Peco ts es ea te) Mee ee al bey ild: 4 Wins Veen ULARY SKILLS Pa eta Sherrie L. Nist ¢ Carole Mohr fe i th taBENE (CIP) BR HIB AICHE /(32)LITHH(Nist, S. L.) (38) 88 AK(Mohr, C.)4 - — Lit. big opie Bc Hike, 2005 (BB ALA AS) ISBN 7-81095-453-9 1. $e W, OfE OH U1, HI — AE AV. 4313 HEB FEAST CIP MaHBF (2004) 95 109364 Copyright © 2002 by Townsend Press, Inc. All rights reserved. No part of this work may be reproduced in any form without permission in writing from the publisher. This edition is published by arrangement with Townsend Press, and is for sale in the People’s Republic of China, not including the Special Administrative Regions of Hong Kong and Macao, or Taiwan Province. HEAR2IT, SESE ak Da ots ek a, CEMA) Rs 200088 Hy 4 02105425300 Caen 1h FABFE. [email protected] FA ik. hetp://wwmw.sfiep.com.cn _http://www.sflep.com BRERA: ERIN EMG a POC ABT ep & je AR LRT T F S50x116s 16 HEISE ne 2008 6AM AR 2006 2 7 SR 2S ep ‘5000 98 a 1: ISBN 7-81095-453-9 / H+ 151 = Ht 24.0055 ARIAL LI, TASHkay Ss FTES FIARP MRA LAA KR DY, FBAT HS HHiQwa, LER BTFILKAVAMA HR, RORMEEH AM HATA: Pi KMLT! Wh LAIN ACH ARINC DH eA TR LI RAMEE BRAT, GARI tk ABIL FE, RGR, HRA ALG ARA RGF DMCA RR? AeA WICKMA PLP MERE RS HHMI FT ABBMEKE, 434 45 ty KIN Townsend Press st Rk, AL RU SI, JI PDE aa RT eA, Sate DEP HDLICTHAM, RABMHAM OSE ORRBAIORM, Dit MFI (active learning) AM BEAR HI AHA, ARV RR, HA, RAK IIGB PAH OPER HR ADAP, LED PELL, ABO ALT LP HbR, AG, KLIS BR, AA (infer) RAM (guess) LIV #L, HAM KE, RLY, SAVOHRI, RMF IA GAM Ss MI] L, BABA (matching words with definitions) AiR #] iq] X (identify each word’s meaning), Hit® RAF, FX, AX MAAKM (analogy) KFKELAARGRE FHA, EDA ROAR ADAAS MAS? RENT, AAA AD, PARA A Rm Rei hig HAH, ARNE, FIFA—-DRMEMHRSH, HEA—-DRA HLM, TERRA, ALOR MTHE: (1) Words-in-Context Approach: A+ PH) EAS FH AACR ANG OB AON A HALL A MAO AASB RA, RAIL LPR, MN. BBL, (2) Abundant Exercises: 3}. M®@SLG MH ERRA TAL SHAVUOT, O16I) RR, LEM, LUREH, ORALAK TP HABER ODM, EADS MRD HET RDP ORD, AHKAPERAMRLILAIM, ARQRRAP HAD SFA IIL, (3) Focus on Essential Word: RAR BE, MARAE AH AEA HP RIE T 250% 300 NINE) AAAS HA-MM TMS. MSAK TAKES, Ki MT &, BARB MH AACHTLA, REMRTE-HAHRAMIL, HPA RHA SRADCHOREMEL, CRA MREKFER, HAG $ Vocabulary Basics Hi RIL S ABB} RAE RIE sk —F Mia | | Groundwork for a Better Vocabulary # % Rigi 4 &B SERGE & sb 9 kPa (4200 HICK), Building Vocabulary Skills fH Rig ic. 4 KB AE KBE LAM, REE LIS MAAS (6500 195K), Improving Vocabulary Skills 3 B C4 ADRES L—=F Mig 4 (8000 iC KF), Advancing Vocabulary Skills rH Ria, 5AM RBH shh FHL 4a } (12600 1930 K-), Advanced Word Power Mi} Ric 4K H REE LEFBAUL AFA, Appealing Content: #20) iL HHT PAR, MLRRER- RH, AAG T LE SME, ARIAS GRRL EMH SS, KTMA SA OR, EAS] RS. thik AACHI GM M, ERRATA, (5) AComprehensive Vocabulary Program: & 4 ¥]6 AM 45, 4a ZAK A, EAR cy DS) AEH), APRA AMGS, TURRET RG ERG LA, Rm, (6) User-friendly Format: ¥RF RAUF], HRKHAMARTLEMHSS, LRERAAE, RE, AMR SARS KRABI E HH ARE TD, RARER QR RIZIL, RERLG 4 MT, 12RIXR—AURA A, RARE EE, Ee PEO BHContents Note: Twenty-six of the chapters present ten words apiece. The other four chapters each cover ten word parts and are so marked. For ease of reference, the title of the selection that closes each chapter is included. Preface v Introduction vii Pretest of the Whole Book 1 UNIT ONE, Unit One Pretest Chapter 1 Taking Exams 8 Chapter 2 Nate the Woodsman 12 Chapter 3. Who's on Trial? 16 Chapter 4 Students and Politics 20 Chapter 5 Night Nurse mw Chapter 6 Theo's Perfect Car (Word Parts) Unit One Review (Crossword Puzzle) 32 Unit One Tests 33 UNE TWO. Unit Two Pretest Chapter 7 Relating to Parents 44 Chapter 8 Job Choices 48 Chapter 9 NoJoking 52 Chapter 10 Museum Pet 56 Chapter 11 Unacceptable Boyfriends 60 Chapter 12 Coping with Snow (Word Parts) Unit Two Review (Crossword Puszle) 68 Unit Two Tests 69. UNIT THREE Unit Three Pretest Chapter 13 Our Headsyong Baby 80 Chapter 14 Mr. Perfect? 84 Chapter 15 A Narrow Escape 88 Chapter 16 The Power of Advertising 92 Chapter 17 Waiter 96 Chapter 18 Black Widow Spiders (Word Parts) Unit Three Review (Crossword Puzzle) 104 Unit Three Tests 105 100Contents UNIT FOUR Unit Four Pretest Chapter 19 Adjusting toa New Culture 116 Chapter 20 A Dream about Wealth 120 Chapter 21 Children and Drugs 124 Chapter 22 Party House 128 Chapter 23 Procrastinator 132 Chapter 24 King of Cats (Word Parts) 136 Unit Four Review (Crossword Puzzle) 140 Unit Four Tests 141 UNIT FIVE Unit Five Pretest Chapter 25 AChange in View 152 Chapter 26 Balloon Flight 156 Chapter 27 Family Differences 160 Chapter 28 Murder Mystery 164 Chapter 29 Chicken Pox 168 Chapter 30 Walking = 172 Unit Five Review (Crossword Puzzle) 176 Unit Five Tests 177 Posttest of the Whole Book APPENDIXES A AnswerKey 188 1. Answers