1

ANDIJAN REGION ASAKA DISTRICT

SECONDARY SCHOOL № 3

METHODOLOGICAL MANUAL

ON THE THEME

PREPOSITIONS OF PLACE AND DIRECTION IN ENGLISH

FOR 5-11TH GRADES AND EFL TEACHERS

Saidova Barno Makhamatshokirovna

EFL teacher on the senior category of the secondary school № 3

Asaka-2024

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Abstract

Methodological manual is suitable in English for high grade students on the topic
“ Prepositions of place and direction in English ” is intended for secondary
school students and teachers. The object of this development is the prepositions of
place and direction in English, which are considered as words that express
important grammatical relations. It is aimed at different stages of teaching English
in general education schools. The problems of language nomination are considered,
and in particular the study of prepositions, which is one of the linguistic and
methodological difficulties in the process of teaching English grammar.

There are several methods used in the classroom to teach the correct use of official
language units (in particular, prepositions and postpositions).

Keywords: prepositions of place, linguistic difficulties, grammatical stage,

direction, service words, prepositional phrase.

Reviewer:
Nazimova Gulmira – Supreme Catagory English C1 qualified teacher at school №
57 in Asaka district, Andijan region.

Editor:

Jo’rayeva Dilfuza Sotiboldiyevna- the head of department foreign languages of

the secondary school № 3 in Asaka district, Andijan region.

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 Content

Abstract ...................................................................................................................3

Content.....................................................................................................................4

Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ……...5

1.1. The role of grammatical skills in the system of formation of foreign

language communicative competencies..............................................................6
a) Prepositions as service words........................................................................6
b) Classification of some English prepositions..................................................7

2.1. Teaching prepositions of a foreign language in the process of developing oral

speech .....................................................................................................................13

a). Incorrect use of prepositions in English............................................................13

b)Methodological techniques ...............................................................................14

Conclusion.............................................................................................................17

List of biblography................................................................................................18

Glossary of prepositional phrases…………………………………………..……19

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Introduction

The greatest wealth of nations is language. Human culture, social behavior, and
thinking cannot exist without language and without language. Language is a mirror
that shows not the world in general, but the world in human perception (S. G. Ter-
Minasova, 2000). Language is the most perfect, most reliable and actually human,
social means of communication. As a means of communication between people, it
is not comparable to any other sign systems. Language is the ability to use words
for communication purposes.

Mastering each new language, a person expands not only his horizons, but also the
boundaries of his worldview and attitude. Humboldt wrote: "Different languages
are not different designations of the same thing, but different visions of it. Through
the diversity of languages, we discover the richness of the world and the diversity
of what we learn in it (Humboldt, 1985, p. 349).

A foreign language is an activity-based academic subject that requires a well-

formed automatism, which is used to perform complex types of verbal activity:
listening and understanding( listening), speaking, reading and understanding,
writing in a foreign language. The main feature of a foreign language lesson is that
foreign language speech serves both as a goal and a means of teaching at the same
time.

The object of this development is the prepositions of place and direction in English,
which are considered as words that express important grammatical relations.

The purpose of the development is to identify the role of English prepositions in

the formation of linguocommunicative foreign language competencies and enrich
students ' speech.

The set goal dictates the solution of a number of tasks:

1) describe the features of prepositions,

2) develop exercises that increase the acquisition of grammatical skills,
3) apply methods for deep mastering of students ' system knowledge.
The development material is based on data from books presented in the list of
reference literature and Internet resources. The development methodology is a
complex use of several teaching techniques.

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1.1. The role of grammatical skills in the system of formation of foreign
language communicative competencies

Grammar training is one of the most important aspects of learning a foreign

language, since full-fledged communication cannot take place without grammatical
knowledge. Of course, knowledge of grammatical rules is essential for successful
language acquisition. No aspect of language learning has been the subject of such
intense discussion and discussion over the years as grammar.

Modern methodologist Galskova N. D. believes that when teaching foreign

languages, it is necessary to create a strong structural base, thanks to which
grammatical skills are formed [3, p.305]. Language competence and its
component part — grammatical skills and abilities-occupy a leading place in the
process of achieving this goal.

a) Prepositions as service words

Prepositions are service words that show the relationships of words in a sentence.
These relationships can be spatial, temporal, causal, etc. Prepositions are words
that are directly related to the category of relations, i.e. they are those elements of
the language that contribute to the reflection of certain relations of extralinguistic
realityin it.

