Семестр 4 срс №5

Тема: Омоніми в англійській мові.

Мета: розвивати навички читання, мовлення та письма. ознайомитися з омонімами в англійській мові.

Завдання: виконати вправу.

In linguistics, a homonym is, in the strict sense, one of a group of words that share the same spelling and the same pronunciation but have different meanings. Thus homonyms are simultaneously homographs (words that share the same spelling, regardless of their pronunciation) and homophones (words that share the same pronunciation, regardless of their spelling). The state of being a homonym is called homonymy. A distinction is sometimes made between "true" homonyms, which are unrelated in origin, such as skate (glide on ice) and skate (the fish), and polysemous homonyms, or polysemes, which have a shared origin, such as mouth (of a river) and mouth (of an animal). Several similar linguistic concepts are related to homonymy. These include:

Homographs (literally "same writing") are usually defined as words that share the same spelling, regardless of how they are pronounced. If they are pronounced the same then they are also homophones (and homonyms) – for example, bark (the sound of a dog) and bark (the skin of a tree). If they are pronounced differently then they are also heteronyms – for example, bow (the front of a ship) and bow (a ranged weapon).

Homophones (literally "same sound") are usually defined as words that share the same pronunciation, regardless of how they are spelled^.]If they are spelled the same then they are also homographs (and homonyms); if they are spelled differently then they are also heterographs (literally "different writing"). Homographic examples include rose (flower) and rose (past tense of rise). Heterographic examples include to, too, two, and there, their, they’re. Circle the correct word in each sentence. The answers at the end of the lesson include definitions for both word choices.

1.	The students were convinced their teacher was (persecuting/prosecuting) them with way too much homework.
2.	One of the assignments was to create a (bibliography/biography) of all the books the students had read during the school year.
3.	The teacher's goal was to help the students (adopt/adapt) good study habits.
4.	The students, on the other hand, had a (duel/dual) objective: they wanted less homework and longer summer vacations.
5.	The teacher promised that the in-class essay she assigned would have no (affect/effect) on the students' final grades.
6.	In an attempt to convince the teacher to change the assignment, the students argued that they had (all ready/already) done enough in-class writing for the week.
7.	The teacher smiled and told the students to take a deep (breath/breathe) and begin their writing assignment.
8.	The students decided to stop resisting the inevitable and start getting down to work on their (personal/personnel) essays.
9.	(Whether/Weather) or not the students' essays were neatly written and legible, the teacher planned to read them carefully and comment on them.
10.	The (stationary/stationery) desks where the students sat suddenly fell silent when the essay writing finally began.