Accessible Environments student's book | Section 2. The Sensory Disabled

WRITTEN EXERCISES | The Sensory Disabled

Please remember: adjectives may function as nouns when they refer to a group. They are always preceded by the and take a plural verb, e.g. the brave; the sick

1 :: Use a monolingual dictionary to complete the following chart.

abstract noun	plural noun	adjective
deafness	.......................	deaf
.......................	the blind	.......................

2 :: Use a bilingual dictionary to translate into your language the above chart and complete the blank spaces below.

.......................	.......................	.......................
.......................	.......................	.......................
.......................	.......................	.......................

3 :: Use a monolingual dictionary to write the abstract nouns related to the following verbs:

verb	noun
to see	.......................
to hear	.......................

4 :: Complete the following sentences with nouns and/or the appropriate form of the verbs in Exercise 3.

1. The . . . . . . . . . . . . . . . . . . . . . . of the accident will always be with her.

2. Tom does not . . . . . . . . . . . . . when the telephone rings because he is deaf.

3. After . . . . . . . . . . . . . . . . . . . . a very loud noise, the dog started to run until it disappeared.

4. I cannot. . . . . . . . . . . . . . . . . . who is coming because the door is closed.

5 :: The modal verb should is used to express obligation and necessity or prohibition in the negative form. Now look at the following examples and translate them into your language.

C:: Lifts should have buttons in braille and recorded messages.

T::

C:: Rubbish containers should not be placed in the middle of narrow pavements.

T::

6 :: Complete the following sentences using should or should not:

1. Public telephones . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2. Carpets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3. Public transport . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4. Steps and stairs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

5. Fire alarms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

7 :: Translate the following sentences into your language.

C:: The blind should be helped to cross the street.

T::

C:: His deafness was diagnosed when he was five.

T::

C:: My uncle Tom was blind in one eye.

T::

C:: My little sister goes to a school for the deaf.

T::

C:: Lucy's neighbour was deaf to her complaints.

T::

C:: Eye damage can cause temporary or permanent blindness.

T::

Answer Key