Introduction The course paper is dedicated to the study of the syntax and semantic features of phrasal verbs in the English language

2.4. Analysing of phrasal verbs
Here we can see some examples and their analyses:
Example 1: I have been looking for you everywhere. 
Form + Function: I = Noun Phrase = subject 
have been looking = Verb Phrase = transitive verb 
for you = Prepositional Phrase you = object of the prep. "for" 
everywhere = Adverb Phrase = adverbial of place 
OR 
Form: 1st person singular, subject pronoun Function: subject "have been looking" Form: present perfect continious verb Function: verb
"looking for" Form: verb + preposition Function: part of the present perfect continious form "have been" Note, look means to appear (e.g., Max looks tired), whereas look for means to search. (e.g., Let's look for Max.)
"for you" Form: prepositional phrase Function: object of "looking"
"for"
Form: preposition" you” Form: 2nd person singular, object pronoun
"everywhere" Form: adverb Function: adverb of location/place
Phrase = transitive verb you = Noun Phrase = direct object 
Example 2: The building opposite our school is being pulled down. 
Form + Function: The building ... school = NP = subject 
is being pulled down = VP = intransitive verb 
OR is being pulled = Verb Phrase = intransitive verb 
down = Adverb Phrase = adverbial of place


2.5. Teaching phrasal verbs
How to Proceed

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  1Choose a selection of 5 to 10 phrasal verbs
  

It is not entirely uncommon for students to receive long laundry lists of phrasal verbs to study, particularly for examinations like the TOEFL, but this is hardly the best way for them to really incorporate them into their vocabulary. So, put away the lists and choose a small selection (no more than ten) that falls into a logical group, either because they are paired with the same preposition or they fit into the same topic. Some examples:
With this set of flashcards, you can teach some phrasal verbs with “out”.
This Phrasal Verb Pyramid has phrasal verbs with the same verb, “put”, but different prepositions.
2 Introduce in context
You may be tempted to present each with a synonym or definition, but this may not give students a clear understanding of how each is used. For example, say you want to teach Business phrasal verbs. To present a phrasal verb like “take over”, try the following:
T: Did you hear about XYZ Company? This past week they bought the much smaller ABC Company. XYZ took over ABC.
If you supply real company names and real examples, so much the better, particularly if you’re teaching Business English students. They’ll really appreciate the examples and will easily understand the phrasal verb and how it’s used. Confirm by asking them the meaning of “take over”, in this case. Can they supply other examples of companies that were taken over recently?
Do the same with “go under”. Supply an example of a company that has filed for bankruptcy. Have any of your students heard about another company has gone under recently?
Make them figure out. Help them guess. Give them lots of examples. Use real companies, people and places. But above all, help them understand the phrasal verb, beyond the mere memorization of a definition.
Don’t forget this essential clarification: students must understand that phrasal verbs are more informal and are thus used more often in spoken rather than written English, although they may be used in informal written communication like emails to family or friends.
3Students practice the new words
There are a number of ways in which students can practice their new phrasal verbs.

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  Worksheets – Phrasal verbs with up, with on, with in - download some or make your own. Fill in the blanks or matching – give them plenty of opportunities to practice.
  
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  Videos – This Phrasal Verbs and Mamma Mia movie workheet is a great example of how you can practice phrasal verbs with a movie or a video.
  
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  Games – Bingo, Tic Tac Toe, or design your own board game. Just give students the synonym, for example, “postpone” and ask them to come up with the right phrasal verb, in this case, “put off”.
  

4Students perform or produce with the new words
The goal, here, is to help students go from very controlled activities or exercises to using the new phrasal verbs on their own. To this end, you may ask them to:

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  Give every pair of students 2-3 phrasal verbs that they must use in a conversation. Students come up with a dialogue, put it down on paper, and then act it out in front of the class.
  
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  Give each student a set of phrasal verbs they must use in an email to a friend or family member. For example, they may use phrasal verbs connected with food to write about their Thanksgiving meal.
  
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  Ask students to prepare a PowerPoint presentation that shows some examples of what you talked about in class. Business English students may research recent takeovers or bankruptcies to put on their slides.
  

Use the following verbs (believe, fill, get, look, put, switch, take, throw, turn, try) and the prepositions (away, down, for, in, off, on, out) an form meaningful sentences. Toggle example

1) Quick!  the bus. It's ready to leave. 2) I don't know where my book is. I have to  it. 3) It's dark inside. Can you  the light, please? 4)  the form, please. 5) I need some new clothes. Why don't you  these jeans? 6) It's warm inside.  your coat. 7) This pencil is really old. You can  it  . 8) It's so loud here. Can you  the radio a little. 9) The firemen were able to  the fire in Church Street. 10) Does your little brother  ghosts?