- •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:
11. Complete each sentence with a word formed from a word given in the list, ending as shown.
drink equal hand hope partner employ green harm neighbour wide
a) Carol and Andy have just moved into a new...................hood.
b) My new...................er is paying me a much higher salary.
c) The local council have decided to...................en the main road.
d) Jerry picked up a...................ful of the money and smiled.
e) I'm a terrible card player. I'm really...................less.
f) It's a kind of blue colour, but a bit...................ish too.
g) Bill now works in...................ship with two other architects.
h) Don't drink from the stream. You don't know if the water is...................able.
i) Most people say that they believe in the...................ity of men and women.
j) Doctors have proved that smoking is...................ful.
12. Complete each sentence with a word formed from a word given in the list, using one of the prefixes or suffixes given.
art cycle friend hope national circle edible ground mountain young
fore- in- inter- semi- tri- -eer -ful -ist -ly -ster |
a) I can't eat this! It's completely................
b) John has been interested in sailing ever since he was a/an................
c) The teacher arranged the desks in a/an................
d) I like it here. The people are really................
e) There are two figures in the...............of the picture.
f) You have to have a good head for heights if you are a................
g) It's much safer for a young child to ride a/an................
h) Scientists are...............that a cure for the disease will be found.
i) Most countries have signed a/an...............agreement banning whaling.
j) Paintings by this...............have been sold for millions of pounds.
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.
How to become Prime Minister
Jack had never wanted to be a (1)..................First of all, he POLITICS
suffered from terrible (2).................and blushed violently SHY
when he had to make a speech. He also (3).................with SYMPATHY
people who refused to vote. After all, what difference did
it make? As a speaker, he was slow and (4).................and ORGANISE
never knew what to say. He began his career as a last-minute
(5).................for a speaker who failed to turn up. Later he PLACE
learned to (6).................his tie, give a big smile, and read the STRAIGHT
speech which had been prepared by his (7).................speech- PERSON
writer. People liked him. 'He has a kind of (8)................., INNOCENT
they said. They did not mind that he had no (9)................., IMAGINE
and seemed quite (10).................in what he was saying. INTEREST
They applauded him and then made him Prime Minister.