Английский язык учебник

3.They must analyze his behaviour to obtain more precise data.

4.You must also consider social factors in order to predict human’s behaviour.

5.Before the beginning of his investigation the scien tist must select the most effective technique.

6.They had to carry out the research to the end in spite of all difficulties.

7.He must estimate the results achieved and give an unbiased estimation of them.

Exercise 5. Complete the sentences using “must”, “mustn’t”, “have to”, “needn’t”.

1.He works very hard to achieve his goal. You _____

impel him to studies.

2.Some people have good memories. They _____

spend much time to learn a poem by heart.

3.There are times when punishment is needed, but you _____ make idle threats to pupils by threaten ing them with punishment that you cannot carry out.

4.When students put much effort into a piece of work, though there are some bad points in their work, teachers _____ praise the effort.

5.Many students are living away from home for the first time. They _____ cope with situations that require new kinds of adaptive behaviours.

6.An elephant _____ spend most of the day finding food and eating it, so it sleeps only two hours a day.

7.All the details of the argument _____ to be dis cussed now.

8.When the volunteers _____ recognize short mu sical notes from a series of long and short notes, they made more and more mistakes as time passed.

1.He must study a number of books interpreting dreams.

2.Bad memory must be associated with mental disor ders.

3.They must remember things by repeating them many times.

4.They must be making observations on the subjects of their investigation.

5.Distress must be caused by conflicts between the requirements and wishes of a person.

6.He must be exercising heavily now.

Exercise 8. Paraphrase the following sentences using “must” + Infinitive to express near cer tainty.

Model: Of course, he is busy now. He must be busy now.

Certainly, he settled that question. He must have settled that question.

1.Certainly, this student has a low level of know ledge.

2.There is little doubt, the first experiment failed.

3.Of course, good sight, hearing and smell help ani mals to avoid danger.

4.No doubt, the subjects under the fear arousing si tuations tried to seek the company of others.

5.I am sure the information was wrong.

Exercise 9. Open the brackets using the correct form of the Infinitive.

1.Specific moods must (have) specific effects on our judgments of the world and of other people.

2.When the child was presented with a toy, he was suddenly startled at the moment, the toy was pre sented. He must (be frightened) before.

3.He must (be) very careless if he makes such mis takes.

4.The person must (be preoccupied) with the appear ance of his feelings. He cannot concentrate on the informational and intellectual context of his mes sage.

5.He must (achieve) his goal then.

6.If a man is doing a job which gives him pleasure as well as money, he must (experience) a deep sense of fulfillment.

7.The girl’s whining and gagging behaviour in the past must (stop) mother from giving her daughter the unpleasant meal.

8.He must (present) the new material at the seminar now.

Exercise 10. Translate the sentences into English.

1.Он очень замкнут. Вероятно, он избегает всякой компании.

2.Частые наказания, вероятно, вызвали у сына страх перед отцом.

3.Должно быть, они еще не закончили экспери мент с крысами.

4.Мужчины, по всей видимости, более впечатли тельны, чем женщины и менее терпимы к стра даниям, холоду, жаре, голоду и неприятной си туации на работе.

5.В течение многих лет люди, должно быть, пыта лись обнаружить тайну долголетия.

6.Если человек подавлен, огорчен, влюблен, это, вероятно, отражается на его почерке.

7.Должно быть, уже в древние времена люди дела ли пластическую операцию, чтобы исправить форму носа, губ и т.д.

Unit XI

ABILITIES

APPROACHING THE TOPIC

Discuss the following questions.

1.What do we mean when we talk about a child’s “ability”?

2.How can we assess a child’s ability?

3.What role does nurture play in the development of abilities?

