 413, 595 west. 319, 375
wait in 4, 183 wheel . 138, 316 westle . 264, 315, 333, 335, 458, 468
waitup 4, 183 wheel md deal336 .
uiggle 78, 127,232, 334
wake...95,254, 497 wheeze. 116, 334 wring.375, 413, 595
wake up 95, 250, 491, 496 whimpero 116,119 winkle. 483, 484, ,188
waken 491 whine . 99, 1 16, 148, 581, 608 mite oa.11, 12,54,59,99, 1O5, 115,
waken up 491 whinge. 115, 148, 331, 332, 581 1 19, 138, 14E, 749, 179, zta, 244,
walk cccco 2, 24, 45, 57, 72, 7?8, 735, whip.. 727, 317, 379, 327, 393 25s, 27 5, 314, 335, 367, 395, 40A,
206, 232, 379, 334, 335, 499 whip up 393 414, 42O,574, 579, 594,594, @2,
walk away 4, 19O whitl. 127, 375, 487, 49a 608
walk away with 3 7 whir 334 Mite back 11, 244
walk in 22O whisk.. 32O, 33O mite dom 54, 314
walk off 265 whisper.. 99, 105, 716, 719, 144, 148, ffiitein 11,56, 150,244
walk off with 37 244,332,334,527 , @6,60E, 609 ffiite off
11, 20, 30,52,244,255,347,
walk ott 4,13,221 whistle . 766,244, 332, 584 351, 593
walk over 35 whiten 484 wite out 54, 56
wall off 377 whittle away 168 mite up 54
walop 317 whittle dom 380, 424 mithe. 138
wallow .797, ZOO whizl27,334 yank o 168, 283, 315, 319
waltz 128,315,334 whoosh 127 yap 744,766,579
wmder.. 127, 131, 334 widen i 1 73, 194, 242, 3AO, 483, 5Ol yaw 130
wangle 27 5 , 336, 367 , 594 wiggle c 334, 487 yam.337
wmt o..o. 52, 85, 49,92,232, Z8O, vill.297,337 , 419 yean. 92, 152, l80, rEs, 587
247,291,307,322,370 wn..... 7, 36, 37, 73, 754, L7 4, 27 6, yell 99, 116, 177, 178, 119, 766, 77 1,
want out 4 279,333, 57a -
332, 360, 584, 585, 608
warbte 332 win back 25 yre].d...246,251:479
warmc:c 251,257 winott7,l54,237 yoke 329, 395, 477, 427, 598, @L
w atm np 487, 482, 486, 487 win over 53 ap 333
warn .-. 99, 706,115,155,272,292, win through 7, 154, 248 zercitrr225
300, 301, 302, 303, 320, 339, 345, wince. 116, 167, 585 zigaglz7,334
356, 400, 403, 582, 583, s91, 599. winch 315 zip.127
600, fit,
602, 603, 607, 60,a, @9 wind.. 131, 317, 334, 335 zip up 483
watn away 56,377 wind dom 4E3 mm.727,333
warn off 56 wind up 75, 87, 451, 453 z@minZ?5

550