More Than Words Book

MORE THAN WORDS vocabulary for upper intermediate to advanced students BOOK 1 www.IELTS4U.blogfa.com Addison Wesley Longman Limited Edinburgh Gate, HarTow, Essex CM20 2JE, England and Associated companies throughout the world © Longman Group UK Limited 1991 All rights reserved; no part of this publication may oe reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of the Publishers First published 1991 Set in 1 l/13pt Futura Medium Designed and produced by The Pen and Ink Book Company Ltd. Huntingdon, Cambridgeshire Illustrated by Maureen and Gordon Gray, Hamish Moyle, Dave Parkins and John York Fifth impression 1997 Britiswww.IELTS4U.blogfa.comh Library Cataloguing in Publication Data Harmer, Jeremy, 1947— More than words: vocabulary for upper intermediate to advanced students. Book 1. I. Title II. Rossner, R. (Richard) 428.1 Printed in China EPC/05 ISBN 0-582-09481-X Contents Acknowledgements iv Introduction for students and teachers ¥ Part A: Exploring Vocabulary 1 UNIT NO TITLE Meaning 1 Meaning in context 2 2 Related and unrelated meanings 5 3 Sense relations 9 Word Use 4 Metaphor, idioms, proverbs 12 5 Collocation — which word goes with which? 17 6 Style and register 20 Word Formation 7 Parts of speech: verbs and nouns 26 8 Affixes 30 9 Spelling and sounds 33 www.IELTS4U.blogfa.comWord Grammar 10 Countable and uncountable 36 11 Verbs 40 12 Verb complementation 45 Part B: Human Beings 51 UNIT NO TITLE 1 The human body 52 2 Physical appearance and description 57 3 Clothing 63 4 Health and exercise 71 5 Sickness and cure 78 6 Ages and ageing 84 7 Birth and death 91 8 Waking and sleeping 98 9 Walking and running 104 10 Body language and movement 111 11 The mind and thinking 118 12 Perception and the senses 126 13 Feelings and moods 133 14 Likes and dislikes 141 15 Character and personality 1 148 16 Character and personality 2 155 Answer Key 160 Acknowledgements We would like to thank Sue Maingay for her help and (where Anita Harmer's comments were also extremely encouragement during the writing of these materials useful). Thanks to both organizations for allowing us to and Jane Walsh for her constructive comments. Thanks get valuable feedback. also to Alison Steadman for all her work. Lastly, and with feeling, our gratitude is due to Anita As the work has gradually evolved we have been and Annick for their support and patience. lucky in the excellent reports that we have received from Janet Olearski, Alison Roberts and Bernard Hayden. Jeremy Harmer We were able to try the materials out at the Cambridge Richard Rossner Eurocentre and the Cambridge Regional College Cambridge. July 1991. We are grateful to the following for permission to Thanks are due to the following for permission to reproduce copyright material; reproduce photographs on the pages indicated: Adverkit International Ltd for an extract from an J. Allan Cash Ltd: pp. 5, 76, 107 (bottom centre and top article from Bath & District Star 1.11.89; Faber & left), 116, 148-151, 153, 155(c), 159; Catherine Faber Ltd for the poem 'Giving Up Smoking' from Ashmore: p. 111 (f); BBC: p. 94 (top left); Peter Cotton and Makingwww.IELTS4U.blogfa.com Cocoa for Kingsley Amis by Wendy Cope; Mark Harrison, Abacus/Sphere Books: p. 2; Peter Dazeley: the author's agent for an adapted extract from The p. 73 (top); Zoe Dominic: p. Ill (b); ET Archive: p. 54; Truth About Lorin Jones by Alison Lurie; the author's Format Photographers Ltd/Jenny Matthews: pp. 78(d), agent for the poem 'Worry' from Melting into the 111 (c),/Maggie Murray: pp. 71 (e), 73 (bottom centre),/ Foregroundby Roger McGough (pub Kestrel Books); Joanne O'Brien: p. 94 (middle rightj/Brenda Prince: p. 94 The Open University Press for an adapted extract (bottom left); Format Partners/Ulrike Preuss: p. 78(b)(e); Tim from Unit 6 from course D303 by The Open Graham: p. 111 (d); Sally and Richard Greenhill: pp. 34 University (pub 1978), (c) The Open University Press; (main photo), 37, 43, 61 (a)(d), 73 (bottom left), 78(c), 94 the author, Michael Swan for his poem 'Old Friend (middle left and bottom right) 107 (bottom right); Robert Seen on TV. Harding Picture Library Ltd: p. 107 (top centre); The Image Bank: pp. 139, 152; Japan National Tourist Organisation: We have been unable to trace the copyright holder p. 71 (a); Mary Evans Picture Library: p. 157; Dept. of in the article 'Your Horoscope' by Lucille Burton & Medical Illustration, St. Bartholomew's Hospital: p. 118; would appreciate any information that would Network Photographers/Sunil Gupta pp. 57(d), 94 (top enable us to do