Fast Phrasal Verbs – GO

In the second part of this series, we shall concentrate on phrasal verbs with ‘go’.

This is not a definitive list of all of the phrasal verbs with ‘go’ but it is a list of frequently used phrasal verbs.

phr ver go

Here are some example sentences with these phrasal verbs:

  • Go Back – ritornare / tornare

e.g. I need to go back home and get my phone.

e.g. We arrived in Spain yesterday and we’re going back to England next Friday.

  • Go Out – uscire

e.g. I don’t think I’ll go out tonight. I prefer staying at home and watching a film.

e.g. The children started talking went the teacher went out of the classroom.

  • Go In – entrare

e.g. Please go in. I shall be with you in a moment.

e.g. You’ll find the test on the desk when you go in the classroom.

  • Go By – passare

e.g Time is going by so fast today.

e.g. Before I knew it, two hours had gone by.

  • Go Over – ripassare

e.g. I need to go over my notes before tomorrow’s test.

e.g. I went over the article before publishing it.

  • Go Up – salire

e.g. If you go up the stairs, you’ll find the bathrrom on your right.

e.g. The cost of my ticket went up by 10% last year.

  • Go Down – scendere

e.g. Go down the stairs and open the door, please!

e.g. The prices of concert tickets have gone down this year.

  • Go On With – continuare

e.g. Can I go on with my presentation or shall I wait for you to finish?

e.g Go on with your work while I speak to the headmaster.


But wait, there are many more phrasal verbs with ‘go’. We have selected a few more below:

phr veb go pt 2

  • Go Into – parlare di; iniziare una carriera

e.g. Can you go into detail about what happened that night?

e.g. Look I can’t go into it at the moment. I’ll call you later.

e.g. When did you decide to go into medicine?

e.g. When I went into the military, we had to do six months basic training.

  • Go Off – esplodere; suonare; arrabbiarsi; smettere di funzionare; scadere (per il cibo)

e.g. The bomb went off just three miles from the station.

e.g. If there is a fire, the fire alarm will go off.

e.g. I got home an hour late and my dad went off at me.

e.g. My computer keeps going off everytime I open this document.

e.g. The milk has gone off. I have to buy some when I go out later.

  • In For – participare; fare un’audizione

e.g. I’m going in for the 100m sprint tomorrow. Let’s hope I win!

e.g. What role are you going in for?

  • Through With – portare a termine

e.g. I don’t think I can go through with the bungee jump. I’m too scared.

e.g. I can’t believe he went through with the wedding. Everyone knows that he doesn’t love her.

  • Go Without – asternersi; fare a meno

e.g.  I can’t go without a cigarette for more than two hours.

e.g.  They went without speaking the whole day.

e.g. I’m sure we can go without the car for a few days.

  •  Go With – abbinarsi

e.g. Do you think these shoes go with this jacket?

e.g. Red wine just doesn’t go with fish!

  • *Go Around / Go Round – andare a trovare qualcuno; andarsene in giro; evitare; girare intorno

e.g. I might go round to John’s later. He said he wasn’t feeling well this morning.

e.g. Yesterday, she went  around the town wearing her slippers. And now people are going around saying that she’s crazy.

e.g Go around the table if you want to help.

e.g. Look! don’t go around the subject. Just tell me what happened.

*The use of ‘round’ or ‘around’ makes no difference to the meaning of the phrasal verbs. Usually it is a question of American English VS British English. As students, you can use whatever you prefer.


Next week’s lesson with look at phrasal verbs with ‘GET’!

Fast Phrasal Verbs – Look

This is our new series of vocabulary boosters, focusing in particular on phrasal verbs.

Phrasal verbs are an important part of the English language as they unlock a completely different dimension to understanding how native English speakers use the language. For exam students, phrasal verbs are a vital piece of the language puzzle and are essential to know particularly for the Cambridge exams.

Here we have chosen to compare them to the Italian language as most of our in-house students are Italian.


  • Look After – prendere cura di

e.g. I need to look after my sister today because she’s ill.

e.g. Could you look after my cat while I’m away?

  • Into – indagare

e.g. The police are looking into the cause of the accident.

e.g. The manager will look into the matter as soon as possible.

