
- •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
30. Complete the spaces by finding one word which fits in all three sentences.
Change, lump, drowned, occupy, straight |
Glaciers provide vital evidence of climate …
What you need is not pills but a simple … of scene.
If you need money, there's some spare ... in my coat pocket.
2. Grassland and savannah … a substantial part of Southern Africa.
It's a long journey - let's take some books to … the children.
The protesting students intend to … the Holman Building.
3. The vet said the … on the dog's face was not cancerous.
She had a … in her throat and a tear in her eye when she said goodbye.
Get up and do some work, you lazy …
4. Many of the wildebeest didn't make it and … half-way across the river.
My voice was … out by the sound of builders drilling.
I … my meal in sauce to hide the bitter taste.
5. The falconer trained the hawk to fly in a perfectly … line.
So let's get this … ; you say you saw the man break in through the window.
Why can't you just give me a … answer for once in your life?
31. Comment on the change of meanings in the italicized words.
1. They sat on the rug before the fireplace, watching the rising tongues of flame. 2. He inspired universal confidence and had an iron nerve. 3. He was burning with a desire to meet his old friends. 4. As I spoke, rage sparkled in my eyes. 5. Emotion squeezed Soames' heart. 6. Here was the great mysterious city which was still a magnet for her. 7. Carrie's anger melted on the instant. 8. Some books are to be tasted, others swallowed, and some few to be chewed and digested.
32. Define the meanings of the italicized words in the following sentences.
1. I began to search the flat, looking in drawers and boxes to see if I could find a key. I tumbled with a sort of splash upon the keys of a piano. Now the orchestra is playing yellow cocktail music and the opera of voices pitches a key higher.
2. I sat down with my head in my hands, until I heard the phone taken up inside and the butler's voice calling a taxi. G.Quarterman possessed more power than many heads of the state.
3. I walked into Hyde Park, fell flat upon the grass and almost immediately fell asleep.
4. Her mouth opened crookedly half an inch, and she shot a few words at one like pebbles. Would you like me to come to the mouth of the river with you? I put the letter into the mouth of the box and let it go.
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.
1. The girl I live with knows a good pub with live music. (dive/give)
2. The main house houses a collection of rare stamps. (mouse/rouse)
3. They bathed the children after they had bathed in the sea. (lathe/path)
4. You sow the seeds while I feed the sow. (cow/glow)
5. The violinist in the bow tie took a bow. (allow/flow)
6. He’s the lead singer in the group ‘Lead piping’. (head/deed)
7. What a row from the last house in the row! (plough/though)
8. Does he still suffer from his war wound? (found/mooned)
9. I wound the rope around the tree to strengthen it against the gale. (round/tuned)
10. It’s quite hard to wind in the sails in this wind. (find/tinned)