Prepositions are words that express important grammatical relationships that

persist over a number of epochs. Therefore, in comparison with words with purely
lexical meanings, prepositions have even greater historical stability.

The preposition system of modern English remains mostly Old English.

b) Classification of some English prepositions

At

At is one of the oldest prepositions: in the literature it is found since 755 as an

indicator of a certain "point", i.e., the minimum space, the place where the
movement occurs and ends. The Old English preposition at is related to the Latin
ad k and in its main spatial meanings corresponds to the Russian prepositions k and
y. Since 1000, the use of at to indicate employment in a certain place has been
noted

( modern meaning-at school).

The use of at ("point") is most often confused with the use of in ("space, area").
6
On the corner of two streets, a table, etc.) is passed at the corner, since it means the
outside of the corner("point"), but in the corner of the room-using in: In the corner
is bed.

The main cases of using the preposition at:

1. To indicate a place:
a) with the value y, near, about:

She is standing at the window. She 's standing by the window.

Не stopped at the door. He stopped at the door.

b) with the value b before the names of small towns, villages, etc. (to the question
where?):

Wasn't born at Klin. He was born in Klin.

Note. Use the preposition in before the names of countries and major citiesin.

c) with the value b, on before the names of institutions, organizations, or

gatherings of people, i.e. when indicating the place where an action or process is
performed (to the question where?)
I will see him at the theatre tonight. I will see him tonight at the theater (i.e. at the
performance).

Ho: The meeting took place in the theatre. The meeting was held in the theater (i.e.
in the theater's premises.

Не works at a factory (at an office, at an institute). He works in a factory (office,

institute).

1will see him at the lecture (at the lesson, at the meeting). I'll see him at a lecture
(class, meeting).

In

In is one of the Old English prepositions (found in the literature since 700) and
plays a very important role in the modern language. It is used to convey a wide
variety of spatial, temporal, and abstract relationships. In Old English, in indicated
not only an action or stay in a certain place, but also a movement that penetrates
into a closed space ( now into).

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In takes the place in English that corresponds to the place of the preposition in in
Uzbek

To indicate a location with the value b (in response to the question where?):

The pencil is In the box. Pencil in the box.

We live in Moscow. We live in Moscow.

Russian words on the street and in the sky correspond to English words in the
street ( usually on in the USA)in the sky (in Russian, however, also in the sky).

In the tree means the presence of birds, animals (rarely-humans) on the tree, as
being among the branches and foliage, they will be on the borders of the tree.

The birds are in the tree. Birds on a tree.

Into

The preposition arose in the X century from the combination of in and to and is a
formation of the same type with up to and out of and other combinations, of which
the first component is an adverb and the other is a preposition. Prior to this, in with
the accusative case was used to indicate the interior of an enclosed space.In was
originally understood as an indicator of the general direction of movement, and to -
as a qualifier, and in this case, since both words expressed the same concept, they
began to be pronounced ( and written ) combined as one word, with the emphasis
shifted to the first syllable.

The main value of into refers to incoming traffic that crosses the outer boundary of
a particular enclosed area or space. Into is used without exception with all verbs of
penetrating movement.

The preposition Into is used with the meaning in and denotes the direction of
action inside something (to the question where?):

I am going into the room. I go to my room.

Не put the book into his bag. He put the book in his briefcase.

Off

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 This word comes from the stressed adverb of. since the 15th century. It became a
separate word ( and began to be written off), but partially retained the original
meaning of: separation, distance (from, with, away from c, away from h-l in
combination with the crucifixion of a certain surface. The preposition has the
meaning of separation-distance in messages about both the spatial relations of
specific objects and the relations of abstract concepts

The preposition off denotes the movement of an object from the surface of another
object and is usually translated into Russian by the preposition s (co).

Please take your book of the table. Please remove your book from the table.

The main cases of using the preposition off:

1. With the value c, when indicating the object that is being removed from the
surface, someone is separated-l. or something (opposite in meaning to the
preposition on):

Не took all the things off the table. He cleared everything off the table.

The rain ran off the roof. Rain dripped down from the roof.

