Exercise 3. Put in each space below a noun made from the adjective in brackets after the sentence.
1. The …death…. of the president was announced on the radio. (dead)
2. In past wars soldiers were sometimes shot for ______. (cowardly)
3. He died to save the lives of others. It was an act of _______. (heroic)
4. He was a very thoughtful, philosophical person. A man of great ______. (wise)
5. She felt great ________ at being treated so badly. (angry)
6. He left his town to find _______ in the big city. (famous)
7. The tourists were impressed by the _________ of the jewellery in the museum. (splendid)
8. It was a long, slow film. I nearly died of ________. (boring)
9. He was filled with _________ at the terrible things he saw in the war. (horrible)
10. The ice quickly melted in the ________ of the sun. (hot)
11. His ________ was hurt when a younger man was given the job above him. (proud)
12. I think it shows ________ of character to admit you are wrong. (strong)
Exercise 4. Read the words given below. State the part of speech. Translate the words into Ukrainian.
A) to add – addition – additional, large – enlarge – enlargement, to create – creation – creator – creative – creatively, to divide – division – divisible – indivisible, to desire – desire – desirable – undesirable, to vary – variety – various – variable – invariable, to appear – appearance – disappear – disappearance, to act – act – active – activity – actor – action – activate – activation, long – length – to lengthen, possible – impossible – impossibility, depend – dependence – independence, differ – different – difference – indifferent, product – productive – unproductive – productivity – production, to compare – comparison – comparative – comparatively
B) consequent – consequently – consequence, to flood – flood – floodable, to deteriorate – deteriorating – deterioration, contaminate – contaminated – contaminating – contamination – contaminant, to erode – eroded – erosive – erosion, include – inclusion – inclusive – inclusively – inclusiveness, mount – to mount – mountain – mountaineer – mountainous, move – movable – mover – movement, to preserve – preserve – preservation – preservative, relate – related – relation – relationship – relative – relatively – relativity
Exercise 5. It’s interesting. Read and try to guess the meaning of the following words which can characterize some features of a person.
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open-hearted, sweet-hearted, feather-brained, empty-headed, grey-headed, bull-headed, even-minded, high-minded, high-handed, high-spirited, low-spirited, low-born, higher-up, swift-handed, long-legged, snub-nosed, green-eyed, wide-shouldered, good-humoured, dog-tired, good-for-nothing, touch-me-not, well-to-do, cat-and-dog (life), strongly-built, chicken-hearted, one-eyed, stay-at-home, stone-blind, double-faced.
Exercise 6. Read the words.
· Pay attention to the stress in nouns and adjectives.
`atom – a`tomic, `organ – or`ganic, `metal – me`tallic, `period – peri`odic, e`conomy – eco`nomic, `science – scien`tific, `element – ele`mentary, `industry – in`dustrial, a`cademy – aca`demic, `strategy – stra`tegic, ge`ography – geo`graphic, meteo`rology – meteoro`logical, ge`ology – geo`logical
· Read the words. Pay attention to the stress in verbs and nouns.
`educate – edu`cation, `graduate – gradu`ation, `demonstrate – demon`stration, `illustrate – illust`ration, `indicate – indi`cation, `concentrate – concen`tration, com`municate – communi`cation, in`vestigate – investi`gation
Exercise 7. Make verbs ending in –en , –ify, –ize from the following words. Translate them.
–en: length, strength, height, light, wide, broad, bright, hard, weak, thick, dark
–ify: solid, pure, simple, intense, electric, quality
–ize: magnet, revolution, organ, crystal, character, special, active, real, economy, energy
Exercise 8. For questions 1-8 read the text below. Use the word given in capitals at the end of each line to form a word that fits in the space in the same line. There is an example at the beginning (0).
| If you are (0)……interested… | INTEREST |
| in the life of birds you should know that birds do not …..(1) | USUAL |
| fly very high and we can ……(2) see them | EASY |
| flying from the ground. A lot of birds when on …….(3) | MIGRATE |
| fly from 100 to 400 metres high as the ……..(4) shows. Some | EQUIP |
| birds, like penguins, cannot fly, but they are good ……..(5) | SWIM |
| and good ……..(6) too. | JUMP |
| They ……….(7) jump into and | QUICK |
| out of water and they look so ……(8) when they walk. | FUN |
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Exercise 9. Read the text below. Use the word given in capitals at the end of each line to form a word that fits in the space in the same line.
| The English language is ……..(1)growing and | CONSTANT |
| changing. No one has ever included every word from the language in a single dictionary. To do that would mean to …(2) | WRITE |
| the dictionary every day, which is …..(3). | POSSIBLE |
| But people have a lot of ….(4) | INFORM |
| about the ……(5) | GROW |
| and ……(6) | DEVELOP |
| of the language, its ……(7) . | EXPAND |
| Scholars have …..(8) ideas of how any new | VARY |
| discovery contributes to the process of new words …..(9). | ADOPT |
| When people are faced with a new …..(10) | SITUATE |
| and they do not have a word for its …..(11) they sometimes | DESCRIBE |
| make up one. But no one makes a formal ……(12) about it. | DECIDE |
| Many …….(13) begin to have trouble when they start | READ |
| to read passages about …..(14) subjects. | FAMILIAR |
| Such people often …..(15) the passage as they cannot tell | UNDERSTAND |
| what the …..(16) of the sentence is. | MEAN |
| They come across …..(17) words which prevent | KNOWN |
| the process of …..(18) . There are | COMPREHEND |
| many ….(19) ideas that can help you and the first is, | USE |
| “Don’t get …..(20) . | NERVE |
| Try and read the passage …..(21), learn from context. | ATTENTIVE |
| Pay …..(22) to what the rest of the passage says. | ATTENTIVE |
| English has a very …….(23) | EFFICIENCY |
| method of adding words …..(24)! | BORROW |
| As an English ……(25) travels the globe he adds a wealth | SPEAK |
| of words from other languages. By the 1600’s the English were …….(26) | ACTIVE |
| involved in ……(27) | EXPLORE |
| They were looking for countries to establish trade …..(28) | CONNECT |
| with. In those countries a …..(29) | TRAVEL |
| was exposed to new ideas, climates full of heat and ….(30) | ICE |
| cold, …..(31) | DIFFER |
| plants and animals. Rather than make up …..(32) | END |
| rows of new words for everything he saw an ……(33) often used the words of the natives. These | EXPLORE |
| words became an …..(34) part of the English vocabulary. | IMPORT |
GRAMMAR REVISION
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