Grammar revision complex object

Ex.1. Revise the Complex Object. Fill in the blanks with “make” or “let”.

1. She always … me laugh when she jokes. 2. My chief is very kind to me, he … me have time off whenever I want. 3. Do you think your teacher will … you miss the classes? 4. … him tell us everything he knows about the accident. 5. If you eat too much it will … you fat. 6. My parents don’t … me go to the night clubs. 7. Don’t interrupt her. … her speak.

Ex.2. Combine the following sentences according to the model using the Complex Object.

e.g.

a) Thinking has many characteristics in common with all other responses of the organism. Most scientists suppose so.

- Most scientists suppose thinking to have many characteristics in common with other responses.

b) Emotions affect our behaviour. Everyone may notice it.

- Everyone may notice emotions affect our behaviour.

1) Self-concept influences people’s ability to solve problems effectively. We know it.

2) The rats were running in a maze. The experimenter was observing them.

3) The theory is not correct. Scientists don’t believe it and are planning a number of experiments.

4) The experiment lasted two hours. I didn’t expect it.

5) You must give me all the information on this subject. I want it immediately.

6) Common sense experience tells us that intelligence and creative thinking are directly connected. But scientists don’t suppose so.

7) The monkey took a stick and knocked the banana down. We saw it. [2]

Ex.3. Underline the Complex Objects in the sentences and explain their forming.

1. The maiden came in every week to do the rooms and cooking. 2. The mum made her children sleep and switched off the light. 3. You missed the chance to make him happy. 4. He saw me coming up the other side of the street. 5. I saw him doing something in the kitchen. 6. They watched her sitting on the floor and playing with her dolls. 7. I felt the car turn hard left and stop. 8. My brother observed an old lady waiting to cross a busy road. 9. The policeman held up the traffic to allow pedestrians to cross the road.

Ex.4. Translate the sentences from Russian into English.

1. Я хотела бы, чтобы мой ребенок, страдающий синдромом Дауна, учился в обычной общеобразовательной школе. 2. Никто из нас не ожидал, что болезнь будет прогрессировать. 3. Учитель велел всем сесть и открыть тетради. 4. Прохожий почувствовал, что кто-то положил ему руку на плечо. 5. Все увидели, что она плачет. 6. Ребенок не слышал, как ему аплодировала публика. 7. Никто не хочет, чтобы дети имели физические и эмоциональные проблемы.

Ex.5. Answer the question using the Complex Object.

What do you expect / want / dislike / suppose those persons to do under certain circumstances: doctors, scientists, parents, teachers, students. [2]

Chapter 10 physical and cognitive development in middle and late childhood

This chapter concerns with physical and cognitive development of children during the elementary school years, their individual differences, stresses and problems. One question is when children are developmentally ready for competitive sports.

But before reading try to do the following:

a) answer and discuss the following questions:

1. Could you identify the pros and cons of training young children for sports? How does it influence cognitive development of children?

2. Define stress. What kinds of stress do you know?

3. Compare and contrast the intelligence of handicapped individuals who suffer different disorders (e.g. learning disabilities, attention-deficit hyperactivity disorder, mental retardation). Should such children go to mainstream schools?

b) explain the term “achievement” [ə't∫i:vmənt] (достижение, успех, выполнение, завершение) in English.

c) find synonyms and antonyms to: