Английский язык учебник

If there are several subordinate clauses in a sentence, the rule of the sequence of tenses is observed in all of them.

In Russian, the tense of the verb in the subordinate clause does not depend on the tense of the verb in the principal clause.

The sequence of tenses is not observed if the object clause expresses a general truth or the definite time of the completed action.

e.g. 1. We knew that water consists of oxygen and hydrogen.

2. He said he was in England in 1992.

When direct speech is converted into indirect speech pronouns and adverbs expressing nearness are replaced by words expressing distance if the verb in the principal clause is in the past tense.

Exercise 1. Comment on the use of the sequence of tenses in the following sentences.

1. He refused to take money as he could not guaran tee that the treatment would help. 2. He really believed that he would die when thinking stopped. 3. She said that she could not help feeling that she had become unpopu

lar. 4. We were told that the word psychology means “the science of the mind”. 5. He wondered if she had informed the students about the time of the lecture. 6. We men tioned earlier that the Skinner box had a buzzer con nected to it but it was not employed. 7. In later studies it was clear that that type of problem solving would not take place if the animal had not had previous experiences with boxes. 8. We noticed that the reward or the rein forcement came after the response had been made. 9. Some researchers claimed that that there was a sepa rate category of episodic memory called autobiographic memory. 10. Freud believed that resistance was a sig nificant process in analysis. 11. She exclaimed that she would tell us everything about the difference between these two phenomena. 12. Pavlov thought that the in terval between the conditioned stimulus and uncondi tioned stimulus was a critical variable in classical con ditioning.

Exercise 2. Turn the following sentences into report ed speech using the verbs from the box in the Past Simple Tense.

To say, to tell, to admit, to declare, to explain, to promise, to ask, to wonder, to add

1. I have read a lot of books on psychology. 2. You do not realize that you have offended me. 3. We were just speaking about attention. 4. Over the past twenty years, several models have been proposed to describe the struc ture of semantic LTM. 5. You are always grumbling over trifling matters. 6. What happens in your body when a flashbulb memory is formed? 7. You can perform a skill even if you have not engaged in it for many months or years. 8. He has been writing his course paper for two weeks. 9. In the next sections we will consider two situa tions connected with LTM. 10. There may be times when cramming is better than not studying at all.

11. Ebbinghaus was a pioneer in the psychology of memory. 12. So far we have qualified “yes” and “no” answers to our questions about age and IQ. 13. She is not feeling well today, but she does not want to consult the doctor.

Exercise 3. Put the verbs in brackets into the re quired tense paying attention to the se quence of tenses.

Many years ago I (to be thrown) by accident among a certain society of Englishmen, who, when they (to be) together, never (to talk) about anything worth talking about. Their general conversation (to be) absolutely empty and dull, and I (to conclude), as young men so eas ily (to conclude), that those twenty or thirty gentlemen (to have) not half a dozen ideas among them. A little re flection (to remind) me, however, that my own talk (to be) no better than theirs, and consequently that there (may) be others in the company who also (to know) more and (to think) more than they (to express). I (to find) out by accident, after a while, that some of those men (to have) more common culture in various directions; one or two (to travel) far, and (to bring) home the results of much observation; one or two (to read) largely, and with profit; more than one (to study) a science; five or six (to see) a great deal of the world. It (to be) a youthful mis take to conclude the men (to be) dull because their gen eral conversation (to be) very dull. The general conver sation of English society (to be) dull; it (to be) a national characteristic.

Exercise 4. Use indirect speech.

1. He said, “She is one of the most remarkable women I’ve ever met.” 2. She exclaimed, “I brought up my chil dren according to old traditions.” 3. The psychologist remarked, “They are building a new child care centre

Exercise 6. Translate the following sentences into English paying attention to the sequence of tenses.

1. Она всегда думала, что к тому времени, когда ей будет двадцать лет, она будет чувствовать себя совсем взрослой. 2. Я не знала, что Мария уезжает на следующий день. 3. Он сказал, что за эти годы его взгляды на семейную жизнь сильно изменились. 4. Он добавил, что Чарли был необычным ребёнком ещё в школе. 5. Она чувствовала себя несчастной, потому что получила низкий бал по математике. 6. Все удивлялись, как ему удаётся так быстро запоминать такое большое количество чисел. 7. Он сделал вывод, что ранние годы влияют на всю нашу последующую жизнь. 8. Мы понимали, что недостатки этого опыта будут превалировать над его достоинствами. 9. Он ответил, что всё это лишь плод её воображения и что на самом деле дело было не в ней. 10. Она не сомневалась, что рано или поздно сможет объяснить причину его неадекватного поведения.

Unit V

EMOTIONS

APPROACHING THE TOPIC

Discuss the following questions.

1.What is emotion, to your mind?

2.What emotions do you know?

3.How can you distinguish one emotion from another?

4.Can you think of any classifications of emotions?

5.Do emotions and their manifestation change in the course of human life? How?

6.What are the problems connected with emotions that are still to be resolved?

VOCABULARY

1.appraise, v – оценивать, давать оценку appraisal, n – оценка (деятельности и т.п.)

2.apprehension, n – 1. опасение, дурное предчувствие; 2. спо собность понимать, воспринимать; понимание

apprehend, v – 1. предвидеть, предчувствовать, предполагать (недоброе); опасаться; ждать (чего л.) со страхом; 2. книжн. постигать, понимать

3.beneficial, a – благотворный, полезный, целительный

4.contempt, n – презрение

5.deliberate, a – 1. преднамеренный; 2. обдуманный, взве шенный; осторожный, осмотрительный

6.dimension, n – 1. pl. размеры, величина; 2. мат. измерение; 3. аспект (проблемы)

7.dissect, v – 1. рассекать, разрезать; 2. разбирать, анализи ровать, рассматривать критически

8.embarrass, v – 1. смущать, приводить в замешательство, сбивать с толку; 2. мешать

embarrassment, n – 1. смущение, замешательство; 2. затруд нение, препятствие, помеха

9.evoke, v – вызывать (воспоминания, восхищение и т.п.)

10.flit, v – мелькать, проноситься

11.give rise (to smth), v – давать начало чему л., вызывать что л., приводить к каким л. результатам

12.gratitude, n – благодарность, признательность grateful, a – благодарный, признательный

13.hallmark, n – признак, критерий

14.harmful, a – вредный, пагубный, опасный harm, n – вред, ущерб

harm, v – вредить, причинять вред; наносить ущерб

15.instant, n – мгновение, минута

instant, a – 1. немедленный, мгновенный; 2. непосред ственный, прямой; 3. настоятельный, безотлагательный, срочный

16.outweigh, v – перевешивать, быть более влиятельным

17.overt, a – открытый, явный

18.overtake (overtook, overtaken), v – догнать; перегонять

19.ponder, v – 1. обдумывать, взвешивать; to ~ a question; 2. (on, over) размышлять, раздумывать; to ~ over smth

20.preclude, v – 1. предотвращать, устранять; 2. мешать, препятствовать

21.rate, n – скорость, темп

rate, v – 1. оценивать, производить оценку; 2. считать, рас сматривать; 3. ам. ставить отметку (учащемуся)

22.route, n – путь, курс

23.swift, a – быстрый, скорый swiftness, n – быстрота, скорость

24.subtle, a – 1. трудно уловимый, едва различимый; 2. иску сный, умелый, ловкий; 3. утонченный, изысканный; 4. хит рый, коварный

25.track, v – 1. следить, прослеживать; 2. прокладывать путь; намечать курс

track, n – 1. cлед; 2. курс, путь; 3. жизненный путь

26.trigger, v – инициировать, вызывать (что л.), дать начало (чему л.)

27.underlying, a – 1. лежащий в основе, основной; 2. подразу меваемый, скрытый

underlie (underlay, underlain), v – 1. лежать в основе (чего л.); 2. лежать под чем л.