VOCABULARY

1.accommodation, n – 1. приспособление; 2. согласование, при мирение; 3. удобство; 4. адаптация, аккомодация, притирка accommodate, v – 1. приспосабливать; 2. устраивать, разме щать; 3. помогать, оказывать услугу; 4. примирять, улажи вать 5. аккомодировать (о глазе)

2.assimilate, v – 1. (to, with) ассимилировать (ся), уподобля ть(ся); 2. ассимилировать(ся), поглощать(ся); 3. усваивать, впитывать; 4. приспосабливать; 5. ассимилировать, погло щать, усваивать

assimilation, n – 1. ассимиляция, уподобление; 2. ассими ляция, слияние; 3. усвоение

3.arouse, v – 1. будить, пробуждать; 2. вызывать, пробуж дать; 3. возбуждать, волновать

arousal, n – активация, активность

4.bland, a – 1. вежливый, ласковый; 2. вкрадчивый, льсти вый; 3. мягкий; 4. слабый, успокаивающий

5.comprehend, v – 1. понимать, постигнуть; 2. включать, охватывать, содержать в себе

comprehension, n – 1. понимание, постижение, понятли вость; 2. включение, охват

comprehensive, a – 1. всеобъемлющий, исчерпывающий, по лный; 2. понятливый; 3. всесторонний

6.conserve, v – сохранять, хранить conservation, n – сохранение

7.curve, n – 1. кривая (линия); 2. изгиб, поворот; 3. график, кривая (диаграммы)

curved, a – изогнутый, искривленный, кривой

8.detect, v – 1. открывать, находить; 2. замечать, обнаруживать detection, n – открытие, обнаружение

2. знак, обозначение, наименование; 3. указание профессии и адреса; 4. назначение на должность

designative, a – указательный, обозначающий

10.discriminate, v – 1. отличать, различать; 2. выделять, отли чать; 3. проявлять пристрастие, быть небеспристрастным discrimination, n – 1. различения, различия; 2. проница тельность, разборчивость; 3. пристрастие, небеспристраст ность, дискриминация

discriminative, a – 1. отличительный, характерный; 2. раз бирающийся, проницательный; 3. дифференциальный

11.egocentrism, n – 1. эгоцентризм; 2. крайний эгоизм или индивидуализм; 3. солипсизм

12.encounter, v – 1. (неожиданно) встретить; 2. иметь столкно вение, встретиться; 3. наталкиваться (на трудности и т.п.)

13.ingenious, a – 1. изобретательный, искусный; 2. остроум ный, оригинальный

ingenuity, n – 1. изобретательность; 2. остроумность, ориги нальность

14.noxious, a – вредный, пагубный, ядовитый

15.override (overrode, overridden), v – 1. отвергать, не прини мать во внимание; 2. попирать, топтать

16.pendulum, n – маятник

17.permanence, n – постоянство, неизменяемость, прочность permanent, a – перманентный, постоянный, неизменный

18.pinpoint, v – 1. точно определять, указывать; 2. выделять, подчеркивать ч л

19.prevalent, a – (широко) распространенный

20.recipient, n – реципиент, получатель

recipient, a – 1. восприимчивый; 2. получающий

21.reverse, v – менять (на противоположный), полностью из менять

reverse, n – 1. обратное, противоположное; 2. оборотная сторона (медали, монеты)