to the Pretest of the Whole Book 2. Answers to the Unit Pretests 3. Answers to the Chapter Activities 4, Answers to the Posttest of the Whole Book B List of Words and Word Parts 193Preface ‘The problem is all too familiar: students just don't know enough words. Reading, writing, and content teachers agree that many students’ vocabularies are inadequate for the demands of courses. Weak vocabularies limit students” understanding of what they read and the clarity and depth of what they write. ‘The purpose of Building Vocabulary Skills and the other books in the Townsend Press vocabulary series is to provide a solid, workable answer to the vocabulary problem. In the course of 30 chapters, Building Vocabulary Skills teaches 260 important words and 40 common word parts. Here are the book's distinctive features: 1 An intensive words-in-context approach, Studies show that students learn words best by reading them repeatedly in different comexts, not through rote memorization. The book gives students an intensive in-context experience by presenting each word in six different contexts. Each chapter takes students through a productive sequence of step: + Students infer the meaning of each word by considering two sentences in which then choosing from multiple-choice options. + On the basis of their inferences, students identify each word’s meaning in a matching test. They are then in a solid position to deepen their knowledge of a word. appears and + Finally, they strengthen their understanding of a word by applying it three times: in two sentence practices and in a selection practice. Each encounter with a word brings it closer to becoming part of the student’s permanent word bank. 2 Abundant practice. Along with extensive practice in each chapter, there are a crossword puzzle and a set of unit tests at the end of every six-chapter unit. The puzzle and tests reinforce students’ knowledge of the words in each chapter. In addition, most chapters reuse several words from earlier chapters (such repeated words are marked with smalll circles), allowing for more reinforcement. All this practice means that students learn in the surest possible way: by working closely and repeatedly with each word. 3 Controlted feedback. ‘The opening activity in each chapter gives students three multiple-choice options to help them decide on the meaning of a given word. The multiple-choice options also help students to complete the matching test that is the second activity of each chapter. These features enable students to take an active role in their own learning. 4 Focus on essential words. A good deal of time and research went into selecting the 260 words and 40 word parts featured in the book. Word frequency lists were consulted, along with lists in a wide range of vocabulary books. In addition, the authors and editors each prepared their own lists. ‘A computer was used to help in the consolidation of these word lists. A long process of group discussion then led to final decisions about the words and word parts that would be most helpful for students on a basic reading level.vi Preface 5 Appealing content. Dull practice materials work against learning. On the other hand, meaningful, lively, and a: times even funny sentences and selections can spark students’ attention and thus enhance their grasp of the material, For this reason, a great deal of effort was put into creating sentencés and selections with both widespread appeal and solid context support. We have tried throughout to make the practice materials truly enjoyable for teachers and students alike. Look, for example, at the selection on page 11 that closes the first chapter of this bpok. 6 Clear format. ‘The book has been designed so that its very format contributes to the leaning process. Each chapter consists of two two-page spreads. In the first two-page spread (the first such spread is on pages 8-9), students can easily refer to all ten words in context while working on the matching test, which provides a clear meaning for each word. In the s refer to a box that shows all ten words while they work through the fill- ‘cond two-page spread, students can in activities on these pages. 