The knife fell off the table. The knife fell off the table.

the object that made the rain fall from the roof

2. With the value from, it is removed and the part is separated: Cut a bit off the
line, it's too long. Cut a piece off the rope, it's too long.
He bit a small piece off a biscuit. He took a small bite of the cookie.
He broke a large branch off the tree. He broke off a large branch from the tree

On (Upon)

On attested in literature from Ithe 1st century to the present time has retained
its main meaning: finding an object on the surface of another object and is usually
translated into Russian with the preposition on.

The book is on the table. The book is on the table.

The lexical structure of on consists of a large number of meanings associated with

the position of a physical or mental position or movement on a certain plane. A
physical plane is represented as the surface of the Ground, floor, shore, water
mirror, and so on. The use of on in this area completely coincides with the use of
the corresponding preposition of the Russian language-na.
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With respect to location, on means the position or movement of one object on
(over) the top, bottom, or side of another object.

To indicate a place with the value on in the sense of on the surface (to the question
where?) or to the surface (to the question where?):

The picture is hanging on the wall.The painting is hanging on the wall.

Put the magazine on the table. Put the magazine on the table.

Out of

The compound preposition out of, which has been used in literature since the 9th
century, means inside when moving out of a closed space and outside when staying
outside the latter. As part of a complex preposition, the of component has lost its
meaning as part of the branch, and performs only a connective function, so the
value of the entire combination is transmitted in one out. The antonym of out of in
most of its values is into.

The preposition out of (from) is used to indicate the direction of action from within,
from something (opposite in meaning to the preposition into): Verbs followed by
the preposition out of correspond in Russian to verbs with the prefix you:

Не walked out of the house. He left the house.

He took the letter out of his pocket. . He took the letter out of his pocket.

He ran out of the room. He ran out of the room

Over

This ancient preposition, registered in the literature since the 9th century, in its
concrete and abstract meanings appears with the original basic semantic content:
covering the position of the object located above in relation to what is below. Like
through, over has very clear semantics and a clean line for deriving derived values
from the main one. The antonym is under.

The main cases of using over:

1. With the value over (opposite in meaning to the preposition under):

A lamp was hanging over the table.Над столом A lamp hung over the table лампа.
There were over a hundred people at the meeting. There were over a hundred
people at the meeting.
2. With the meaning over, over ( opposite to the preposition ):
The engine weighs over a ton. The engine weighs over a ton.
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 3. With the meaning through (with verbs of movement). Verbs of movement
followed by the preposition overusually correspond in Russian to verbs with
the prefix over-, which denotes the direction of movement through some
space or over some object:
Chkalov was the first pilot to, to fly over the North Pole.
Chkalov was the first pilot to fly over the North Pole.
The boy climbed over the wall of the garden. The boy climbed over the garden
wall.

Through

Through has been known in literature since 700, and is one of the clearest and
most expressive English prepositions. Basically, it expresses the movement of an
object through k-l. space, a limited area, i.e. its value is a continuation of the value
into and includes the value out of-exit.

With respect to location and movement, through indicates that A) an object enters
an enclosed space through one opening and exits it through another opening;(B)
An object starts moving by crossing one boundary of an enclosed space and, after
passing through that space and its opposite boundaries, ends moving outside.

With the value through, through:

Не was walking through the forest. He was walking through the woods.

She looked through the window. She looked out the window.

To

This oldest preposition (to is recorded in the literature around 700) originally
indicated the direction of movement regardless of the fact of achieving the goal. In
several later literary monuments, to already indicates the achievement of the goal.
This point was of great importance for the development of the to lexical structure.
The meaning of the transfer of a thing without moving, the movement of the
person himself ( the concept of the "addressee" of an action) arose, from which the
most important modern grammatical meaning developed: to give, to give, to give,
to make to someone.

To shows the direction of movement in real or imagined space. In Russian, the

prepositions k, v, na are used in this connection: to the house, to the tree, to the
meadow.

Towards The preposition in its meaning k, in the direction of h-l. in literature, it

has been encountered since the IX century. Both in the concrete and in the derived
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abstract meanings, the preposition shows only the direction of the action or feeling
to / to h-L.

The main cases of using the preposition towards:

1. With the value k, in the direction of:

Не was walking towards the sea. He was walking towards the sea.

The ship sailed towards the south.The steamer was по heading к south.

This was the first step towards conciliation. This was the first step towards
reconciliation.

