- •Содержание
- •Лексико-грамматические комментарии
- •§ 1. Однозначные и многозначные слова
- •§ 2. Омонимы
- •§ 3. Синонимы
- •§ 4. Антонимы
- •§ 5. Словообразование
- •§ 6. Основные типы словарей
- •Словари английского языка
- •Как пользоваться англо-русским словарем
- •§ 7. Характерные аффиксы основных частей речи существительные
- •Прилагательные
- •Глаголы
- •Наречия
- •§ 8. Значения основных префиксов в английском языке
- •§ 9. Употребление имен числительных
- •Practice: Word study
- •2. Using prefixes -1
- •2. Add more examples to the lists below, using these root words:
- •3. Use the words in bold at the end of each line to form new words to fit in the spaces.
- •3. Using prefixes - 2
- •1. Work in pairs. Prefixes can be used with words to alter their meaning. Look at the words in italic. What do they mean?
- •2. Add more examples to the lists below, using these root words:
- •3. Use the words in bold at the end of each line to form new words to fit in the spaces.
- •4. Using prefixes - 3
- •1. Work in pairs. Prefixes can be used with words to change their meaning. Look at the words in italic. What do they mean?
- •2. Add more examples to the lists below using these root words:
- •3. Use the words in bold at the end of each line to form new words to fit in the spaces.
- •5. Spelling and pronunciation - 1: Vowels
- •1. Work in pairs. Match the words on the right to the examples on the left, according to the vowel sound they share in common. Say them aloud to help you to decide.
- •2. Add these words to the appropriate group above, according to their vowel sounds:
- •3. Find the mistakes in each of these sentences and correct them.
- •6. Spelling and pronunciation - 2: Diphthongs
- •2. Add these words to the appropriate group above:
- •3. Write down the missing words in these sentences.
- •4. Write down three more sentences, using words from ex 2 above. Then join another student and dictate your sentences to each other.
- •7. Spelling and pronunciation - 3: Consonants
- •The consonant sounds of English can often be spelled in several ways. Look at these examples.
- •2. Some consonants are written but not pronounced. Here are some examples of these 'silent letters'. Can you think of two more examples to add to each list?
- •8. Compound words - 1
- •2. Most compound adjectives are written with a hyphen. Many compound nouns are written as two words or as one word (with no hyphen). Add more examples to the lists, using these words:
- •3. Fill each gap with a word that combines with the one given to make a suitable compound.
- •9. Compound words - 2
- •1. Combine the words in these two lists to make compound nouns. These are compound nouns that are normally written as two words, with no hyphens.
- •2. Combine the words in these two lists to make compound nouns. These are compound nouns that are normally written as one word, with no hyphens.
- •3. Combine the words in these two lists to make compound adjectives. Remember that most compound adjectives are normally written with hyphens.
- •10. Using suffixes - 1: Adjectives
- •2. Use the words in bold at the end of each line to form new words that fit in the spaces.
- •11. Using suffixes - 2: Actions and people
- •1. Work in pairs. What is the meaning of the words in italic in these sentences?
- •2. Add more examples to the lists below, using these root words. Write them down, because in some cases the spelling changes.
- •3. Add more examples to the lists, using these root words:
- •4. Use the words in bold at the end of each line to form new words that fit in the spaces.
- •Inhabit immigrate descend
- •12. Using suffixes - 3: Abstract nouns
- •1. Add more examples of nouns formed from the verbs listed. Check the spelling changes in a dictionary.
- •2. Add more examples of nouns formed from the adjectives listed. Use a dictionary to check your spelling, if necessary.
- •3. What adjective do you associate with each of these abstract nouns?
- •4. Read the text below. Use the word given in capitals at the end of the exercise to form a word that fits in the space in the same line.
- •13. Opposites
- •1. Work in pairs. Write down the opposites of these adjectives, which are formed with a negative prefix:
- •2. Many opposites are different words. Write down the opposites of these adjectives:
- •3. Write down the opposites of these verbs:
- •14. Stressing the right syllable
- •1. It's important to stress the right part of a word. Mark the stressed syllables in the words in italic.