7 One in a sequence of hooks, The most fundamental book in the Townsend Press vocabulary series is Vocabulary Basics. It is followed by Groundwork for a Better Vocabulary (a slightly more advanced basic text) and then by the three main books in the series: Building Vocabulary Skills {also a basic text), Improving Vocabulary Skills (an intermediate text), and Advancing Vocabulary Skills (a more advanced text). The most advanced book in the Townsend Press vocabulary series is Advanced Word Power. Together, the books can help create a vocabulary foundation that will make any student a better reader, writer, and thinker. NOTES ON THE THIRD EDULTON A number of changes have been made in the third edition of Building Vocabulary Skills: + Material on how to solve word analogies has been added to the introduction, and a new unit test consisting of twenty, word analogies has been prepared for each unit in the book, These tests provide practice in a format widely used in standardized tests. + The remaining unit tests have been extensively revised, and a new multiple-ch the words in realistic situations, has been added to Test | throughout. section, using + Finally, a number of practice items throughout the book have been revised or updated 10 ensure that each item works as clearly and effectively with students as possible ACKNOWLEDGMENTS We are grateful for the enthusiastic comments provided by users of the Townsend Press vocabulary books. over the life of the first and second editions. We appreciate as well the additional material provided by Beth Johnson and Susan Gamer; the editing work of Eliza Comodromos; the proofreading work of Barbara Solot; and, especially, the organi: ional, design, and editing skills of the indefatigable Janet M. Goldstein. Sherrie L. Nist Carole MohrIntroduction WILY VOCABULARY DEVELOPMENT COUNTS. You have probably often heard it said, “Building vocabulary is important.” Maybe you' ve politely nodded in agreement and then forgotten the matter. But it would be fair for you to ask, “Why is vocabulary development important? Provide some evidence.” Here are four compelling kinds of evidence. 1 Common sense tells you what many research studies have shown as well: vocabulary is a basic part of reading comprehension. Simply put, if you don't know enough words, you are going to have trouble understanding what you read. An occasional word may not stop you, but if there are too many words you don’t know, comprehension will suffer. The content of textbooks is often challenge enough; you don’t want to work as well on understanding the words that express that content. Vocabulary is a major part of almost every standardized test, including reading achievement tests, college entrance exams, and vocational placement tests. Test developers know that vocabulary is a key measure of both one’s learning and one’s ability to learn. It is for this reason that they include a separate vocabulary section as well as a reading comprehension section. The more words you know, the better you are likely to do on such important tests. 3 Studies have indicated that students with strong vocabularies are more successful in school. And ‘one widely known study found that a good vocabulary, more than any other factor, was common to people enjoying successful careers in life, Words are in fact the tools not just of better reading, but of better writing, speaking, listening, and thinking as well. The more words you have at your command, the more effective your communication can be, and the more influence you can have on the people around you. 4 In today’s world, a good vocabulary counts more than ever. Far fewer people work on farms or in factories. Far more are in jobs that provide services or process information. More than ever, words are the tools of our trade: words we use in reading, writing, listening, and speaking. Furthermore, experts say that workers of tomorrow will be called on to change jobs and learn new skilis at an ever-increasing pace. The keys to survival and success will be the abilities to communicate skillfully and learn quickly. A solid vocabulary is essential for both of these skills. Clearly, the evidence is overwhelming that buiid*zy vocabulary is crucial. The question then becomes, “What is the best way of going about it?” WORDS IN CONTENT: UE REY TO VOCABULARY DEVELOPMENT Memorizing lists of words is a traditional method of vocabulary development. However, a person is likely to forget such memorized lists quickly. Studies show that to master a word (or a word part), you must see and use it in various contexts. By working actively and repeatedly with a word, you greatly increase the chance of really learning it. ‘The following activity will make clear how this book is organized and how it uses a words-in-contextvill Introduction approach. Answer the questions or fill in the missing words in the spaces provided. Vocabulary Chapters Turn to Chapter 1 on pages 8-11. This chapter, like all the others, consists of five parts: + The first part of the chapter, on pages 8-9, is titled ‘The left-hand column lists the ten words. Under each boldfaced word is its (within slashes). For example, the pronunciation of acknowledge is Below the pronunciation guide for each word is its part of speech. The part of speech shown for acknowledge is The