  • Forward to – non vedere l’ora di

e.g. I’m looking forward to going to my brother’s wedding.

e.g. Thank you Mr. Brown. I’ll look forward to reading your report.

  • Through – controllare / leggere velocemente

e.g. Have you had a chance to look through those documents I gave you yesterday?

e.g Please look through the corrections I have made to your work.

  • Up To – ammirare

e.g. The person who I look up to the most is my grandfather. He’s a great man!

e.g. Nowadays, most kids look up to TV and internet celebrities.

  • For cercare

e.g. I’m looking for a job at the moment.

e.g. Wait! I need to look for my keys!

  • Up – controllare una parola sul dizionario

e.g. I needed to look up the meaning of that word because I didn’t know it.

e.g. I’m going to look up the Italian for ‘weird’.

  • Over – esaminare / leggere

e.g. I looked over your homework and I found many mistakes.

e.g. My boss was really impressed when he looked over my report.

Next week’s phrasal verbs will be with ‘GO’.

Reading and Writing – How important are they in lessons?

Much of language teaching is focused on getting students speaking more. It’s the most important form of communication. However, one of the forms of communication that is being lost is writing. We see our students struggling with writing daily. It becomes even more worrying when they have to do an important exam for school or a language exam such as one of Cambridge exams or the IELTS. Some of our students have difficulty writing letters for work or just lack imagination to do any writing in any circumstance. So we are dedicating the February and March segment of our blog to our students’ writing.

We’ll be publishing examples of our students’ work to hopefully encourage teachers to bring writing into your lessons and students to try some writing at home.

The following piece was written by a TES student. Thanks Serena!


One time, I don’t remember who or when, someone told me that when we write, we have to write about something that we know, otherwise we write about nothing. So, I would like to write about the importance of reading.

In Italy there is a very famous writer that wrotew a short text in which he explains the importance of reading.

I’ll try to translate:

“He who does not read at 70, will have lived a single life: his own. Readers will have lived 5000 years: there was when Cain slew Abel, when Renzo married Lucia, when Leopardi admired the infinite … because reading is ‘immortality backward. ” [Cit. Umberto Eco]

In my opinion, what he says the true, because when I read a book, I can imagine the entire story as I prefer. I can imagine the place where the story happens, and the characters. I can have sympathy or apathy for them. I can hope the story ends in a certain way rather than another, or I can only read the story and just be curious.

In recent years, people have been watching a lot of television, and this behavior, in my opinion, is very wrong because this way, people in the future will not be more imaginative, children will not read, adults will not write, and we will become a very stupid and uninformed population.

Personally, I need to read a lot because I love reading, and I love to write. It is my way of relaxing. It is a way to escape from reality for a few minutes, and I think that all people should be able to, because all of us have problems with something, but when we read, those problems disappear for a while and when we stop reading, we can find a better solution for those problems.

Serena G



What are your thoughts? Let us know!


Write a Story (A PET lesson)


Groups had to write a story beginning with:

I was sitting at a table drinking my coffee when…

The conditions of this writing exercise were:

  • It has to be a minimum of 50 words.
  • It can be in any genre.
  • There must be a start and an end.
  • You have to have fun.

Here are their stories.


I was sitting at a table drinking my coffee when I heard a scream of horror of a young girl that came from the garden of my house. Immediately I stood up to understand what was happening outside when the light turned off.

In that moment I was so scared that I started to run to door of my house to call for help but it was locked. I still heard that horrible voice getting closer and closer. I took my phone from my jeans hip pocket to call the police but no-one answered. I was turning around when I saw  the young girl in front of me that was screaming because she had her throat slit. I screamed and I tried to run away but the ‘horror’ girl caught my arm and she stabbed me in my stomach with a butcher’s knife so I died.

Now I’m in paradise and I’m glad to tell you my fatal story.

Diletta (Level B1)


I was sitting at a table drinking my coffee when I saw a childhood friend of mine, so I invited her to drink coffee with me since many years had gone by.

She told me that she goes to a science school and she likes it very much. She also told me to organize a dinner with all of our childhood friends, and she invited me to her birthday. Her birthday was the next week and she told me that it would be a fancy dress party.

I accepted and I said yes of course.