- •Verbs and -ing forms
- •2. Work in pairs. Take it in turns to read the sentences aloud.
- •4. Work in pairs. Take it in turns to read the words aloud.
- •15. Synonyms
- •Additional exercises
- •1. Use your dictionary to complete the word in each sentence.
- •2. Complete each sentence with a word formed from the word underlined, beginning as shown. Begin the word with a prefix from the list.
- •3. Complete each sentence with a word formed from a word given in the list, ending as shown.
- •4. Complete each sentence with a word formed from a word given in the list, using one of the prefixes or suffixes given.
- •5. Use the word in capitals at the end of each line to form a word that fits in the space in the same line.
- •6. Complete the compound word in each sentence, using a word given in the list.
- •7. Choose the most suitable word or phrase underlined in each sentence.
- •8. Rewrite each sentence so that it has the same meaning, and contains the word given in capitals. Do not change the word in any way.
- •9. Complete each sentence with one suitable word.
- •10. Add one of the prefixes in the list to each incomplete word so that it makes sense. Use each prefix once only.
- •11. Complete each sentence with a word formed from a word given in the list, ending as shown.
- •12. Complete each sentence with a word formed from a word given in the list, using one of the prefixes or suffixes given.
- •13. Use the word in capitals at the end of each line to form a word that fits in the space in the same line.
- •14. Choose the most suitable compound word underlined.
- •15. Complete the compound word in each sentence, using a word given in the list.
- •16. Complete each sentence with one suitable word which is the opposite of the word underlined.
- •17. Complete each sentence using one of the words given in the list. Use each word once only.
- •18. Rewrite each sentence so that it has the same meaning, and contains the word given in capitals. Do not change the word in any way.
- •19. Use a dictionary to find compound words beginning sea-. Complete each sentence with one of these words.
- •20. Use the word in capitals at the end of each line to form a word that fits in the space in the same line.
- •21. Use the word in capitals at the end of each line to form a word that fits in the space in the same line.
- •22. Complete the compound word in each sentence, using a word given in the list.
- •23. Use the word in capitals at the end of each line to form a word that fits in the space in the same line.
- •24. Complete each sentence with the words home, house or a word formed from one of these words.
- •25. Use the word in capitals at the end of each line to form a word that fits in the space in the same line.
- •26. Use the word in capitals at the end of each line to form a word that fits in the space in the same line.
- •27. Complete each sentence with a word formed from cook. Use each word once only.
- •28. Make a word or a compound word to match the description.
- •29. Use the word in capitals at the end of each line to form a word that fits in the space in the same line.
- •30. Use the word in capitals at the end of each line to form a word that fits in the space in the same line.
- •31. Use the word in capitals at the end of each line to form a word that fits in the space in the same line.
- •32. Complete the compound word in each sentence, using a word given in the list. Use each word once only.
- •33. Use the word in capitals at the end of each line to form a word that fits in the space in the same line.
- •34. Complete the compound word in each sentence, using a word given in the list. Use each word once only.
- •35. Use the word in capitals at the end of each line to form a word that fits in the space in the same line.
- •36. Use the word in capitals at the end of each line to form a word that fits in the space in the same line.
- •37. Use the word in capitals at the end of each line to form a word that fits in the space in the same line.
- •38. Use the word in capitals at the end of each line to form a word that fits in the space in the same line.
- •39. Replace each word or phrase underlined with a word or phrase from the list which has the opposite meaning.
- •40. Use the word in capitals at the end of each line to form a word that fits in the space in the same line.
- •41. Complete each sentence with a word or phrase formed from pay. Each space represents one word.
- •42. Use the word in capitals at the end of each line to form a word that fits in the space in the same line.
- •43. Use the word in capitals at the end of each line to form a word that fits in the space in the same line.
- •44. Words Often Confused. Choose the correct words in the following sentences:
- •Key to additional exercises pp 38-55
- •Библиографический список:
Министерство образования и науки Российской Федерации
Федеральное агентство по образованию
Южно-Российский государственный технический университет
(Новочеркасский политехнический институт)
Е.В.Сусименко
WORD FORMATION
IN ENGLISH
СЛОВООБРАЗОВАНИЕ
В АНГЛИЙСКОМ ЯЗЫКЕ
Учебно-методическое пособие
Новочеркасск 2006
УДК 802.0.54(075.8)
ББК 81.2-2
С 90
Рецензент: кандидат педагогических наук, профессор А.С. Кутькова
Сусименко Е.В.