vocabulary words in this book are mostly nouns, adjectives, and verbs. Nouns are words used to name something — a person, place, thing, or idea. Familiar nouns include boyfriend, city, hat, and truth. Adjectives are words that des: nouns, as in the following word pairs: former boyfriend, large city, red hat, whole truth. All of the verbs in this book express an action of some sort. They tell what someone or something is doing. Common verbs include sing, separate, support, and imagine. To the right of each word are two sentences that will help you understand its meaning. In each sentence, the context — the words surrounding the boldfaced word — provides clues you can use to figure out the definition, There are four common types of context clues — examples, synonyms, antonyms, and the general sense of the sentence. Each is briefly described below. 1 Examples A sentence may include examples that reveal what an unfamiliar word means. For instance, take a Jook at the following sentence from Chapter | for the word drastic: ‘The company’s new president took drastic steps, closing 1wo factories and laying off three hundred employees. ‘The sentence provides two examples of steps that are drastic —-the closing of two factories and the laying off of three hundred employees. To figure out what drastic means in that sentence, think about those examples. What kind of steps are being described? Look at the answer choices below, and in the answer space provided, write the letter of the one you feel is correct. Drastic means a. unimportant. b. extreme. ©, easy. Since the steps being described in the sentence are rather severe, or extreme, you probably guessed — correctly — that answer b is the right choice. Synrouestess Synonyms are words that mean the same or almost the Same as another word. For example, the words joyful, happy, and delighted are synonyms — they all mean about the same thing. Synonyms serve as context clues by providing the meaning of an unknown word that is nearby, The sentence below from Chapter I provides a synonym clue for appropriate. Although it is appropriate for a man to take his hat off in a church, in a synagogue it is proper for a man to cover his head. Rather than repeat appropriate in the second part of the sentence, the author used a synonym. Find that synonym, and then choose the letter of the correct answer from the choices below. ___ Appropriate means a, illegal. b. fun. ©. proper.Introduction ix In the sentence from Chapter 1, proper is used as a synonym for appropriate. Both words refer to what is considered correct. Avstonunny Antonyms are words with opposite meanings. For example, help and harm are antonyms, as are work and rest. Antonyms serve as context clues by providing the opposite meaning of an unknown word. The sentence below from Chapter | for the word comply provides an antonym clue. If someone with an iron pipe demands your wallet, it is safer to comply than to res To make a point, the author used an antonym of comply. Find the antonym, and then choose the leticr below of the meaning of comply. ___ Comply means a. to argue. b, todo as asked, c. to hear, The sentence includes two reactions to being asked for your wallet: to comply and to resist. Since we can guess that fo comply is probably the opposite of 10 resist, we can conclude that comply means “to do as asked.” 4 General Sense of the Sentencs Even when there is no example, synonym, or antonym clue in a sentence, you can still figure out the meaning of an unfamiliar word. For example, look at the sentence from Chapter | for the word acknowledge. Even after most of the votes had been counted, Senator Rice refused to acknowledge that he had lost. After studying the context carefully, you should be able to choose the meaning of acknowledge from the three options presented. Write the letter of your choice. __ Acknowledge means a, to deny. b. to admit, c. 40 remember. From the general sense of the sentence above, we can guess that the senator refused “to admit” that he had lost. By looking closely at the pair of sentences provided for each word, as well as the answer choices, you should be able to decide on the meaning of a Word, As you figure out each meaning, you are working actively with the word. You are creating the groundwork you need to understand and to remember the word. Getting involved with the word and developing a feel for it, based upon its use in context, is the key to word mastery. Itis with good reason, then, that the directions at the top of page 8 tell you to use the context to figure cout each word's . Doing so deepens your sense of the word and prepares you for the next activity, + The second part of the chapter, on page 9, is titled According to research, it is not enongh to