2. With a value relative to:

His attitude towards this matter is favourable.He 's very supportive of к the case.
Не is friendly towards me. He's friendly to me.

3. When denoting a time with the value k in the sense of when approaching, before
the onset:

The rain stopped towards morning. The rain stopped by morning.

We expect to receive the goods towards the end of May. We hope to receive the
goods by the end of May.

Under

In Old English, this preposition, known from written monuments since the
ninth century, expressed, as it does now, various spatial, temporal, and other
relations, generally reduced to indicating that one object is under another,
regardless of whether there is a connection between them.

The main cases of using the preposition under.

1. With the value under to indicate a place (opposite in meaning to the

preposition over):
Не was lying under a tree. He was lying under a tree.

Не put the basket under the table. He placed the basket under the table.

2. Under corresponds to the Uzbek preposition under and when expressing

some other relations:

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under the guidance (control, man - under the guidance (control, agency, command)
management, command)under the title (heading) ( Sarlavha)

under the name under fie under fire under the influence

2.1. Teaching foreign language prepositions in the process of oral speech

development

Teaching the correct use of official language units (in particular, prepositions and
postpositions) is one of the linguistic and methodological difficulties in teaching
English grammar as a foreign language. This is probably largely due to the fact that
the teacher, as a rule, focuses on describing situations (and there may be countless
of them) in the context of which it is legitimate to use this or that preposition.

The problems of language nomination, and especially the study of the specifics of
words with relative semantics, are among the most relevant in modern linguistics.
Due to the increased attention to the study of the content side of the language and
the study of vocabulary in categorical terms, it is of particular interest to consider
the semantics of prepositions from the point of view of their reflection of
categorical meanings.

a) Incorrect use of prepositions in English

English has achieved international recognition due to globalization. Most students

should be able to write and speak English fluently. To use English effectively, it is
important to master four types of speech activity, namely listening, speaking,
reading, and writing. However, students often have difficulty using prepositions,
such as place, time, and direction. The reasons for this phenomenon are diverse.
One of the reasons for this is that the student does not understand the context when
using the appropriate prepositions, and they do not know which preposition to use.
Another reason is that students have difficulty using space prepositions due to the
influence of their native languages. Lack of practice is another reason that makes
writing boring and inefficient. These difficulties affect students ' academic success,

The problems of language nomination, and especially the study of the specifics of
words with relative semantics, are among the most relevant in modern linguistics.
Due to the increased attention to the study of the content side of the language and
the study of vocabulary in categorical terms, it is of particular interest to consider
the semantics of prepositions from the point of view of their reflection of
categorical meanings.

In modern English, case endings are almost completely absent. Therefore,

prepositions play an extremely important role in English, being one of the main

13
means of expressing the relations of a noun (or pronoun) to other words in a
sentence.

English prepositions are words that not only indicate the presence of certain
relations between "significant" words in a sentence, but also use their meanings to
reveal and clarify the content and nature of these relations. The role of a
preposition is not limited to the formal syntactic function of indicating which word
is grammatically subordinate to another.

Incorrect use of prepositions is one of the most common mistakes made by English
language learners. Skilfully usingEnglish prepositionsis not an easy science. It
requires remarkable skills. The sooner you start learning this science — the better.
Systematic and painstaking work in this direction is very important and will
definitely give a positive result.

According to Lindstromberg (1998), prepositions are traditionally classified into

three categories: prepositions of place, direction (movement), and time. These
prepositions present a challenge to students, as well as English teachers, because of
the uniqueness of the problem. Students face difficulties in correctly using
prepositions in sentences. In addition, each of these prepositions has different
meanings and customs that make the learning process difficult.

In English, many prepositions are used to describe both spatial and temporal
phenomena (Clark, 1973; Bennett, 1975; Jackendoff, 1983). Although the number
of spatial prepositions is small, the number and variety of spatial relations denoted
by them are many. This provides insight into problems that are characterized by
ambiguity and ambiguity in the use and understanding of spatial prepositions.

b) Methodological techniques

One of the methods that allows students to learn prepositions is the method of
using prepositions only in phrases. In this case, the semantics of prepositions as a
"rule" is not analyzed, and students have no reason to use the acquired knowledge
in a new situation. It is believed that this approach eliminates the possibility of
finding some regularity in prepositional use, that specific cases of prepositional use
should be remembered It is possible to introduce students to prepositions in
semantic connection with other words of the language, and therefore to provide a
conscious perception of them and easier and stronger memorization and
combinations with them.The prepositions of places and directions in proverbs and
sayings are well remembered. In this case, it is suggested to study a number of
proverbs and sayings and their frequent repetition not only in a specific, but in
several lessons of the topic being studied.

