a difference Perfect HARRISON vocabulary for fluency MARK HARRISON LONGMAN Pearwn Education 1,lmited Edinburgh Gate, tiarlou, Essex CM20 2Jf, England 0 Author Mark Harrison 1990 Th15 edition published by Addison Wesley 1,ongrnan Limited 1996 t:ighth impression 1999 ISBN 0- 17-555873-6 All rights reserved. No part of this publication may be reproduced in any format (including photocopying or storing it in any medium by electronic means) without the prior written permission of the publishers or a licence permitting restricted copying issued by the Copyright Licensing Agency, 90 Tottenham Court Road, London W I P 9HE. Warning: the doing of an unauthorised act in relation to a copyright work may result in both civil claims for damages and criminal prosecution. Pr~nted 111 Malaysia. 1,SP Contents Introduction 5 Section A - Behac'iour Unit 1 [;nit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9 Act ive/Sociable/Passive/Reserved 8 CarefuIlConscient ious/Careless~lmpulsive 12 HoncstlT'ruthful I8 D~shonest/Dcceitful &A 7 7 Kind/GratefuIn'nkind/Sel fish 3 7 Polite/Pleasant~udc/Offensive 3 1 ShyIContidentlArropant .Z 6 Stu bbornDetermined 4( Tolerant/lntolerant 4 3 Section B - Feelings and States of Mind Unit 10 AngryIBad-tempered Unit 11 Certain/Oprimistic/[)oubtfuI/Pessimistic Cnit 12 Confused/Rewildered Unit 13 Vague/lncomprehensible/Clear Unit 14 EmbarrassedIAshamcd Unit 15 Frightenednerritied Unit 16 Happywilling Unit 17 Unhappy/Reluctant Unit 18 InterestedlEnthusiastic/Bored Unit 19 Jealous/Resentful Unit 20 Sorry Cnit 21 SurprisedIShocked Unit 22 WantLikeflIislike Unit 23 WorriedINervous Unit 24 Relaxedmelieved Section C - Characteristics Unit 25 AttractiveIGood-looking Cnit 26 Dependentflndependenr Unit 27 DifferentISimilar Unit 28 Friend Unit 29 Funny Unit 30 lmportantnrivial Contents Unit 31 Luck/Chance/Coincidence Unit 32 New/Old Unit 33 Rich/Poor Unit 34 Suitable/Convenient Unit 35 Usual~Unusual/Strange Section D - Thought, Knowledge and Ability Unit 36 Unit 37 Unit 38 Unit 39 Unit 40 Unit 41 Unit 42 Unit 43 Ability Ant icipate/Predict Concentrate/lnterrupt ConsiderIChange your Mind Intelligem/Sensible StupidPNaive Remember/RemindForget Understandmeal ise Section E - Communicating Unit 44 AgreeICo-operatepisagreelArgue Unit 45 Show/Prove Unit 46 Suggest Section F - Doing and Causing Unit 47 Encourage/Discourage/Persuade/Force Unit 48 lnfluenceflgnore Unit 49 Involve/lnterfere Unit SO SucceedFail Appendix Irregular verbs Answer Key Index Introduction Word Perfect is intended for intermediate and advanced level students of English who wish to acquire a level of vocabulary through which they can express themselves naturally in contemporary English. The book aims to increase students' ability to express thoughts and feelings, by providing a range of alternative words and expressions suitable for use in particular contexts. Such a range of expression is clearly essential to achieving fluency in any language. Organisation Word Perfect consists of 50 units which bring together words and expressions of similar meaning, of opposite meaning, or which are related in some other way. For example, the unit entitled 'lmportant1Triviul' includes adjectives of similar meaning to 'important' such as 'essential' and 'crucial', adjectives of opposite meaning, such as 'trivial' and 'minor', as well as related nouns, verbs and expressions such as 'a priori~', 'to stress', 'to play down', and 'so what?' Each entry is followed by a definition and by examples which show the use of the word or phrase in context. Where a word has several different meanings, only those meanings related to the 'theme' of the unit are included. By grouping words together in this way, Word Perfect clarifies many areas of common confusion. and enables students to differentiate between words and phrases of related meaning, and to discriminate in terms of the appropriate context for use. The 'reference' section of each unit is followed by a variety of practice exercises, the majority of them in the style of the Cambridge First Certificate and Proficiency examinations. These include multiple-choice, sentence- transformation, gap-fill and word-building exercises. Students can check their answers by referring to the answer key at the back of the book. The units are grouped together into six sections: Behaviour; Feelings and States of Mind; Characteristics; Thou~ht, Knowledge and Ability; Communicating; and Doing and Causina. These sections are meant more as a guide to where a particular 'sub-ject' or notion can be found than as a strict categorisation. The book also contains an index for easy reference, and an appendix of irregular verbs. Ensuring accuracy Each entry in Word Peifect includes the information which students need to be able to use the new items of vocabulary accurately. This information includes: Prepositions Knowing which preposition to use with a particular adjective, noun or verb is frequently a nightmare for non-native speakers of English. Word Perfect aims to solve this problem by indicating those prepositions which are most commonly used with a particular entry, and which students are therefore most likely to hear and need to use. Verb patterns Another common problem is knowing what type of grammatical construction follows a particular verb. Word Perfect tells the student whether a verb is followed by a direct object, by