see a word in context. At a certain point, it is helpful as well to see the meaning of a word. The matching test provides that meaning, but it also makes you look for and think about that meanifg. In other words. it continues the active leaming that is your surest route to learning and remembering a word. Note the caution that follows the test. Do not proceed any further until you are sure that you know the correct meaning of each word as used in context. Keep in mind that a word may have more than one meaning. In fact, some words have quite a few meanings. (If you doubt it, try looking up in a dictionary, for example, the word make or draw.) In this book, vou will focus on one common meaning for each vocabulary word. However, many of the words have « tional meanings. For example, in Chapter 1, you will learn that avert means ‘to prevent,” as in thex Introduction sentence “Stop signs avert accidents.” If you then look up avert in the dictionary, you will discover that it has another meaning — “to turn away,” as in “The suspect averted her head to avoid being recognized.” After you learn one common meaning of a word, you will find yourself gradually learning its other meanings in the course af your school and personal reading. + The third part of the chapter, on page 10, is titled Here are ten sentences that give you an opportunity to apply your understanding of the ten words. After inserting the words, check your answers in the limited key at the back of the book. Be sure 10 wse the answer key as a learning tool only. Doing so will help you to master the words and to prepare for the last two activities and the unit tests. + The fourth and fifth parts of the chapter, on pages 10-11, is titled and ‘This practice tests you on all ten words, giving you one more chance to deepen your mastery. In this part, you have the context of an entire passage in which you can practice applying the words. ‘At the bottom of the last page of this chapter is a box where you can enter your score for the final two checks. These scores should alsa be entered into the vocabulary performance chart located on the inside back page of the book. To get your score, take 10% off foreach item wrong. For example, 0 wrong = 100%. 1 wrong = 90%, 2 wrong = 80%, 3 wrong = 70%, 4 wrong = 60%, and so on. Word Pa s Chapters Word parts are building blocks used in many English words. Learning word parts can help you to spell and pronounce words, unlock the meanings of unfamiliar words, and remember new words. This book covers forty word parts — prefixes, suffixes, and roots. Prefixes are word parts that are put at the beginning of words. When written separately, a prefix is followed by a hyphen to show that something follows it. For example, the prefix ex is written like this: ex-. One common meaning of ex- is “out,” as in the words exit and exhale. Suffixes are word parts that are added to the end of words. To show that something always comes before a suffix, a hyphen is placed at the beginning. For instance, the suffix ful is written like this: -ful. A common meaning of -fu! is “full of,” as in the words beautiful and fearful. Finally, roots are word parts that carry the basic meaning of a word. Roots cannot be used alone. To make a complete word, a root must be combined with at least one other word part. Roots are written without hyphens. One common root is vis, which means “to see,” as in the words visible and vision. Each of the four chapters on word parts follows the same sequence as the chapters on vocabulary do. Keep the following guidelines in mind as well. To find the meaning of a word part, you should do two things. 1 First decide on the meaning of each boldfaced word in “Ten Word Parts in Context.” If you don’t know @ meaning, use context clues to find it. For example, consider the two sentences and the answer options for the word part ex- in Chapter 6. Write the letter of your choice. “Inhale as you lower your head,” called out the exercise instructor, “and exhale as you do the sit- up. My uncle isn’t a very good businessman. He once tried to export rice to China and perfume to France. __The word part ex- means _a, before. b. out. ©. not. You can conclude that exhale means the opposite of inhale (‘‘to breathe in”); thus exhale means “to breathe out.” You can also determine that export means “to send goods out of a country to sell them.”Introduction xi 2 Then decide on the meaning each pair of boldfaced words has in common. This will also be the meaning of the word part they share. In the case of the two sentences above, both words include the idea of something going out. Thus ex- must mean You now know, in a nutshell, how to proceed with the words in each chapter. Make sure that you do each page very