Grammar revision

Indirect moods

Ex.1. Define what Grammar constructions are used in the sentences.

1. A truck blocked the greater part of the pathway so that all the other transport might go round. 2. The dean insisted that we should be present at the classes up to the end of them. 3. The fireman demanded that the candles should be blown out. 4. It is necessary that schoolchildren should come to school on time. 5. I wish the concert were over earlier. 6. My grandmother wishes we had a proper garden. 7. We wish we’d never done it. 8. It’s high time you got rid of these old shoes. 9. The man explained me the way so that I could get to the Ministry easily. 10. If I were young I would go in for sports. 11. I wish I had told the truth. 12. Write the address properly lest it should be lost.

Ex.2. Finish the following sentences, using subordinate clauses.

1. The experimenter separated the subjects in order that …

2. The experimenter placed the displays so that … .

3. The experimenter explained the importance of the experiment in order that … .

4. The experimenter passed out sheets of paper in order that … .

5. The experiment was arranged so that … . [2]

Ex.3. Combine the sentences into one conditional sentence using the following:

1) the group – to work hard

2) our students – to take part in this conference

3) he – to be admitted to the University

4) they – to know about it

5) this work – to be fulfilled on time. [2]

Ex.4. Translate the sentences from Russian into English using the Subjunctive Mood.

1. Я очень хотела бы, чтобы ты был не психологом, а юристом. 2. Она очень хотела бы быть психиатром. 3. Жаль, что вы не пришли вчера на лекцию. Было очень интересно. 4. На твоем месте он занялся бы социальной психологией. 5. Она выглядела так, как будто сбросила десять лет.

Ex.5. Combine sentences making use of the following:

Model: I wish I were a phsychologist.

The psychologist is expected to decide the problem.

1) Teacher – students – to make regular reports.

2) Doctors – patients – to take medicines on time.

3) The chief – assistants – to prepare everything necessary.

4) The teacher – students – to translate the text.

5) Parents – children – to follow their examples. [2]

Chapter 12 physical and cognitive development in adolescence

Physical descriptions become important to peer relationships. This chapter indicates that adolescents experience many physical changes that prompt anxieties and questions about their bodies.

But before reading try to do the following:

a) answer and discuss the following questions:

1. What are the fascination and terror of puberty? Were they the same a hundred years ago?

2. How are puberty, body image, and self-esteem during adolescence related? Has puberty strong psychological effects?

3. What can you say about juvenile delinquency?

b) explain the term “adolescent” [ֽِِِِæd(ə)'les(ə)nt] (юношеский, подростковый; юноша, девушка,подросток) in English.

c) find synonyms and antonyms to:

personal, juvenile, offence.

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

Puberty, pubertal, endocrine system, psychological, positively, formal, operational, Piaget's theory, abstraction, hypothetical-deductive, egocentrism, construction, center, critical, competent, status, phenomenon, cognitive, risk, alcohol, socially, criminal, residence, mobile, components, peak, anorexia, bulimia, physiological.

e) do the following phonetic exercises:

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

Emphasize, failure, puberty, maturation, spurt.

Ex.2. Read the following clusters with assimilation.

Changes that; about their; growth spurt; relations than, is the; limited to; applied to; competent than; at the; use than; adolescent drug; behaviors that; increases the; childhood to.

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

Which, well-being, will, world, what, between, work, widely, delinquency.

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

Experience, prompt, descriptions, relationships, maturation, prominent, contributes, differences, relations, propositions, reflected, imaginary, everyone, refers, indestructibility, responsible, pregnancies, increased, children, transition, from, dropouts, minority, reduce, drop, rate, drug, parents, prevention, range, predictors, resistance, pressure, parental, crime, increases, consideration, overall, rate, proximal, refusal, frequent, related, variables.

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

During, timing, well-being, early-maturing, later-maturing blessing, reasoning, longer, concrete, making, younger, young strengthening, improving, delinquency, monitoring, lasting, eating, vomiting, regarding.

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

That, their, the, their, themselves, than, this, others, mother, another.

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

Growth, thought, fourth, theory, hypothetical, think, strengthen, health, both.

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

Individual, positively, cognitive, development, deductive, everyone, very, achievement, move, involved, prevention, juvenile, behaviors, negative, have, level, poverty, overall nervosa, heavy, variables.

TEXT

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