a gerund or infinitive, by a '[ha,' clause, or by a combination of two or more of these features. For example: to ignore (s.o./sth) - direct object to feel like (sthldoiiig sth) - direct object or gerund to manage (to do sth) - infinitive to ensureJthat ) - 'that' clause Countable or uncountable? Whether a noun is countable or uncountable is indicated by the use or omission of the indefinite article ('a' or 'an') in the entry. For example: a rip-off - countable an apology - countable guilt - uncountable In some cases, a noun may have both countable and uncountable functions, and this is shown by its inclusion in both forms. For example: luxury - uncountable a luxury - countable Introduction Both forms are not always included. if one form is used less frequently than the other. Collocations Words often tend to 'collocate' or be used in combination with certain other words. In order to sound natural and achieve fluency in English. the non-native speaker must be familiar with collocations. Word Peifect therefore includes many examples of collocations. For example 'luc,k' is followed by 'a stroke of 1uc.k'. 'a c.ompluint' by 'to muke u c,ompluint'. and other collocations are included in their own right. for example 'to hear u grudge'. 'on u\,ei.age'. and 'h?. chance'. If you said 'by average' or 'through chance' ycu would probably be understood, but you would not sound natural. How to use the book The clarity of the definitions and examplea. and the inclusion of an answer key to the exercises, make Word Perfect ideal for self-study. You can work through each unit in sequence, or you can use the contents page or index to choose a unit which interests you. Study the 'reference' section of the unil carefully. paying particular attention to any grammatical features associated with an entry. Reading the examples and seeing the new item of vocabulary in context ill help you further to understand when and how it is used. Ideally. the practice exercises should not be done immediately afterwards. since the aim is to be able to produce the vocabulary at any time, and the exercises should not simply be a short-span memory test. When you have done the exercises, check your answers with the answer key, referring back to the reference section if you have made any mis~akes. You do not of course have to do rhe exercises. and Word Petfec.t is very useful as a reference book. The inclusion of an index means that you can look up a word that you don't know. or clarify for yourself a particular problem such as the difference between 't.en7et?1her' and 't.ernitid'. Word Peife~,r can also be used for exam preparation, to build vocabulary of the kind required for the Cambridge First Certificate and Proficiency examinations. Section A Behaviour Units 1-9 / f- Unit 1 Active/Sociable/Passive/Reserved Part I I active doing a lot of things; always busy 2 energetic full of energy 3 lively full of life and energy 4 dynamic full of energy and ideas; having a powerful personality 5 sociable friendly; enjoying the company of other people 6 outgoing very friendly; always interested in meeting new people and doing new things 7 talkative liking or willing to talk a lot 8 decisive able to make decisions quickly and with certainty 9 an extrovert a lively, sociable person who finds it easy to talk to people and likes to attract attention 10 to be good company to be an interesting and amusing person to be with Part 2 1 passive not active; accepting what happens to you without trying to change or influence it 2 lazy disliking activity; without the energy or interest to do anything She's very active and plays a lot of sport.lDespite his age, he's still quite active. She leads a very energetic life - she gets up early and works very hard until late. She was very lively tonight - she talked a lot and danced a lot. She's a very dynamic woman and has become successful very quickly. They're very sociable and like going to parries and spending time with other- people. He's a very outgoing sort of person and has got lots of friends. It's very difSIcult to have a conve/lration with him because he's not very talkative. You should he more decisi~le - you take too long to make up your mind. He's an extrovert - hen he's with other people he's often the centre of attention. She's good company - she'b alwlays ~ot a good story to tell. Ifis reac.tion was passive - although he didn't like the situation, he didn't argue. He doesn't like his ;oh hut he's too lazy to look j)r another one. 3 apathetic completely unenthusiastic or uninterested; having no desire to change a bad situation 4 quiet not saying very much 5 reserved not saying what you think or feel 6 subdued less talkative than usual 7 an introvert someone who is more interested in their own thoughts and feelings than in the world around them Part 3 1 to act to do something positive about a problem to try to solve it 2 initiative the ability to act and make decisions ;.iithout help from other people 3 to use your initiative to act without help from others, using your own judgement 4 to do something (about sth) to take action in an attempt to solve a problem 5 to make up your mind to decide 6 to have go to have energy 7 to be on the go to be very busy and active Unit 1 Active/Sociable/Passive/Reserved She tried to organise a strike but the others were too apathetic to join her. Although she's quiet, it