22.rigidity, n – жесткость, строгость, непреклонность, оцепе нелость

rigid, a – жесткий, твердый, неукоснительный, строгий

23.saturate, v – 1. пропитывать, промачивать; 2. пронизывать, наполнять

saturated, a – 1. промокший, пропитанный влагой; 2. ин тенсивный, насыщенный

saturation, n – насыщение, насыщенность

24.schema, n – 1. схема; 2. фигура речи; 3. план, программа

25.sensorimotor, a – сенсомоторный

26.slate, n – 1. грифельная доска; 2. безупречная репутация

27.stem, v – ( from, out of) происходить, возникать

28.suck, v – 1. сосать 2. впитывать

suck, n – 1. сосание; 2. материнское молоко sucking, n – сосание

29.underestimate, v – недооценивать

DEVELOPING VOCABULARY

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

To accommodate oneself to smth., to accommodate opinions, to accommodate differences, in an accommo dating spirit, to come to an accommodation, for your accommodation; to arouse smb. from his indifference, to arouse pity (sorrow, suspicion), to arouse the dor mant faculties; to assimilate ideas, to assimilate one’s customs to the new environment, to assimilate food, as similation of sounds (languages); a voice sweetly bland, a bland smile, bland air, bland diet; to compre hend a question (a purpose), comprehensive term, com prehensive knowledge; to conserve one’s strength (one’s health); curve of mortality (of output), curve in the road, curved lines, a curved nose; to detect a smell, to detect several mistakes, to avoid detection; to dis criminate between fact and fancy, to discriminate in favour of smb., discriminating mark, discriminating taste, a man of discrimination, to make a discrimina tion, discrimination against women; to encounter an

old acquaintance, to encounter many problems; inge nious mind (toy), the ingenuity of a plan; noxious cli mate (plants, fallacies, wastes); to override smb’s au thority, overriding problems, smb.’s overriding pur pose; to pinpoint a problem, to pinpoint one’s attention upon smb., at this little pinpoint of time, to be on pin points, pinpoint accuracy; to reverse the normal order, to reverse a policy, the reverse side, reverse of a coin; the rigidity of the rules, rigid discipline, rigid in one’s views; to saturate with smth., to saturate oneself in a subject, saturation capacity; to suck the juice from an or ange, to give suck to a child, to have a suck at a sweet.

Exercise 2. Translate the following word combina tions into English paying attention to your active vocabulary.

Возбудить чье либо любопытство; успокаиваю щее лекарство; широкое определение; сохранение энергии; услышать шум; назначить кого либо своим преемником; символическое обозначение; раз личать разные запахи; встретиться с противни ком; остроумное решение; гибельный для флоры и сауны; отвергать чьи либо требования, распростра ненная практика; постоянство чувств, прямо про тивоположным методом; непреклонность чьих либо убеждений; строго соблюдать что либо; быть во власти суеверия; эпидемия, возникшая в результате войны; всасывать что либо с молоком матери; недо оценивать чьи либо способности.

Exercise 3. Translate the following sentences into English using the indicated words from the vocabulary list.

READING

CAPACITIES OF THE NEWBORN

1

At the end of the 19th century, psychologist Wil liam James suggested that the newborn child experien ces the world as a “buzzing, blooming confusion”, an idea that was still prevalent as late as the 1960s. We know now that newborn infants enter the world with all of their sensory systems functioning and are well prepared to learn about their new environment.

Because babies cannot explain what they are doing or tell us what they are thinking, developmental psy chologists have had to design some ingenious proce dures to study the capacities of young infants. The ba sic method is to change the baby’s environment in

some way and observe the responses. For example, an investigator might present a tone or a flashing light and see if there is a change in heart rate or if the baby turns its head or sucks more vigorously on a nipple. In some instances the researcher will present two stimuli at the same time to determine whether infants look longer at one than at the other. If they do, it indicates that they can tell the stimuli apart and may indicate that they prefer one over the other.

Vision

2

Newborns have poor acuity, their ability to change focus is limited, and they are very near sighted. It is not until they are 2 years of age that they see as well as an adult. But, despite the immaturity of their visual system, newborns spend a lot of time actively looking about. They scan the world in an organized way and pause when their eyes encounter an object or some change in their visual field. They are particularly at tracted to areas of high contrast, such as the edges of an object. Instead of scanning the entire object, as an adult would, they keep looking at areas that have the most edges. They also prefer complex patterns over plain ones and patterns with curved lines over patterns with straight lines.

The possibility that there is an inborn, unlearned preference for faces initially aroused great interest, but later research showed that infants are not attract ed to faces per se but to stimulus characteristics such as curved lines, high contrast, edges, movement, and complexity – all of which faces possess. Newborns look mostly at the outside contour of a face, but by 2 months they focus on the inside of the face – the eyes, nose, and mouth. At this point parents may notice with delight that the baby has begun to make eye contact.