Добавил:
Опубликованный материал нарушает ваши авторские права? Сообщите нам.
Вуз: Предмет: Файл:

1954

.pdf
Скачиваний:
11
Добавлен:
15.11.2022
Размер:
1.04 Mб
Скачать

МИНИСТЕРСТВО ОБРАЗОВАНИЯ РОССИЙСКОЙ ФЕДЕРАЦИИ

Воронежский государственный технический университет

О.Г.Артемова Г.И.Юрова

ENGLISH VOCABULARY IN USE

Учебное пособие

Воронеж 2002

2

ББК 81.2 Англ я 7

Артемова О.Г. English Vocabulary in Use: Учеб. пособие / О.Г.Артемова, Г.И.Юрова. Воронеж: ВГТУ, 2002. 54 с.

Рассматриваются специфические особенности лексического и фразеологического фонда современного английского языка. Особое внимание уделяется изучению устойчивости фразеологических единиц, их семантической структуре и компонентному составу на большом фактическом материале.

Издание предназначено для использования в учебном процессе при изучении дисциплины «Английский язык» студентами, обучающихся по специальности 340400 «Связи с общественностью» дневной формы обучения. Учебное пособие может быть полезно студентам, получающим дополнительную квалификацию «Переводчик в сфере профессиональной коммуникации», обучающимся на отделении референтов-переводчиков, аспирантам и всем изучающим английский язык.

Учебное пособие подготовлено на магнитном носителе в текстовом редакторе MS WORD 97.0 и содержится в файле ENGLISH_VOCABULARY. DOC

Библиогр.: 11 назв.

Научный редактор д-р филол. наук В.Б.Кашкин

Рецензенты: кафедра английского языка Воронежского государственного университета (заведующий кафедрой д-р филол. наук А.П.Бабушкин);

канд. филол. наук Н.А.Сребрянская

Издается по решению редакционно-издательского совета Воронежского государственного технического университета

©Артемова О.Г., Юрова Г.И., 2002

©Оформление. Воронежский государственный технический университет, 2002

3

INTRODUCTION

This book contains exercises in Modern English lexicology and is intended for students who study English. The book is meant as the additional practical material for lessons and seminars in lexicology. Some of the exercises may be used at the lessons of written practice and translation.

No theoretical questions are dealt with here. Brief notes preceding the exercises are offered as a kind of guide to the students and by no means claim at a thorough theoretical treatment of the subject.

The main purpose of the lessons and seminars should be to teach the students to observe, analyze and interpret language phenomena.

The book contains numerous exercises on the main problems of English lexicology. These are for use both in class and for homework. Some exercises may also be used for analytic reading, translation and composition.

The exercises included in the book vary both in length and difficulty. The choice of exercises is left to the teacher. The order in which the material should be studied depends entirely on the course of lectures delivered parallel to the practical lessons and seminars.

The authors did not seek to provide exercises for all topics treated in books on Modern English lexicology; they thought it is advisable to confine themselves to the four branches of Modern English lexicology. The material is divided as follows: Word-Formation; Study of Meaning; English Phraseology; Idioms. These particular branches were chosen for several reasons, the main of them being the following: the approach adopted in the book is mostly synchronistic and consequently emphasis is laid on structural aspect of the modern language; the authors thought it also useful to provide material illustrating the most actual features of present-day English. The exercises were compiled so as to show the words functioning in speech. Therefore all the words are given in their natural context, the language material being drawn from the books of English writers. That is the reason why one and the same meaning of the word (as in polysemy and context) may be illustrated by several examples, displaying different language conditions.

It is hoped that the exercises on word-formation will help the students to get a better insight into the morphology and meaning of derivatives and compounds. Exercises on phraseology provide sufficient material for the detailed analysis of the most typical and common phraseological units in speech.