W
С 90
Пособие предназначено для студентов I, II курса всех специальностей. Содержит лексико-грамматические комментарии и упражнения к одной из самых сложных тем в грамматике английского языка – словообразованию.
УДК 802.0.54(075.8)
ББК 81.2-2
© Южно-Российский государственный
технический университет, 2006
© Сусименко Е.В., 2006
Содержание
Лексико-грамматические комментарии
§ 1. Однозначные и многозначные слова 4
§ 2. Омонимы 5
§ 3. Синонимы 5
§ 4. Антонимы 6
§ 5. Словообразование 7
§ 6. Основные типы словарей 9
§ 7. Характерные аффиксы основных частей речи 11
§ 8. Значения основных префиксов в английском языке 14
§ 9. Употребление имен числительных 15
Practice
1. Abbreviations and numbers 19
2. Using prefixes – 1 20
3. Using prefixes - 2 21
4. Using prefixes — 3 22
5. Spelling and pronunciation - 1: Vowels 23
6. Spelling and pronunciation - 2: Diphthongs 24
7. Spelling and pronunciation - 3: Consonants 25
8. Compound words – 1 27
9. Compound words – 2 28
10. Using suffixes - 1: Adjectives 29
11. Using suffixes - 2: Actions and people 30
12. Using suffixes - 3: Abstract nouns 31
13. Opposites 33
14. Stressing the right syllable 34
15. Synonyms 35
Additional Exercises 38
Key to Exercises 56
Библиографический список 59
Лексико-грамматические комментарии
§ 1. Однозначные и многозначные слова
Каждое слово в любом языке имеет конкретное значение, соотнесенное с тем или иным определенным предметом или явлением. Например, один и тот же предмет обозначается в русском языке словом стол, а в английском языке — словом a table, одно и то же действие — глаголами прыгать и to jump и т. д. То, что обозначает отдельное, самостоятельное слово, является его лексическим значением.
Однако большинство слов обладает не одним значением, а несколькими. Одно и то же слово может называть разные предметы, признаки, действия и т. д. Чем чаще слово употребляется, тем больше у него может быть значений. Ученые подсчитали, что тысяча наиболее употребительных слов английского языка имеет общее число значений, равное 25 тысячам. Появляясь в разных контекстах, в различном словесном окружении, слово приобретает новые значения и становится весьма многозначным. Так, например, «Большой англо-русский словарь» под общим руководством профессора И. Р. Гальперина дает следующие значения слова table:
1. стол (предмет мебели);
2. общество или компания за столом;
3. 1) пища, еда, кухня; 2) трапеза;
4. 1) столик для игр; 2) игроки за столом;
5. доска;
6. 1) плита; дощечка; 2) надпись на плите, дощечке;
7. таблица;
8. 1) табель; 2) расписание; 3) список;
9. 1) плоская поверхность; 2) плато, плоскогорье и др.
Очевидно, что все эти значения имеют какую-то общую основу: они связаны либо с понятием предмет мебели, за которым едят (отсюда— пища, общество за столом), либо с понятием гладкая поверхность стола (отсюда — доска, плита, таблица, плоская поверхность, плоскогорье).
Однако многозначность слов не мешает людям понимать друг друга, потому что ситуация речи и контекст (словесное окружение, в котором употребляется слово) помогают придать слову единственно точное значение. Иными словами, как бы многозначно слово ни было, в речи оно употребляется только в одном из своих значений.
Многозначностью обладают все знаменательные части речи (кроме числительных). И у служебных слов (например, у союзов и предлогов) наблюдается то же явление:
at the table at five o'clock
While I was reading, my mother was cooking.
My brother is a doctor, while I'm only a pupil.
у стола в 5 часов
Пока я читала, мама готовила.
Мой брат врач, а я только ученик.