Grammar: adverd (прислівник)

1. Прикметник, іменник… + суфікс -LY (= суфікс -О в укр. мові): quickly - швидко, badly - погано, yearly - щомісячно, slowly - повільно…; 2. -L + -Y = -LLY: awful - awfully; 3. -LE + -Y = -LY: miserable - miserably, terrible - terribly, noble – nobly. True - truly. 4. -IC+ -AL + -LY= -ICALLY: automatic – automatically.

2. Знач. „в певному напрямі” = - WARD(S): back, in — backward (назад), inward (всередину)...

Ex. 3. Form the adverbs from the following adjectives.

Serious, slow, happy, noisy, awful, loud, cheap, quick, polite, true, gentle, dramatic, wonderful, beautiful, peaceful, sad, hopeful, sudden, miserable, bright, immediate, warm, soft, amazing, cordial, extensive, absolute, foolish, merry, steady, fair, cheerful, cold, careful, terrible, quiet, dangerous, certain.

DEGREES OF COMPARISON OF ADVERBS

(Ступені порівняння прислівників)

Спосіб утворення	Звичайний ступінь	Вищий ступінь	Найвищий ступінь
1. Синтетичний: одно/двосклад.сл. без суфікса -LY.	Fast Long Soon	faster longer sooner	the fastest the longest the soonest
NB!	Early	Earl + i + er	Earl + i + est
2. Аналітичний (-LY → похідні присл.):	Slowly Hardly	MORE/LESS slowly, hardly	THE + MOST/ LEAST slowly, hardly
3. Особливі випадки:	1. WELL 2. BADLY 3. LITTLE 4. MUCH	BETTER WORSE LESS MORE	THE BEST THE WORST THE LEAST THE MOST
4. Два варіанти: („порядок”) (дистанція) („порядок”) (дистанція) („порядок”)	LATE FAR NEAR	LATER LATTER FARTHER FURTHER NEARER	THE LATEST THE LAST THE FARTHEST THE FURTHEST THE NEAREST THE NEXT

Ex. 4. Put the adverb into the correct form.

1. He speaks English (correctly) of all in my group. 2. The fire was put out (quickly) than we expected. 3. Whose singing did you like (well), Mary’s, Nina’s or Helen’s ? 4. You ought to have told me (early). 5. Now I can see the ship (clearly) than before. 6. Which of these two books did you enjoy (much) ?7. Which of all these books did you enjoy (much)? 8. Which of the students ran (fast) at the contest? 9. She visits them (frequently) than us. 10. I like this book (well) than that.

Ex.5. Chose the right varient: 1. The answer was not (satisfactory, satisfactorily). 2. The question can be answered quite (simple, simply). 3. He came into the room very (quiet, quietly). 4. It is not (good, well) for you to smoke. 5. I did not rest very (good, well) last night. 6. He wrote his dictation (bad, badly). 7. He is a (brave, bravely) man. 8. The weather is (cold, coldly) to-day. 9. This is a (comfortable, comfortably) chair. 10. We traveled (comfortable, comfortably). 11. The two sisters were dressed (different, differently). 12. He is (dangerous, dangerously) ill. 13. The children seem to be very (happy, happily). 14. They lived (happy, happily). 15. She looked round (helpless, helplessly). 16. She is quite (helpless, helplessly). 17. The sea was (quiet, quietly). 18. He goes to school (regular, regularly).

REMEMBER!

NB! Після дієслів (сенсорного/чуттєвого) сприйняття вжив. лише прикм.:
1. TO FEEL (відчувати). 2. TO SEEM (здаватися). 3. TO APPEAL (визивати). 4. TO BE (бути). 5. TO BECOME (стати). 6. TO STAY (залишатися).	7. TO GO (йти). 8. TO GET (виходити). 9.TO LOOK (виглядати). 10. TO SOUND (звучати). 11.TO SMELL (пахнути). 12.TO TASTE (смакувати).
E.g.: This cake tastes delicious. This symphony sounds perfect.
NB! ПІСЛЯ дієсл. сенсорного/чуттєвого сприйняття ― ПРИСЛ., якщо за ним стоїть ПРИКМЕТНИК.
E.g.: This pie was fantastic. ≠ This pie was fantastically delicious. The roof was dangerous. ≠ The roof was dangerously broken. Marry is serious. ≠ Marry is seriously ill.