doesn't mean (hat she doesn't haw strong opinions. She's reserved and even if she's angry she doesil'r say so. He normally has a lot to say but he was rather subdued last night - I wonder if there's something wrong. If she wasn't such an introvert she would make jiiends more easily. The situation is getting worse - you must act now, before it's too late. She shows great initiative and is a good candidate for promotion. Why should I always have to tell you what to do? Use your initiative for once. I can't just ignore the problem - 1'11 have to do something about it.1The Governmgnt have promised to do something about the state of the roads. Make up your mind what you want to do - I can't wait forever for an answer. If you had a bit more go, you wouldn't be so bored I must sit down. I've been on the go all day. [...]... out for pickpockets 15 to look out (for sth) to be careful to notice Look out for the hospital right 16 to keep your eyes open Cfor s.o.1 sth) to keep looking or watching (in order to notice someone or something) I'm keeping my eyes open for another job, as I don't like the one I've got 17 to check (sthlthat ) to look again in order to see i f something is correct I'll check the train timetable before... changed.lCheck (that) you haven't forgorten anything 18 to make sure (of sthlthat ) to check in order to be certain Make sure (that) you haven't forgotten anyrhing.lMake sure of your facts before you accuse him 19 to ensure (that ) (formal) to make sure I repeated it to ensure that they'd heard me 20 to take a lot of trouble (over sth) to spend a lot o f time and effort doing something 7'his is a very... frank D genuine 3.2 For each of the sentences below, write a new sentence as similar as possible in meaning to the original sentence, but using the word given This word must not be altered in any way EXAMPLE ANSWER It's no use arguing: I've made up my mind point There's no point in arguing; I've made up my mind 1 You're lying truth 2 The truth is that I didn't understand a word he said honest... them any money before you receive the p o d s The whole thing might be a con 25 to rip (s.o.) off (colloquial) to cheat someone by charging too much money for something It's so obvious that most of the cafes here are just frying to rip off the tourists.iA £20 taxi fare for a two-mile journey? You've been ripped off! 26 a rip-off (colloquial) an example of being charged too much money for something,... n i t 4 Exercises 4.3 For each of the sentences below, write a new sentence as similar as possible in meaning to the original senfence, hut using the word given This word must not he altered in any way EXAMPLL ANSWER It's no use arguing: I've made up my mind point There's no point In arguing; I ' v e made up my mind 1 Because I believed his lies, I paid far too much for it conned 2 Why aren't... stay and never asked us for any money.llt's \$er.yRenerous of you to let me borrow your car hen I was ill 10 generosity the quality of being generous Thank you for all the geherosity you've shown us during our- time in England 1 1 to give (s.0.) a hand to help someone (often in a small way Could you give me a hand to carty all these things? Part 2 1 to thank ( s o for sthlfor doing sth) to say thank... pr-esenr.11 rhatiked her for helping me Thanks to her I felt much more conjidenr about my English.lWe were late, thanks to the traffic U n i t 5 Kind/C;rateful/Unkind/Selfish 2 grateful ( t o S.O .for sth) wanting to thank someone because they have been kind to you I ' m very gt-ateful to you for all your Izelp 3 gratitude the feeling of being grateful I wrote to them to express m), gratitude for the;, hospitality... very you A grateful B generous C thoughtful D appreciative 12 You could at least show your mother some for all the things she's done for you A kindness B consideration C sympathy D gratitude of Unit 5 Exercises 5.2 The word in capitals at the end o f each of thefollowing sentences can he used tofor.rn a ~1or.d fits that suitably in the hlank space: Fill each blank in this way EXAMPL.~ We had an interesting... brochure is full of information For example it says that all rooms are 'with shower', but it doesn't say that in some cases the shower is halfway down the corridor A misleading B deceptive C deceitful D insincere 17 This isn't a is it? If I lend you my car, you will bring it back, won't you? A cheat B trick C rip-off D deceit 4.2 Fill each of the blanks with one suitable word 1 Have you seen the... I should have thought about it for longer A hasty B careless C snap D sloppy 1 1 He's really He never checks his work and it's always full of mistakes A snap B impulsive C rash D sloppy 12 I reminded him twice so as to that he wouldn't forget A take care B watch out C make sure D check 13 your work in case you've made any mistakes A Take care of B Ensure C Look out for D Check 14 He's He does . alternative words and expressions suitable for use in particular contexts. Such a range of expression is clearly essential to achieving fluency in any language. Organisation Word Perfect consists. both forms. For example: luxury - uncountable a luxury - countable Introduction Both forms are not always included. if one form is used less frequently than the other. Collocations Words. a difference Perfect HARRISON vocabulary for fluency MARK HARRISON LONGMAN Pearwn Education 1,lmited Edinburgh Gate, tiarlou,