carefully, Remember that as you work through the activities, you are learning the words How many times in all will you use each word? If you look, you'll see that each chapter gives you the opportunity to work with each word six times. Each “impression” adds to the fikelihood that the word will become part of your active vocabulary. You will have further opportunities to use the word in the crossword puzzle and unit tests that end each unit. In addition, many of the words are repeated in context in later chapters of the book. Such repeated words are marked with small circles. For example, which words from Chapter | are repeated in the Final Check on page 15 of Chapter 2? Analogies This book also offers practice in word analogies, yet another way to deepen your understanding of words. An analogy is a similarity between two things that are otherwise different. Doing an analogy question is a two-step process. First you have to figure out the relationship in a pair of words. Those words are written like this: LEAF : TREE What is the relationship between the two words above? The answer can be stated like this: A leaf is a part of atree. Next, you mast look for a similar relationship in a second pair of words. Here is how a complete analogy question looks: LEAF : TREE :: &, pond : river b. f00t : shoe ©. page : book 4d. beach : sky ‘And here is how the question can be read: ___ LEAF is to TREE as a. pond is to river. b. foot is to shoe. ©. page is to book. 4. beach is to sky: To answer the question, you have to decide which of the four choices has a relationship similar to the first one. Check your answer by sceing if it fits in the same wording as you used to show the relationship between /eaf and tree: A __ is part of a__. Which answer do you choose? ‘The correct answer is c. Just as a Jeaf is part of a tree, a page is part of a book. On the other hand, a pond is not part of a river, nor is a foor part of a shoe, nor is a beach part of the sky. We can state the complete analogy this way: Leaf is to tree as page is to book. Here’s another arlalogy question to try. Begin by figuring out the relationship between the first two words. _— COWARD : HERO a. soldier : military b. infant : baby ¢. actor ; famous d. boss ; worker Coward and hero are opposite types of people. So you need to look at the other four pairs to see which has a similar relationship. When you think you have found the answer, check to see that the wo words youxii Introduction chose can be compared in the same way as coward and hero: __ and __ are opposite types of people. In this case, the correct answer is d; boss and worker are opposite kinds of people. (In other words, coward is to hero as boss is to worker.) By now you can see that there are basically two steps to doing analogy items: 1) Find out the ‘relationship of the first two words 2) Find the answer that expresses the same type of relationship as the first two words have. Now try one more analogy question on your own. Write the letter of the answer you choose in the space provided. ___ SWING : BAT a. drive: car b, run: broom c. catch : bat . fly : butterfly If you chose answer a, you were right. Swing is what we do with a bat, and drive is what we do with a car. A FINAL THOUGHT ‘The facts are in. A strong vocabulary is a source of power. Words can make you a better reader, writer, speaker, thinker, and learner. They can dramatically increase your chances of success in school and in your job. But words will not come automatically. They must be learned in a program of regular study. If you commit yourself to learning words, and you work actively and honestly with the chapters in this book, you will not only enrich your vocabulary — you will enrich your life as well.PRETEST OF THE WHOLE BooK | This test contains 100 items. In the space provided, write the letter of the choice that is closest in meaning to the boldfaced word. Important: Keep in mind that this test is for diagnostic purposes only. If you do not know a ward, leave the space blank rather than guess at it. 4. compel a)avoid —b) delight" €) forced) finish __ 2. drastic a)diny — b) suitable ©) extreme d) sticky __ 3. comply a) choose —_b) forget) runito.—_d) do as asked 4, acknowledge a) prevent’ —b) admit ¢) study d) deny _ 5. concise a) peaceful) clear and brief —_¢) proper d) wordy ___ 6. isolate a) combine b) heat up ¢) separate d) freeze 7. fortify a) suggest. b) strengthen @) avoid d) approve of 8. extensive a) bold —_b) separsted_—¢) outside) large in space or amount 9. refuge a) shelter b) rejection ¢) building d) garbage __ 10, erratic a}inconsistent pb) mistaken) inacity _d) noisy ___ 1. morale a) spirit b) principle «)threat_—_d) majority 42. lenient a)heavy —b)notstrict_ —¢) delayed -~—