Patris (Level B1)


I was sitting at a table drinking my coffee when suddenly my cup started shaking. At first I wasn’t aware of what was happening and I just took a look around me. I began to think that something was wrong when not only the cup but I started shaking. It was a terrible earthquake. Unexpectedly an enormous abyss opened up underneath me and I began to fall. While I was falling, I screamed and when I thought, “I’m going to die”, I woke up in my bed.

Pietro (Level B1)


I was sitting at a table drinking my coffee when I saw a beautiful boy smoking a cigarette at the table next to mine. He seemed impatient and nervous. He turned and asked me, “what time is it?” I answered and asked him if he was alright, he looked at me for a few minutes then started to cry. I was confused. So I ordered a cup of tea and he began to tell me his story. He was a young writer and he wanted to publish his novel. His parents thought that he was attending law school to become a lawyer like his brother. He explained that he was waiting for his father to tell him the truth. After one hour his father arrived. He was a tall man wearing a dark jacket. He sat down at the table. The boy and his father started to speak. His father was angry , but then he began to read the novel of the child. He ordered a scotch to celebrate the novel with his young writer.

Giulia (Level B1)


I was sitting at a table drinking my coffee when the doorbell rang, I got up and went to open the door. It was the postman. He gave me a little pack, I took it and signed for it. Then he left and I returned in the house. I was curious to see what was inside the box. I opened it, and I saw some papers; I started to read what the papers said. I was so happy! I had won a trip to America!

The next morning I was ready. I embarked and after 9 hours of flying, I arrived in New York. The city was beautiful! I started to visit the city, and I was at the Empire State Building. It was very high! I really loved it! Then I visited Central Park, and there I was there for two hours – that place was magic! At 8.00 pm, I was in a very cute restaurant.

On the second day I visited Brooklyn Bridge. It was awesome! But the thing that I loved most was the Metropolitan Museum of Art. There I really enjoyed every painting. I guess that next year I will go back!

Cristina (Level B1)


Rewriting 253 – getting teenagers to do creative writing

253 tube sign

A PET group was introduced to the Geoff Ryman novel 253.   

Thinking it could be a great way for them to read modern English and also read a ‘new’ kind of writing. The objective of the lesson was for them to recreate a 253 passenger profile. Here are some contributions:

Car Three


Mr Nathan Drake

Outward appearance

Tall, slim, long brown curly hair. He’s wearing blue jeans, black bow-tie and a white shirt. Green eyes. He is listening to music and reading a book.

Inside information

American. He is married and has two sons, Marcus and Julius. He graduated History from Oxford. He is a teacher. but during his free-time he is a thief. He steals ancient objects and thanks to his knowledge of history, he replaces them with forgeries. His family doesn’t know anything about his second job. He had to do it. His family must live happily and have everything they want, and he will do everything to make them happy, also stealing. However, he loves his second life. He loves stealing things without being seen. He always laughs when he sees his forgeries in the museum while they are being photographed by a lot of stupid people. In fact he isn’t a very kind person.

What is he doing or thinking

In this moment Nathan is very worried. There is a bobby sitting near him. Why? simple, he has an important and ancient object in his jacket. He stole it three hours ago. He is thinking that he must kill the bobby, if he gets near him he must use, not for the first time, the magnum, which he always brings with him when he goes out for his second job. He is also thinking that he should get off at the next station but he loves danger. So, he stays in the car, smiling at the bobby.

Pietro (Level B1)

253 2

Miss Astrid Nillson

Outward appearance

A beautiful young, Swedish woman, slim and athletic. Indeed you can tell by her Adidas tracksuit and her gym shoes. Long, blonde and thin hair. Very fair skin and  sweet and linear facial features.

Inside Information

She’s a private investigator who is investigating a murder. She’s single and without children. She has studied Law. She loves shopping and going to fine restaurants.

What she is doing or thinking.

She is reading a crime novel but is always ready to control the situation around her.

Rebecca (Level B1)

Passenger 73

Outward appearance

A small, cute, old woman, sat in front of young beautiful girl and between an aged man in tourist clothes. Big, blue eyes and grey hair, bizarre and colourful clothes.

