Grammar revision sequence of tenses

Ex.1. Change the following sentences according to the model using : he was sure; I was sure; we knew; they decided; it was clear; he promised; she noticed.

e.g. I will not be late for the lecture.

I was sure that I would not be late for the lecture.

1. I shall not be late for the exam. 2. Ivannikov is a very good psychologist. 3. When we enter the university, we will read many books on psychology. 4. They need to conduct a lot of experiments to obtain realistic data. 5. She is a great scientist. 6. I choose a profession of a psychiater. 7. The patient is loosing consciousness.

Ex.2. Explain why we don’t use the rule of the Sequence of Tenses in the sentences.

1. Galileo said that the earth goes round the sun. 2. My tutor told me about the children you are teaching now. 3. The child couldn’t notice the misprint because he doesn’t see well. 4. The parents said that we ought to do it ourselves.

Ex.3. Translate the sentences from Russian into English following the rule of the Sequence of Tenses.

1. Если ты прочитаешь эту статью, то узнаешь, как эмоции могут помочь новорожденному выжить. 2. Я не знаю, смогу ли я описать характерные черты компетентного психолога. 3. Когда она станет взрослой, она может уже не бояться врачей. 4. Врач убедил нас, что когда пациент станет старше, его можно будет оперировать. 5. Если ты не будешь есть много сладкого, то не заработаешь диабет. 6. Она мечтала о том, что когда закончит школу, то они вместе пойдут учиться в медицинский институт. 7. Студенты сказали, что сначала они пытались провести эксперимент в лаборатории.

Ex.4. Put the verbs in brackets into the correct form keeping in mind the sequence of tenses.

1. The patient was quite unknown to me. I never (see) her before. 2. We felt relief when they (leave). 3. By 10 o’clock he was sure she (not come). 4. The boy was about two years old when the doctors (find out) his autism. 5. Nobody could say that he (live) his life in vain. 6. When the time of our class was over we (not say) a word, so much we were shaken.

Ex.5. Change the following sentences using the Sequence of tenses.

1. She exclaimed: “What a chilly night it is!” 2. They admitted: “We are having sunny weather today.” 3. Peter cried: ”Stop talking!” 4. She said to her mother: “Please come and see your grandchildren.” 5. Our teacher told us: “A cow gives milk.” 6. His psychologist said: “You needn’t go to a psychiatrist.” 7. He said to her: “Shall we take our son to a neuropathologist?”

Chapter 8 physical and cognitive development in early childhood

This chapter speaks about preschool children and indicates that toddlers pose more problems and offer more rewards than infants to parents.

But before reading try to do the following:

a) answer and discuss the following questions:

1. Compare and contrast the physical and motor development of infants and toddlers. (Remember the story of Tony?).

2. Can you define gross motor skills and fine motor skills?

3. How does language develop during this period? Can you describe the growth of vocabulary from one to six years?

b) explain the term “distinguish” [dı'stıŋgwı∫] (различать; разглядеть, рассмотреть) in English.

c) find synonyms and antonyms to:

lack, competent, skill.

d) guess the meaning of the following words and word combinations without using the dictionary:

Individually, nervous system, intellect, adequate, calories, diet, protein, carbohydrates, vitamins, minerals, discipline, diarrhea, infection, respiratory infections, hygiene, immunizations, diphtheria, fatal, defects, concepts, egocentrism, symbolic, perspective, animism, intuitive, objects, classes, conservation problems, information, zone, potential, sociocultural context, contrast, effectively, resources, ingredients, tests, affective, competent, extroverted, aggressive.

e) do the following phonetic exercises:

Ex.1. Transcribe and pronounce the words given below.

Pose, reward, average, height, influence.

Ex.2. Read the following clusters with assimilation.

Growth slows, protect children, heart disease, characterizes thought, at this.

Ex.3. Pronounce the words from the text containing the sound [w] correctly.

Rewards, which, between, world, which, with, were.

Ex.4. Pronounce the words from the text containing the sound [r].

Rewards, parents, grows, heredity, environment, brain, reaches, preference, right-handed children, environmental, nutrition, necessary, every, preschool, vary, receive, carryover, separation, undernutrition, protect children from, serious, representations, incorrectly attribute, reason, correctly, different, centration, retains, memory, increases, rapidly, proximal, solitary, provide, oriented, approaches, preschool, interact.

Ex.5. Pronounce the words from the text containing the nasal sound [ŋ].

During, reaching, eating, reasoning, drawing, language, thinking, distinguish, belong, belonging, learning, talking, young.

Ex.6. Pronounce the words from the text containing the voiced sound [ð].

Than, the, this, there, that, another, they, neither, together, with, although.

Ex.7. Pronounce the words from the text containing the voiceless sound [Ө].

Growth, both, three deaths, throughout, diphtheria, birth, thought.

Ex.8. Pronounce the words from the text containing the sound [v].

Average, vary, develop, five, evidence, events, have, development, believes, however, view, provide, achievement.

TEXT

Scan through the text making use of the active terminological vocabulary.