4

SECTION I. WORD – FORMATION

UNIT 1. THE NAMES OF ENGLISH LANGUAGE WORDS

The names of basic parts of speech in English:

article

adjective

noun

verb

adverb

preposition conjunction preposition gerund

A

good

student

works

hard

at her English and

she enjoys learning.

Words relating to nouns.

Look at the sentence: An astronaut explores the space; astronaut is countable, i.e. has a plural form (astronauts), but space is uncountable; astronaut is the subject of the verb as it describes who does the verb; space is the object, i.e. what is affected by the verb.

Words relating to verbs.

Infinitive (to go) - ing form (going) past participle (gone)

go, went, gone – is an irregular verb, whereas live, lived, lived – is regular. Go is also intransitive because it doesn‟t need an object, e.g. Has Mary gone? Make is transitive, because it is followed by an object – you make something.

Words relating to the construction of words.

In the word irregularity, - ir – is a prefix, regular – is a root and –ity – is a suffix. Fat is the opposite or antonym of thin and plump is a synonym of fat. A word family is a set of words based on one root, e.g. word, wordy, reword. A phrase does not include a main verb – “in a word” is an example of a phrase. A sentence has a main verb; it begins with a capital letter and ends with a full stop.

Words and their associations.

Register means a style of speaking or writing to a particular social situation. Thus slang is an extremely informal register and is only used by people who know each other very well. Colloquial is an adjective referring to language that is suitable mainly for conversation, e.g. He’s a nice guy. Pejorative describes words which have a negative association. Pig-headed is pejorative whereas determined , which is very close in meaning, is not. Collocation refers to words which frequently occur together, e.g. torrential rain, auburn hair.

Task 1. Think about the word informal.

1.What is its root, its prefix and its suffix?

2.What is its opposite or antonym? (3)

3.Has it got any synonyms? How many can you name?

4.What words are included in its word family?

5.Use it in a) a phrase and b) a sentence.

5

Task 2. Match the following colloquial words with their more formal equivalents below.

Chat (v), loo, chap, put up with, fiddle (n), man, violin, lavatory, converse, tolerate.

Task 3. Which prefix forms the opposite of these words?

… correct

… legal

… loyal

… legible

… fair

… efficient

… visible

… relevant

… tolerable

Task 4. The following pairs

of words are close in meaning, but one word in each case is

pejorative. Which?

 

 

1. terrorist / freedom-fighter

 

4. fluent / wordy

2. slim / skinny

 

5. mean / thrifty

3. cunning / shrewd

 

6. generous / extravagant

UNIT 2. ABSTRACT NOUNS

An abstract noun is one which is used to mean an idea, experience or quality rather than an object, e.g. intention, shock, happiness. There‟re a number of suffixes which are used particularly frequently in the formation of abstract nouns. Some of the most common are -ment, -ion, -ness, and

–ity. Less common suffixes associated with abstract nouns are –ship, -dom, -th, -hood.

Note: -ship and –hood are usually used in combination with other nouns whereas –th combines with an adjective to form an abstract noun and –dom can combine with either a noun or an adjective.

There‟re also a large number of abstract nouns which do not use any suffix at all, e.g. anger, faith, humour, idea, sense etc.

Task 1. Use a suitable suffix to form abstract nouns from the following verbs and adjectives.

adjust (v)

aggressive (adj.)

amaze

tender

discourage

bitter

invest

ugly

act

complex

retire

absurd

imagine

curious

recognize

hostile

reduce

generous

collect

anonymous

Task 2. Give some more examples of abstract nouns which do not use any suffix at all.

6

Task 3. What is the abstract noun related to each of the following adjectives?

Example: affectionate

- affection

1. excited

6. weak

2. secure

7. equal

3. graceful

8. resentful

4. stupid

9. wise

5. original

10. capable

UNIT 3. COMPOUND NOUNS

A compound noun is a fixed expression which is made up of more than one word and functions as a noun. Such expressions are frequently combinations of two nouns, e.g. science fiction, address book.

Compound nouns may be countable, uncountable or only used in either the singular or the plural, e.g. blood donor (C) and blood pressure (U), mother-tongue, death penalty (used only in the singular), grass roots, human rights (used only in the plural).

Task 1. Put the following compound nouns into the following categories: countable, uncountable, used only in the singular / plural.

Alarm clock, data processing, income tax, package holiday, handcuffs, food poisoning, race relations, luxury goods, roadwork, windscreen, junk food, traffic lights, sunglasses, generation gap, greenhouse effect, brain drain, sound barrier, mail order, pocket money, heart attack, tea-bag, airtraffic control, arms race, youth hostel, human rights.

Task 2. Choose any article in a magazine or a newspaper and write down all the compound nouns which you find.

UNIT 4. COMPOUND ADJECTIVES

A compound adjective is an adjective which is made up of two parts and is usually written with a hyphen, e.g. shocking-blue, never-ending, ever-lasting, well-dressed. Its meaning is usually clear from the words it combines. The second part of the compound adjective is frequently a present or past participle.

A large number of compound adjectives describe personal appearance, e.g. Tom is a curlyheaded, sun-tanned, bleu-eyed, broad-shouldered, long-legged young man.

Another set of compound adjectives describes a person‟s character, e.g. absent-minded (forgetful), good-tempered (cheerful), quick-witted (intelligent), big-headed (proud of herself), twofaced (hypocritical) self-centered (egoistical), stuck-up (snobbish).

7

Anther special group of compound adjectives are those where the second part is a preposition, e.g. an all-out strike (total), a run-down area (in poor condition), cast-off clothes (no longer wanted by the owner) etc.

Task 1. Here are some useful compound adjectives:

air-conditioned duty-free long-distance record-breaking sugar-free

bullet-proof

interest-free

hand-made

off-peak

long-standing

top-secret

remote-controlled

drip-dry

time-consuming

last-minute

Think of two nouns associated with the above listed compound adjectives.

Task 2. Add a preposition from the list below to complete appropriate compound adjectives.

back, up, out, off, on, of

1. She‟s been doing the same low-paid job for so long time that she‟s really fed … with it

now.

2.The two cars were involved in a head … collision.

3.He has a very casual laid … approach to life in general.

4.It‟ll never happen again. It‟s definitely a one … situation.

5.He‟s a smash hit here but he‟s unheard … in my country.

6.She bought a cut … paper pattern and made her own dress.

SECTION II. STUDY OF MEANING

UNIT 1. POLYSEMY

Примечание [„1]:

Definition: a word is polysemantic when it has more than one meaning (many meanings). Most words of the English language are polysemantic. It is one of the most characteristic

features of the English language. In the polysemantic word the main (or central) and secondary meanings are distinguished. For example the noun face has the meanings: „the frontal part of the head form the chin to the hair‟, „an expression on the face‟, „the front, top or most important surface of something‟, „a rock surface, either above or below ground, from which coal, gold, diamonds, etc. are dug‟, the condition of being respected‟. In this case the main meaning of the word face is „the front part of the head from the chin to the hair‟, all the other meanings are secondary. The word is polysemantic in the language but in actual speech it is always monosemantic, that is it has only one meaning. It is the context that makes the polysemantic word monosemantic, e.g.

Eddie‟s eyes ran over her doubtful face … (C.P.Snow). taking up a planishing hammer, he sat to work smoothing the metal‟s surface with the hammer‟s highly polished face. (J. Lindsay)

In the first sentence the meaning of the word face is „the frontal part of the head‟ (лицо), whereas in the second sentence the meaning is „the front, most important surface of something‟

(поверхность). There is an obvious semantic connection, direct or indirect, between the secondary meanings and the central meaning.

8

Task 1. Translate the following sentences paying attention to the different meanings of the words in bold type. Point out the central meanings in each case.

office

1. He asks me to ring him up at the office … (E. Bowen) 2. Let us study Cabinet and

Government by seeing what important offices of State the Prime Minister has to fill when he first comes into office after a successful election. (C.E. Eckersley) 3. This means that he must be in the Home Office or Foreign Office for example, for a considerable length of time on most days of the week. (C.E. Eckersley) 4. But thank you for reminding me of my office. (C.P.Snow) 5. I am capable of carrying out my office as I decided it should be carried out. (C.P.Snow)

paper

1. He came to London and got a job on a paper. (E. Bowen) 2. He had a good stare look at us and asked us where we came from. He asked to see our papers. (W.S. Maugham) 3. He shut the blotter, swept some papers in a drawer, and shut the drawer with a click. (E. Bowen) 4. This is just the kind of thing that could have got us into the papers, and if that happened, it would have done us more harm than I like to think about. (C.P. Snow) 5. A paper of Howard‟s published in collaboration with his professor, an eminent old scientist now dead, had been attacked by American workers in the same field. (C.P.Snow)

part

1. In this dumb, exalted and exalting confusion, what actually happens plays very little part. (E. Bowen) 2. I hope you have struck some pleasant part of the coast. (E. Bowen) 3. He went to a

French garage, where they mumbled a bit about spare parts and so forth … (R. Gordon)

service

1. … and who, when only nine people attended one of his Friday nights, took hold of the table cloth and pulled the whole dinner service to the ground. (C.P.Snow) 2. … below lay the tennis court, the shadow of a tree just beginning to touch one of the service lines. (C.P.Snow) 3. In the afternoon Matchett took me on a bus to the afternoon service at St. Paul‟s Cathedral. (E. Bowen) 4.

The Minister of Health, among other things, deals with housing, sanitation, and the national health service which came into being in 1948. (C.E. Eckersley) 5. Meanwhile the phone hasn‟t rung all day because I‟ve switched over to the answering service. (P. Stanley) 6. During the war he attended seven schools in various places before going to the Perse School at Cambridge, and after National

Service in the Army Education Corps proceeded to Conville and Caius College … (P. Stanley)

spirit

1.As though she lay in a sick-room, her spirit retreated to a seclusion of its own. (E. Bowen)

2.At the same time, he kept asking with concern about his son‟s health and spirits. (C.P. Snow) 3. Charles‟s eyes were bright, he was ready to defend Getliffe with spirit. (C.P. Snow) 4. The spirit of personal feeling had passed. (C.P. Snow) 5. For the first time that day, Howard answered with spirit. (C.P. Snow) 6. Denis rang up to report that Eddie … was in excellent spirits. (E. Bowen)

9

term

1. … but he and she were on the whole on such easy terms that she had given up caring. (E.

Bowen) 2. It is important to note that the terms Government and Cabinet are not synonymous. (C.E. Eckersley) 3. He stayed at the school only a year or two: he was not clever, and left early: but for the first term, before we were arranged in order of examination results, we shared the same desk. (C.P. Snow) 4. He was engaged on the same terms by other houses in the Square … (C.P. Snow) 5.

If I were writing my report to the Seniors again, I should do it in the same terms. (C.P. Snow)

ask

1. He continued to ask about my affairs from where we left off on the night of the examination. (C.P. Snow) 2. There he stood, six-feet tall and sopping wet, and for the first time in my life I did a spiteful thing I‟ll never forgive myself for: I didn‟t ask him to come in out of the rain … (A. Sillitoe) 3. “John – that is my butler,” he remarked to me – “came with me and I asked for an explanation”. (C.P. Snow) 4. “I shall now ask for the minutes”, he said. (C.P.Snow)

do

1. Her hair simply done, was of a sandy brown. (W.S. Maugham) 2. He looked as though for many years he had done himself too well. (W.S. Maugham) 3. It was a cold day for midsummer, so cold that I could have done with a coat. (C.P. Snow) 4. She started off working in a bakery, cutting stuff out of dough with moulds. That‟s what she was doing when I first met her. (P. Stanley) 5. It is, nevertheless, a good idea to know something about ants before investing in an ant farm, because there are ants and ants, and not just any will do. (E. Gurney)

get

1. … I might have got a job, when I got to London. (W.S. Maugham) 2. Then, having got through the window, the burglar discovers with amazement that the door is locked on the other side.

(C.P. Snow) 3. I had got tired of this. (C.P. Snow) 4. I‟ll go and see them in the morning and get the details. (K. Amis) 5. Tom got us sitting in armchairs o opposite sides of the fire, ordered drinks, dumped himsef on the sofa between us. (C.P. Snow)

go

1. I often had to go without my lunch as well. (R. Gordon) 2. Well, we won‟t go into it further. (R. Gordon) 3. We have gone to great trouble providing you with a start in a magnificent practice. (R. Gordon) 4. If her face was anything to go by, she found the idea too sudden to be repulsive. (D. Storey) 5. I had known some old men, but not anyone as old as this. Sitting there, watching him, I thought he was pretty far gone. (C.P. Snow)

take

1. I had taken two small rooms at the top of a lodging-house in Conway street, near the Tottenham Court Road. (C.P. Snow) 2. It was on one of those visits that I had first met Tom, just after he had taken his degree in history. (C.P. Snow) 3. “I expect I can take it that your father‟s right”, said Philip. (C.P. Snow) 4. The horse used to take khights to the battlefield … (E. Gurney) 5.

10

I wanted to take the chance. (C.P. Snow) 6. Apart from his initial madheadedness, he took it very well. (C.P. Snow)

Task 2. Translate the following sentences; consider the words in bold type; comment on the semantic links between their meanings.

hand

1. When we saw a farmhouse that looked promising we stopped and asked if they wanted a couple of hands. (W.S. Maugham) 2. We are neither of us much of a hand at letters… (E. Bowen) 3. Everything‟s got into the hands of those awful men … (C.P. Snow) 4. Can I give you a hand with anything, Father? (W. Goldwing) 5. They never overplayed their hand; they knew just how to take the opinion of the college after they had settled a question in private. (C.P. Snow)

room

1. One might help him across the room, but he would not like one the better for that. (C.P. Snow) 2. People competent to judge have decided that for me, and of course there‟s no room for reasonable doubt. (C.P. Snow)

heart

1. I didn‟t know him well, but I felt that at heart he was decent, sound and healthy. (C.P. Snow) 2. He was actually a doctor‟s son, born in the heart of the middle classes … (C.P. Snow) 3.

After tearing the living hell out of his family in his first novel, his old lady had a heart attack and departed for good and all. (P. Stanley)

low

1. It seemed to be a windless day with the cloud-cap very low. (C.P. Snow) 2. When it got dark me and Mike were in our parlour with a low light on … (A. Sillitoe) 3. “That‟s what I thought, Doctor”, he went on in a low voice. (R. Gordon) 4. “You put them lower than I do”, said Chrystal, somewhat damped. “You‟re underrating him, Eliot”. (C.P. Snow)

set

1. They set him after false hares, they interrupted sometimes, all three were talking at once. (C.P. Snow) 2. He was small, dark, hook-nosed, his face already set in more adult lines than most of ours in the form. (C.P. Snow) 3. They should have watched his manner as he set me going on my career. (C.P. Snow) 4. He didn‟t like falling below the standard he set himself, either in his own eyes or anyone else‟s. (C.P. Snow)

Task 3. Translate the following sentences; notice the different meanings of the words in bold type; comment on their lexical and grammatical environment.

head

1. Bowen shook his head and sighed. (K. Amis) 2. But from that evening on, Thomas‟s father lost his head completely. (E. Bowen) 3. My doctor friend is at the head of a very good hospital.

Соседние файлы в предмете [НЕСОРТИРОВАННОЕ]