Inside Information

She is a good housewife and a wonderful grandmother. She spends her day cooking meals, cleaning her house, playing with grandchildren and, when she has free-time, she reads a lot of books and she drinks tea with her friends.

What she is doing or thinking

When I arrive home I must clean all my home’, she thinks, ‘and especially the kitchen’. The floor is all covered in blood. I can’t let my grandchildren see it. I must hide the evidence of the murder ofmy husband’s stupid lover. Finally this morning I killed her. I’m very happy.

Diletta (Level B1)


Nadia Nencioni

Outward appearance

The little girl is wearing overalls and a pair of jeans. She’s walking to the school. The girl has short black hair, and her face is so kind and her smile is so sweet.

Inside information

She is Nadia Nencioni, the little girl that died with her whole family in Florence in 1993, because of a bomb that the Mafia put in front of her house

What she is doing or thinking

She’s thinking of all the beautiful things that she will do with her friend, before the summer. The teacher gave the class homework to write a poem. Nadia wants to write about the sunset, the best moment of the day.

Cristina (Level B1)

 *NB – the website of 253 is no longer accessible and seems to have been taken off the internet. 253 is available, however, on paperback.

The Top 10 mistakes students make when speaking English.


WELCOME to the magical world that is the English language. Where not all is as it seems. It is a language full of silent letters and phrasal verbs that students just love to come across! However, surprisingly the most common mistakes are not the complex or obscure parts of the language but rather the simple stuff.

Here is our list of Top Ten Mistakes:

1. “Sorry for my late!”

This is the most common mistake that we hear every day/lesson. It’s easier than you think. The word ‘late’ is an adjective so you must say, “sorry I’m late.” Simple!

2. “ I have 27 years.”

One of the first things you learn is how to answer the question ‘How old are you?’. Remember that we use the verb ‘BE’ in English so, ‘I’m 27.” Oh, and what about the ‘years old’? Well, of course you can use it, ‘I’m 27 years old’, but never ‘I am 27 years’!


3. The elusive Third Person – He eat, She do, It have…

English should be easier than many other languages because of the conjugations of the verbs, or the lack thereof. We only really conjugate ‘he’, ‘she’, ‘it’ (the third person), that’s it! So remember that ‘s’ (or ‘es’) people! He eats, she does, it has

4. “Today phoned me my boss…

What’s wrong here? Well, the position of the subject. English needs the ‘subject + verb + object’ word order. Always establish the subject first, otherwise we can’t understand the sense of the sentence- “My boss phoned me today…”

5. ‘You like chocolate?’ ‘Like you chocolate?’

And the ‘do’? Or ‘did’? Questions, questions, questions. We need to hear those auxilaries guys so repeat after me :

Do you like chocolate?’ ‘Yes, I do.’

Did you like chocolate when you were a child?’ ‘Yes, I did.’

6. ssssssh! – Silent letters

OK! We admit it! The English pronunciation is not the easiest thing in the world. We don’t read things as they are written. There is a reason why, but it’s a long story. So, how do we learn pronunciation? The answer is a surprisngly simple one. Listen and repeat. Seriously! To all the teachers reading this, please do pronunciation exercises with your students and drill them until they get it right. To all the students, listen to how your teachers say things and not only what they say. Don’t be shy or embarrassed to repeat things. So here are some basic ones to remember:

Psychology – the P is silent

Window, low, below, – the W is silent

Friend – the I is silent

We will talk about the ‘schwa’ in another article.

road mistake

7. The present perfect

We know it’s a pain to learn, but it’s also a pain to teach! You have to think of it as a “bridge” connecting the past to the present and possibly the future. The most common mistakes that we see and hear are:

I have been to Florence yesterday

I live here from ten years.

The correct versions are:

I went to Florence yesterday or I have been to Florence (at some point in your life – general experience).

I have lived here for ten years.

8. To be or not to be? No, wait maybe it’s being or not being?

OK, let’s set this staight and simplify the question of to + infinitive or gerund.

We use the to + inf in 3 situations:

After some verbs e.g hope, want, decide

After adjectives e.g. It’s easy to learn English

To explain a purpose e.g. I go to school to learn English.

