Lesson 10. Compassion(III). Homonyms,homophones, homographs.

Task1. Read the following text and then answer the questions based
on it:
a) What system are blind children taught?

Most blind and visually impaired students now attend their neighborhood schools
often aided in their educational pursuits by a team of professionals who train
them in alternative skills.
b) What is it like? How is it used?

They train them to  deal with the world independently in different alternative
skills.
c) What language are deaf children taught?
American Sign Language
Fingerspelling
Cued speech

d) What is it made up of?

Cued speech-  It is designed to help receptive communicators to observe and fully
understand the speaker.
Fingerspelling- Fingerspelling is a system that encodes letters and not words or
morphemes

American Sign Language-  it demonstrates by the fact that words that have dual
meaning
e) Who attends auxiliary schools?

Students in auxiliary schools are  those children suffering from oligophrenia to the 
level of feeblemindedness,children with a slight degree of mental insufficiency ca
used by traumatic or organic damage to the brain, children suffering from epilepsy
etc.
f) What should our society do for children with physical deficiencies?
They should give them free education and provide them with all necessities
needed.

WHY ENGLISH IS SO HARD TO LEARN

EXERCISE 1: Read the sentence and select the correct homonyms from the words in
the box. The first example has been done for you.
 HOT TIP: Visual clues are available below to assist you.

5.bass 8.close 6.dove

4.polish 2.produce 3.refuse 7.row
9.sow 10.wind 1.wound

1. The bandage was wound around the wound

2. The farm was cultivated to produce produce

3. The dump was so full that the workers had to refuse more refuse

4. We must polish the Polish furniture shown at the store

5. A bass was painted on the head of the bass drum

6. When shot at, the dove dove into the bushes

7. There was a row row among the oarsman about who would

8. They were too close to the door to close it

9. To help with planting, the farmer taught his sow to sow

10. The wind was too strong to wind the sail around the mast.

VISUAL CLUES

1. 2. 3. 4.

5. 6. 7.
 8. 9. 10.

EXERCISE 2: Identify the part of speech by writing the abbreviation above.

Example: (v.) (n.)

1. The bandage was wound around the wound

2. The farm was cultivated to produce(V) produce (n)

3. The dump was so full that the workers had to refuse(v) more refuse(n)

4. We must polish(v) the Polish(n) furniture shown at the store

5. A bass(n) was painted on the head of the bass(n) drum

6. When shot at, the dove(n) dove (v) into the bushes

7. There was a row(v) row(n) among the oarsman about who would

8. They were too close(adj) to the door to close(n) it

9. To help with planting, the farmer taught his sow (n) to sow(v)

10. The wind(n) was too strong to wind(v) the sail around the mast.

EXERCISE 3: Look at the underlined letters. Circle the correct phoneme.

1. The bandage was wound aʊ

around the wound uː
2. The farm was cultivated to produce ə
Produce ɒ
3. The dump was so full that the workers had to refuse ɪ
more refuse e
4. We must polish ɒ
the Polish furniture shown at the store əʊ
5. A bass eɪ
was painted on the head of the bass drum eɪ
6. When shot at, the dove ʌ
dove into the bushes əʊ
7. There was a row əʊ
among the oarsman about who would row aʊ
8. They were too close s
to the door to close it Z
9. To help with planting, the farmer taught his sow aʊ
to sow əʊ
10. The wind ɪ
was too strong to wind the sail around the mast aɪ