28.unfold, v – развертывать(ся), раскрывать(ся)

29.urgent, a – срочный, неотложный

30.yield, v – 1. производить, приносить, давать (результат); 2. уступать, соглашаться

DEVELOPING VOCABULARY

Exercise 1. Translate the following word combina tions into Russian paying attention to your active vocabulary.

appraisal of achievements (public opinion, one’s drawbacks and merits); to appraise students’ abilities (preparation for the exam, knowledge); to apprehend some unpleasant surprise (danger, threat to one’s safety, complete alienation); a vague (fearful, quick, weak) ap prehension; a beneficial effect (influence, turn of events, fresh air, sunshine); to feel contempt for a liar, to hold smb. in contempt, to bring contempt upon oneself, in con tempt of all rules; a deliberate distortion of facts (cold ness, judgement, plan, speech); linear dimensions, con siderable dimensions, of two dimensions, a project of large dimensions; to dissect the spinal cord (some nerve tissue, a body, a theory); to feel embarrassed; his ques tions (words, presence) embarrassed her; to my great embarrassment; The child is an embarrassment to his parents; Lack of abilities is an embarrassment to achieve ments; to evoke a response (admiration, memories, a smile, sleeping energies); A smile flitted across his face; Memories flitted across his mind; Vague images flitted across her mind; The experiment gave rise to a new theory; The experimental method gave rise to scientific psychology; to express one’s gratitude, to show gratitude, to take the news with gratitude; grateful students (smile, tears, letter); to be grateful to smb. for encouraging words (advice, guidance); a hallmark of genius (intelli gence, insight, the thinking mind); bodily harm, to do harm to smb., to suffer harm, to be safe from harm, I meant no harm, there’s little harm in doing so; to harm one’s reputation (feelings, health); harmful conse quences (impact, exposure, facet, alienation); Come this instant!; in an instant; to pause for an instant; Advan

tages outweigh drawbacks; Love outweighs everything else; overt behavior (expression of emotions, embar rassment, confusion); to ponder a question (words, chances of success); to ponder over a puzzle, one’s peers, a lack of money; to preclude any chance of fail ure (all doubts, alienation, any possibility of misun derstanding); rate of growth (presentation, forget ting, development, learning); pulse rate, birthrate, death rate; at a great rate; to rate one’s profession above any other; He is rated the best in his field; I rate him among my friends; the shortest route; a two way route; a route to peace; subtle senses (change, observer, remark, distinction, smell); a swift glance (movement, reply, response, judgement); swiftness of emotional changes (blood flow, nerve impulses); to track the course (one’s movements, the interplay of the two characteristics); to trigger a response (an emotional outbreak, a physiological process, some feeling); ideas which underlie our investigation; the theory which underlies research in this field; to unfold one’s secrets (one’s plans for the future, one’s inner thoughts, a newspaper); As the story unfolded we got more inter ested in it; an urgent message (question, treatment, business); to yield unexpected results (obedience; to reason, to pressure, to circumstances)

Exercise 2. Translate the following word combina tions from Russian into English using your active vocabulary.

Неправильная оценка общественного мнения; оценка качества работы; оценить уровень подготовки учащихся

Предвидеть неприятные неожиданности; смутное опасение; слабое восприятие; полный опасения за будущее; тревожащийся за свое здоровье

К моему стыду; быть обузой для родителей; мешать движениям; затруднять общение; чувство вать себя неловко

Вред здоровью; уберечь кого л. от неприятности; больше вреда, чем пользы; вредить репутации;

пагубные действия

Предотвратить неблагоприятный исход; исключить возможность инфекции; это помешало мне подготовиться к занятию

Темп изменений; показатель [индекс] преступности; первоклассный исследователь; частота пульса; считаться лучшим учеником; оценивать знания студента по математике

Вызвать безусловный ответ; дать начало

серьезным разногласиям между участниками проекта; вызвать цепную реакцию; вызвать взрыв негодования

Принести хорошие результаты; подчиниться;

дать (вынужденное) согласие; поддаться давлению большинства; уступить свои права; эта болезнь не

поддается лечению

Exercise 3. Translate the following sentences into Russian paying attention to your active vocabulary.

1. Basic emotions emerge early in infancy, but com plex emotions such as feelings of guilt, embarrassment, and pride don’t emerge until 18–24 months. 2. Situa tions that evoke pride in one culture may evoke embar rassment or shame in another. 3. Conditions that trig ger complex emotions, such as pride, envy and shame de pend upon the culture, and children have to learn when these emotions are appropriate. 4. Since the interval be tween what triggers an emotion and its eruption can be virtually instantaneous, the mechanism that appraises perception must be capable of great speed. 5. This ap praisal of the need to act needs to be so rapid that it never enters conscious awareness. 6. Only recently there have been hard data showing that having emotionally intelli gent parents is itself enormously beneficial for a child.