so. right); Photofusion/Anna Arnone: pp. 57(b), 71 (c),/Janis Austin: pp. 57(a)(e), 107 (bottom left), 145(d)/Vania Coimbra: p. 71 (d),/Gina Glover: p. 107 (top right),/Sally Lancaster: pp. 57(f), 145(b),/Sarah Sounders p. 63 (bottom right),/J. Southworth: p. 63 (top right),/Sarah Wyld p. 145(a)/Vicky White: p. 78(a); Popperfoto: pp. 71 (b), 111 (e); Walter Rowlings: p. 34 (inset); Rex Features Ltd: pp. 15, 61 (b), 73 (bottom right), 101, 145; Chris Ridgers: p. 141; Roose and Partners: p. 78(f); Syndication International: pp. 57(c), 61 (c); Zefa: p. 52, - K+H Benser: p. 63(a), - Norman: p. 111 (bottom left); - Stockmarket: p. 63 (top left), - Teasy: p. 85. Introduction for students and teachers AIMS The aims of More than Words are: a) to make students more aware of words and what it means to know and use words fully (especially in English). b) to make students aware of the vocabulary associated with certain defined topic areas (e.g. health, sleeping and waking, clothing, feelings and moods, relationships, character etc.): to provide material to help students memorize and practise these words. c) to provide material which will provoke and stimulate, thus enabling the students to understand more about the vocabulary of English and how language works. d) to provide material which can be used to promote general skill integration work and other types of language study. THE ORGANIZATION There are two books in the 'More than Words' series. Each OF MORE THAN book has Part A and Part B. www.IELTS4U.blogfa.comWORDS This is what the different parts contain: BOOK1 Part A: Exploring Vocabulary 12 units designed to help the students develop an awareness of different aspects of meaning such as metaphor, collocation etc. and of how words are used. In the units we also look at how words can be changed and how they behave grammatically. Part B: Human Beings 16 units covering people and human experience. We look at the vocabulary associated with the body, health, movement, the mind, perception, likes and dislikes, character etc. Introduction for students and teachers BOOK 2 Part A: Resources for Vocabulary Development 6 units dealing with the resources which students can use to help them develop their own vocabulary; two deal with dictionary use and there is a unit on how to remember new words. Other units deal with 'circumlocution', wordbuilding and creative vocabulary. Part B: The World 25 units covering topic areas concerned with the world we live in. We look at the vocabulary associated with families, communication, politics, homes, towns and cities, education, crime, the environment, the animal kingdom etc. WHAT IS A glance at the contents list of More than Words will show you VOCABULARY? that there is more to the book than simply a list of topics and the words associated with them. To know a word fully you need to be aware of many things, for example www.IELTS4U.blogfa.coma) you need to know what a word means (let's take the word 'dream'} b) you need to know how it is connected to other words which mean similar things (e.g. nightmare] i c) you need to know what other meanings it can have (e.g. "/ never dreamt I could be so happy" "He's always daydreaming" "I wouldn't dream of it" etc.) d) you need to know how the word changes depending on its grammar (e.g. she was dreaming, she dreamt) e) you need to know the grammar of the word (e.g. you dream of or about something) f) perhaps, most importantly, you need to know what kind of situations the word is used in and who might use it. All this information is part of 'knowing' a word: it's information that speakers of the language have without even realizing it. In More than Words we try to ensure that students have a chance to know words in this way. Texts show the contexts words are used in, and exercises explore various aspects of the words such as collocation, style and grammar. A major feature of More than Words is Part A: Exploring Vocabulary, where students are made aware of what is involved in 'knowing' a word fully. Introduction for students and teachers m Part A can also be used as a reference section by students working on a unit in Part B. Some exercises have headings which refer students back to the relevant part of Part A, e.g. MEANING Part A Unit 1 CHOOSING A UNIT More than Words is designed to be used in a number of different ways. Teachers and students should decide together which parts of the book they wish to use and which order they want to do them in. Here are some suggestions: a) Choose units from Part B.

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