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Method: The Look-say method in the early stages of learning (grade 2-4).

There's a poster on the board. The teacher begins by asking Where is the cat?

Student responses: The cat is in the box.

The fox is on the box.

Where is the ball?

The ball is……….

Performing different exercises with English prepositions will always be useful

for everyone, because even confident users of the language have difficulties from
time to time. It is recommended to repeatrules for setting place prepositions.

Using prepositions in grades 5-6.

1.Insert the appropriate предлог place preposition ( In, at, on, from, near in,
under,).

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 1. There's a bus waiting ___ a bus stop.
2. There's a briefcase____ the desk.
3. Can you see a camera ____ the drawer?
4. There's a large picture _____ the wall.
5. There are two bedrooms ____ the flat.
6. Santa Monica is ____Southern California.
7. I've got a poster of Kevin Costner_____my wall.
8. Heidelberg is____the River Neckar.
9. Meet me____the bus station.

10.He saw a nest ... the tree.

11.How many misprints are there ... this book?

12.Don’t sit ... the window.

13.What subjects do you study ... school?

14. There are many toys … the table.

Exercise 4.Fill in the gaps with the prepositions in, on, at, and under.

I am ____ the classroom. I am not ___ the blackboard. I am ___ the desk. There is
a book ___ my desk. My pens and pencils are ___ my pencil-box. The pencil-box
is ___ my bag. The bag is ___the desk.

We’ve got flowers ____ our school park. Two pupils are sitting ___the tree ___
this park now.

Exercise 5.Translate it into English.

by the window, by the door, under the bed, over her head, over the table,
underground, at school, in the house, on the table, on the wall

In high school, prepositions in English proverbs and sayings are well remembered.
Students read proverbs or sayings given at home and translate them into Uzbek.
Later in the lesson, the teacher reads the same proverbs and students name the
missing prepositions. The group is divided into two teams and works according to
the following scheme:

Listen Think Apply your Pay Remember Be afraid of

knowledge attention to new sayings mistakes
the context

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A friend in need is a friend indeed. A friend in need will not leave.

The best fish swim in the bottom. The best fish swims at the bottom.

A bird in the hand is worth two in the bush.Better a bird in the hand, than a crane
in the sky.

A sound mind in a sound body. A healthy body has a healthy mind.

People who live in glass houses shouldn’t throw stones.

The number of proverbs and sayings can be increased, contributing to the

enrichment of new lexical units by students.

Conclusion

It is reasonable to assume that prepositions are necessary for communicative

communication and play an important role in language learning. The study of
service words and prepositions, in particular, is very difficult, because they cover
syntax and semantics at the same time. The lexical and grammatical nature of
prepositions is a complex problem that cannot be investigated separately. Perhaps
this is the reason why the systematic study of prepositions is almost absent in
linguistics, and this fact hinders the solution of the problem of teaching
prepositions in a foreign language. So we can conclude that prepositions cannot be
studied without proper attention to them and without a precise definition of their
semantics and determining their nature.

Each technique has its own pros and cons. Each teacher chooses their own method
of teaching English. But still, most teachers agree that combining different
methods, techniques and approaches can achieve significant success.

It is impossible until it is done.

17
BIBLIOGRAPHY.

1. Aksenenko B. N., prepositions of the English language, Moscow 1956

2. Apresyan Yu. D., Selected works volume I Lexical Semantics

3. Borozdina I. S. Problems of describing the meaning of prepositions.

4. Galskova N. D., Modern methods of teaching foreign languages, 2003

5. Humboldt V., Language and Philosophy of Culture,1985

6. Guzman M.K., Arcellana L.R. Be Your Own Teacher! Prepositions.- Manila:

Milflores Publishing, 2006

7. Kachalova K. N., Izrailevich E. E.Practical grammar of the English language

with exercises and keys UNVES LIST Moscow, 1998

8. Kuznetsova E. P., Devyatova S. A. The role of grammatical skills in the system

of formation of foreign language communicative competence // Modern Philology:
proceedings of the V International Scientific Conference (Samara, March 2017). -
Samara: LLC "ASGARD Publishing House", 2017. - pp. 53-55. - URL
https://moluch.ru/conf/phil/archive/234/11875/ (accessed on 13.08.2018).

