We have had to put up with a lot of problems on this project. I’m really looking forward to having an extended weekend next week. To be excited about something in the future We really need to get rid of this old management system I was upset that I didn’t get the promotion, but I got over it after a while.
I finally found out how to forward my mail from one email account to another.Īfter a few weeks I found we actually got on quite well. To manage / to withstand / to have a relationship with (someone) In the end he changed jobs because he couldn’t cope with the pressure. We need to come up with some solutions, fast! I will carry on with the job after lunch. I knew he was going to bring up the 2014 results at the meeting If you, as a learner or a teacher, would replace any of my suggestions on this ‘definitive’ list, or would like to say anything else on the matter, please leave a comment in the box below! If not, then here’s your chance to fill in the gaps in your knowledge! So, if you are an English learner at an intermediate level you really should know these phrasal verbs and then be able to use them in context.
For this reason I set myself the challenge of identifying the 15 essential phrasal verbs at upper intermediate level – assuming that basics such as ‘get up’ and ‘put on’ are already in place.
This is perhaps especially relevant in the arcane field of phrasal verbs where learners are often found to be out of their comfort zones. Even then, there can be complications when relatively obscure, literary or archaic examples (‘butter up’, or ‘chime in’ anyone?) ‘crop up’ in reading texts and it becomes necessary to explain that these are very unlikely to become a useful part of a learner’s active vocabulary, even at extremely high levels.īut then I think about the teacher’s role as a guide to the learner in showing the way to the really useful language that will help them become an effective and sophisticated user of English. This means finding (or ‘coming across’, if you prefer) phrasal verbs in context and drawing students’ attention to them, or introducing them at opportune moments. The challenge of incorporating a body of phrasal verbs, all with different meanings and uses, into a communicative and coherent class plan.įor that reason I prefer to treat phrasal verbs as ‘opportunity’ teaching.The difficulty of deciding which phrasal verbs the students want to study and for what reason.As a teacher I dread the student request ‘we want to study phrasal verbs’ for the following reasons: