- •Word formation
- •6. Find the examples of conversion in the following sentences.
- •7. Explain the semantic correlations within the following pair of words.
- •8. Identify the compounds in the word-groups below. Analyse their structure and semantics.
- •9. Match the following onomatopoeic words with the subjects producing the sounds.
- •10. How were these words formed?
- •11. Complete each sentence with a word formed from the word in capitals.
- •12. Complete each sentence with a word formed from the word in capitals.
- •13. Complete each space in the text with a word formed from the word in capitals.
- •14. Complete each space in the text with a word formed from the word in capitals.
- •15. Complete the word in each sentence with over- or under-.
- •16. Complete each word with either -able or -ible. Make any necessary spelling changes.
- •17. Complete the word in each sentence by adding an appropriate prefix.
- •18. Replace the words underlined in each sentence with one word ending in -ly and beginning with the letter given.
- •19. Complete each word with either in- or un-.
- •20. Make a compound word in each sentence by adding the most appropriate word from the box.
- •21. Complete the compound word in each sentence.
- •22. Complete the word in each sentence with an appropriate suffix.
- •Polysemantic words
- •23. Which of the following words are monosemantic (use a dictionary)?
- •24. Read the sentences (1 - 3) below. What does the word smart mean in each one (clever, fashionable, or formal)?
- •25. Identify the meanings of the polysemantic words that they represent in the following word-combinations.
- •26. Explain the logical associations in the meanings of the same words in the following word combinations. Find the examples of metaphors and metonymys.
- •27. Which word(s) from the box could replace the words in bold in the sentences?
- •28. Decide in which of the following sentences the verb run fits correctly.
- •29. Complete the spaces by finding one polysemantic word from the box which fits in all three sentences.
- •30. Complete the spaces by finding one word which fits in all three sentences.
- •31. Comment on the change of meanings in the italicized words.
- •32. Define the meanings of the italicized words in the following sentences.
- •Homonyms Homographs
- •33. How would you pronounce each of the underlined words in the sentences below? Chose a word with a similar sound from the brackets.
- •Homophones
- •34. Find the homophones to the following words and explain their meanings.
- •35. Define the meaning of following pairs of homophones:
- •36. Now do the reverse.
- •37. Write the word in phonetic script in the correct spelling for the context.
- •37. Write one sentence using both of the words corresponding to the phonetic script.
- •38. Homophones and homographs are at the root of many jokes in English. Match the first part of each of these children’s jokes with the second part and then explain the play on words involved in each.
- •39. Read the following jokes and say what linguistic phenomenon they are based on.
- •40. Find the homonyms for the following words and explain their meanings.
- •41. Find the homonyms and define their types.
- •Synonyms and antonyms
- •43. Organise the following words into three lexico-semantic groups – homes and houses; road transport; clothes.
- •44. Prove that the following sets of words are synonyms.
- •45. Find the dominant synonym in the following synonymic sets. Explain your choice.
- •46. Find antonyms for the words below.
- •47. Underline the most appropriate word or phrase in each sentence.
- •48. Underline the most suitable word or phrase in each sentence.
- •49. Underline the most suitable word in each sentence.
- •50. Read the text and decide which answer (a, b, c or d) best fits each space.
- •51. Read the text and decide which answer (a, b, c or d) best completes each collocation or fixed phrase.
- •52. Both options make sense. Underline the one which forms a common collocation.
- •53. Both options make sense. Underline the one which forms a common collocation.
- •54. Read the text and decide which answer (a, b, c or d) best completes each collocation or fixed phrase.
- •Word-groups and phraseological units
- •55. Take a word from each column to complete the collocations you need for each space in the text.
- •56. Match the descriptions (a-j) with the explanations (1-10).
- •57. Match each sentence (a-I) with a sentence from (1-9) which has a similar meaning.
- •58. Underline the two words that are appropriate in each sentence.
- •59. Complete the fixed phrases in each space by choosing a word from the box which collocates with the words in bold.
- •60. Which word completes each set of collocations or fixed phrases?
- •61. Decide which of the following uses of odd are correct.
- •62. Replace the words in bold by using the most appropriate expression from the box.
- •63. Colour. Complete each sentence with a colour, in an appropriate form of the word.
- •64. Feelings. Underline the most suitable word or phrase in each sentence.
- •65. Read the article and analyze the linguistic phenomena mentioned in it. Reasons why the English language is so hard to learn
- •Now check your answers
- •Библиографический список
- •Содержание
21. Complete the compound word in each sentence.
1. One of the draw… of this car is its high petrol consumption.
2. From the hotel there is a breath… view across the canyon.
3. Peter's gambling ability gave him a nice little wind… of £300.
4. We always lock the computer in this cupboard, just as a safe…
5. If I were you, I'd spend a bit more and buy the hard… version of the book.
6. Michael's playboy life… was the envy of all his friends.
7. That building has been ear… for redevelopment by the council.
8. We cannot take off because the run… is rather icy.
9. From my stand… , this would not be a very profitable venture.
10. There is wide… dissatisfaction with the government's policies.
22. Complete the word in each sentence with an appropriate suffix.
1. I object strongly to the commercial …. of sport.
2. Skateboarding is no longer very fashion… in this country.
3. Don't touch that glass vase! It's absolutely price… !
4. We decided to go to watch some tradition… dances in the next village.
5. Helen's uncle turned out to be a really remark… person.
6. We have not yet received confirm… of your telephone booking.
7. Driving on these mountain roads in winter is a bit hazard… .
8. I just couldn't put up with his relent… nagging.
9. The doctor will be available for a consult… on Thursday morning,
10. None of this work has been done properly. Don't you think you have been rather neglect…?
Polysemantic words
23. Which of the following words are monosemantic (use a dictionary)?
Abandon, abdicate, aphorism, apathy, application, arch, band, behold, bronchitis, catapult, central, denture, divide, flabby, flask, intercede, measure, memorial, mischance, miser, minx, plangent, prominent, promise, promote, prompt, sinecure, upstanding, wreath, xenophobia.
24. Read the sentences (1 - 3) below. What does the word smart mean in each one (clever, fashionable, or formal)?
1. He wore a smart suit to the meeting.
2. She’s the smartest girl in her class.
3. They stayed in a smart hotel in New York.
25. Identify the meanings of the polysemantic words that they represent in the following word-combinations.
Smart, adj.: smart clothes, smart answer, smart car, smart lawyer, smart blow, smart officer, smart garden, smart punishment, smart wine, at a smart pace, smart bomb, smart materials.
Golden, adj.: golden ring, golden hair, golden opportunity, golden chain, golden wedding, the golden age, golden boy, golden deeds, golden earth, golden handcuffs, golden hello, golden hours, golden mean, golden rectangle, golden section, the golden rule, golden ball, golden gates
Sound, adj.: sound health, sound views, sound teeth, sound advice, sound whipping, sound fruit, sound constitution, sound sleeper, sound tennis player, to be of sound mind, sound timber, safe and sound, sound currency, sound title to inheritance.
Root, n.: the root of the tree, edible roots, the root of the tooth, the root of the matter, the root of all evil, square root, cube root, roots of a sea, root of a mountain, to go back to roots.
Perform, v.: to perform a task, to perform an operation, to perform one's duty, to perform a dance, to perform a play, to perform a contract, perform on the piano.