Ex. 6. Fill in the gaps with the correct form of adverbs or adjectives.

a) 1. This cake tastes ... . I advise you to take a slice of it. (A delicious, B deliciously) 2. This symphony sounds ... . Shall we listen to it again? (A perfect, B perfectly) 3. Look at this fish! It looks ... . (A wonderful, B wonderfully) 4. The dinner which is on the table smells ... . (A nice, B nicely) 5. This silk feels ... . Will you buy it? (A soft, B softly) 6. Your broth always tastes ... . Will you give me the recipe? (A good, B well) 7. This music sounds ... . Will you turn the radio off? (A awful, B awfully) 8. The cloth you bought yesterday feels ... . (A smooth, B smoothly) 9. She looks ... . When did you meet her before? (A pretty, B prettily) 10. This custard smells ... . Will you give me a bit of it. (A tasty, B tastily) 11. Sidney Sheldon became ... as soon as his book has been popular. (A famous, B famously) 12. This silk feels ... and she wants to buy it. (A good, B well) 13. The soup tasted ... and we really enjoyed it. (A delicious, B deliciously) 14. This music sounds ... . I should like to buy this cassette. (A nice, B nicely) 15. What happened in here? The room is full of smoke and it smells … . (A awful, B awfully)

b) 1. She is … (A awful, B awfully). 2. She is … (A awful, B awfully) beautiful. 3. Her speech is ... (A wonderful, B wonderfully). 4. Her speech is … (A wonderful, B wonderfully) clear. 5. Ann's dress is ... (A usual, B usually). 6. Ann's dress is ... (A usual, B usually) perfect. 7. He is ... (A good, B well). 8. He is ... (A good, B well) bred. 9. His actions are ... (A nervous, B nervously). 10. His actions are ... (A nervous, B nervously) quick.

READING: THE DIFFICULT CHILD

The difficult child is the child who is unhappy. He is at war with himself; and in consequence, he is at war with the world. A difficult child is nearly always made difficult by wrong treatment at home.

The moulded, conditioned, disciplined, repressed child — the unfree child, lives in every corner of the world. He lives in our town just across the street, he sits at a desk in a school, and later he sits at a desk in an office or on a factory bench. He is docile, prone to obey authority, fearful of criticism, and almost fanatical in his desire to be conventional and correct. He accepts what he has been taught almost without ques­tion; and he hands down all his complexes and fears and frustra­tions to his children.

Adults take it for granted that a child should be taught to behave in such a way that the adults will have as quiet a life as possible. Hence the importance attached to obedience, to manner, to docility.

The usual argument against freedom for children is this: life is hard, and we must train the children so that they will fit into life later on. We must therefore discipline them. If we allow them to do what they like, how will they ever be able to serve under a boss? How will they ever be able to exercise self-discipline? To impose anything by authority is wrong. The problem child is the child who is pressured into obedience and persuaded through fear. Fear can be a terrible thing in a child's life. Fear must be entirely eliminated — fear of adults, fear of punishment, fear of disapproval. Only hate can flourish in the atmosphere of fear.

The happiest homes are those in which the parents are frankly honest with their children without moralizing. Fear does not enter these homes. Father and son are pals. Love can thrive. In other homes love is crushed by fear. Pretentious dignity and demanded respect hold love aloof. Compelled respect always implies fear. The happiness and well-being of children depend on a degree of love and approval we give them. We must be on the child's side. Be­ing on the side of the child is giving love to the child — not possessive love — not sentimental love — just behaving to the child in such a way the child feels you love him and approve of him. Home plays many parts in the life of the growing child, it is the natural source of affection, the place where he can live with the sense of security; it educates him in all sorts of ways, provides him with his opportunities of recreation, it affects his status in society.

Ex. 1. Make up the annotation to the text you have read.

Ex. 2. Compose the mini-vocabulary of the text.