9. Ter-Minasova S. G., 2000 Moscow Yazyk i mezhkul'turnaya kommunikatsiya

[Language and intercultural communication].

10. Mc. Carthy M., O’Dell F. English Vocabulary in Use.- Cambridge University
Press, 2000.
11. Milton J., Evans V. A Good Turn of Phrase.- Express Publishing, 2000.
12. Nauton J. Think. First Certificate.- Longman, 1996.
13. Thomson A.J., Martinet A.V. A Practical English Grammar. Exercises 2.-
Oxford University Press, 2009.
14. Dictionary of English Language and Culture.- Longman, 1992.
15. Longman Dictionary of Contemporary English.New Edition.- Pearson
Education, 2007.
16. Longman Exams Dictionary.- Pearson Education, 2006.

18
A GLOSSARY OF PREPOSITIONAL PHRASES.

abide by- to accept and act according to a law, agreement

be/ keep abreast of sth- to remain aware of the latest news, ideas

abound in- to have sth in great numbers or quantities

absolve of- to declare that sb is free of guilt

acquit of- to free sb of blame

akin to- similar

allocate to- to distribute for a special purpose

allot to- to give money, time, etc as a share of what is available

apprehensive of- anxious about sth

in arrears- at the end of the period in which work was done

avail oneself of- to make use of sth

averse to- opposed to sth

back off- to move away

back out of- to withdraw from an agreement, etc

back up- to support

bandy about- to pass on a rumor

bark up the wrong tree- to pursue a course of action that is wrongly directed

beef up- to add force or weight to sth

boil down to- to have sth as its basic factor

bolt down- to eat very quickly

book in- to register

19
box in- to surround

break out- to start

break through- to penetrate

break up- to end

bring up- to raise

butt in- to interrupt

call in- to pay a visit

care for- to like/ want

catch up- to reach

catch up on- to spend extra time doing sth

be caught up in- to be involved in sth

chalk up- to achieve a victory/ success

clam up- to stop talking

come to- to become conscious again

converge on- to move towards the same place; to become similar

cut down on- to reduce

deal in- to trade in sth

dearth of- a lack of people/ things

defer to-to show respect

dispose of- to get rid of

do with – to need/ want sth

be done for- to be ruined

dovetail with- to combine

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dwell in- to live in a place

dwell on- to think, speak a lot about sth

endear to- to make sb loved by sb

figure out- to understand

get in- to arrive

give up- to stop

go off- to start to decay

hem in- to enclose

hold up- to delay

indulge in- to become involved in an activity

kick out – to force to leave

leave out- to omit

let up- to stop (rain, snow)

look down on- to have a poor opinion of sb

look on- to watch sth without doing anything

look up to- to respect

mull over- to think about sth carefully

below par- less well, good than is expected

on a par with- equal in importance, quality to sb/ sth

patch up- to repair

pluck up- to gather

plug in- to connect sth to a socket

polish off- to finish a meal

21
propensity for/ to sth- a tendency to do sth undesirable

pull off- to manage to achieve

put by- to save

put out- to extinguish; to release

put together- to form

qualify for- to have the right to do sth; to be of a high standard to enter a contest

qualms about- a feeling of doubt or worry

queue up- to wait in line

reason out- to find an answer to a problem

reason with- to argue

rein in- to control

resort to- to make use of sth

result in- to cause sth

run down- to criticize

run out- to be no longer valid

serve out- to work until the end of a fixed period

set off- to leave

set up- to start a company, etc

slip off- to remove

slip up- to fail

sound off- to express one’s opinions noisily

sound out- to try to discover views on sth

split up- to end a relationship

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stand up for- to support, to act in favor of

stand up to- to resist

stand sb in good stead- to be useful when needed

step down- to retire

straighten out- to resolve sth that is confused

keep tabs on- to keep sth/ sb under observation

take in- to understand

take to- to like

take a toll on- to cause damage

tip off- to give information

under wraps- hidden

weigh up- to consider carefully

wind up- to bring sth to an end

yearn for- to desire sth strongly

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