We use the gerund in 3 situations:

After some verbs e.g. finish, practice, enjoy

After some prepostions e.g Switch off the lights before leaving the room. Important for phrasal verbs.

When the verb is the subject or object of the sentence e.g. Smoking is bad for you.

9. Make and Do

This is difficult. We appreciate this fact but remember the difference.

We use MAKE focus on the product or result of the activity something is produced, created or invented e.g

Make money

Make a mistake

Make a phone call

Make a cake

We use DO when we focus on the activity itself e.g

Do business

Do sport

Do homework / housework

Sometimes it’s not necessary to understand why. Just accept it, learn it and use it. Oh but remember: take a photo.

10. Prepositions

The prepositions will forever be the cemetery of language. They do not always transfer exactly from one language to another. In reality they need a whole article dedicated to them. So just for now the only ones that we would like to remind you are:

GO + TO:

When I go to Rome, when I go to work, when I go to bed BUT go home.


Listen to me


Look at the picture.


It depends on the weather.

How to Learn a Language in 7 Easy Steps



Why do you want to learn a language? For work? Personal development? Travel? Study? For fun? Having a clear idea helps to choose the right type of course and study programme.


Try to take notes, writing down new words, grammar points, expressions and dialogues learnt during the lesson. Highlight in different colours or draw mind maps. Put dates on your notes and keep them in some type of chronological order in a notebook or in a folder.


Try to read and listen in your chosen language of study as much as possible. It’ll be hard in the beginning but it will get easier. Just read and listen to something, anything: music, recipes, comics, magazines, books, websites, podcast, films, songs and TV series in original language. These are all valid resources.


A language is like going to the gym. It becomes more manageable if you do a little each day, even 10-30 minutes a day will help speed up the learning process. Try writing the shopping list in your chosen language or reading something on the train.



Or whatever your mother-tongue is! It’s important to dedicate your lesson time to speaking and communicating as much as possible in your chosen language, especially using set phrases like: how do you say…? What does … mean?


Don’t be scared of making mistakes. They’re inevitable and can also be funny. The most important thing when learning a language is to try without worrying about the grammar and so, communicate anytime you can…and have fun!


Take advantage of any chance to socialise out of lesson time by taking part in other events that involve the language you’re studying. These events could include cultural events or going to see a film in its original language with your classmates.

Come Imparare una Lingua in 7 Facili Passi


Perché si desidera imparare una lingua? Per motivi lavorativi? Per lo sviluppo personale? Per viaggiare? Per lo studio? Per divertimento? Avere un’idea chiara facilita il percorso didattico da seguire.


Cercare di prendere degli appunti, annotando i vocaboli, le regole di grammatica, le espressioni e i dialoghi imparati durante ogni lezione. Evidenziare con dei colori, produrre degli schermi creativi. Tenere sempre gli appunti in un ordine cronologico (cioè scrivere la data della lezione) in un quaderno o un raccoglitore.


Cercare di leggere ed ascoltare la lingua di studio quanto più possibile. All’inizio sarà difficile ma diventerà sempre più facile; la cosa importante è leggere ed ascoltare qualcosa: fumetti, ricette, libri, riviste, siti internet, podcast, film, canzoni e programmi televisivi in lingua originale sono preziose e valide risorse.



Una lingua è come la ginnastica, diventa più gestibile se viene fatta poco alla volta, quindi 10-30 minuti ogni giorno aiuterà ad accelerare i progressi. Cercare di renderla divertente e parte della routine quotidiana per esempio scrivere la lista della spesa nella lingua di studio o leggere qualcosa in treno.


E’ importante dedicare l’orario della lezione a parlare e comunicare il più possibile nella lingua di studio, soprattutto utilizzando le frasi modello (Come si dice ….? Cosa vuol dire …?)


Non avere paura degli errori! Sono inevitabili e a volte anche divertenti. La cosa più importante nell’imparare una lingua è provare senza preoccuparsi delle forme grammaticali, quindi comunicate ogni qualvolta potete…e divertitivi!


Cogliere l’occasione per socializzare anche fuori dalla lezione partecipando ad altri eventi per esempio classe di conversazione, eventi culturali o andare a vedere un film in lingua originale insieme ad altri compagni.

Blog su

Su ↑