- •Contents part I. Reading for general understanding
- •Предисловие
- •Требования к уровню освоения дисциплины «Английский язык для специальных целей»:
- •Методические рекомендации для работы с учебным пособием
- •To find synonyms and antonyms to:
- •To guess the meaning of the following words and word combinations without using the dictionary.
- •To do the following phonetic exercises:
- •Individuals; virtue; vary; visual. Text
- •Vocabulary notes:
- •Comprehension questions:
- •Colloquial phrases to use:
- •Grammar revision articles. Prefixes. Suffixes.
- •The rose family
- •Unit 2 arguments for inclusive education
- •To guess the meaning of the following words and word combinations without using the dictionary.
- •To do the following phonetic exercises:
- •Vocabulary notes:
- •Comprehension questions:
- •Colloquial phrases to use:
- •Grammar revision tense forms
- •A goop party
- •Unit 3 learnining disabilities in children
- •To find synonyms and antonyms to:
- •Vocabulary notes
- •Comprehension questions:
- •Colloquial phrases to use:
- •Grammar revision passive voice
- •Facts for little folks
- •Unit 4 emotional disturbance in younger generation
- •To find synonyms and antonyms to:
- •To guess the meaning of the following words and word combinations without using the dictionary.
- •To do the following phonetic exercises:
- •Vocabulary notes
- •Comprehension questions:
- •Colloquial phrases to use:
- •Grammar revision participle I, participle II
- •The moated grange
- •Unit 5 speech impairments: classification and treatment
- •To find synonyms and antonyms to:
- •To guess the meaning of the following words and word combinations without using the dictionary.
- •To do the following phonetic exercises:
- •Vocabulary notes
- •Comprehension questions:
- •Colloquial phrases to use:
- •Grammar revision gerund
- •I am fond of reading.
- •Mrs. Vanderbilt
- •Unit 6 the problems of hard-of-hearing people
- •Vocabulary notes
- •Comprehension questions:
- •Colloquial phrases to use:
- •Grammar revision modal verbs
- •(Fragment)
- •Unit 7 the ways of teaching visually impaired
- •Vocabulary notes
- •Comprehension questions:
- •Colloquial phrases to use:
- •Grammar revision sequence of tenses
- •I was sure that I would not be late for the lecture.
- •Limerick
- •Unit 8 physical imparements
- •In this unit you will learn about what should be done to assist individuals with physical disabilities to achieve their maximum capacity. Before you start working with the text try:
- •To guess the meaning of the following words and word combinations without using the dictionary.
- •To do the following phonetic exercises:
- •Vocabulary notes
- •Comprehension questions:
- •Colloquial phrases to use:
- •Grammar revision direct and indirect speech
- •Is her husband really younger than she?
- •Unit 9 mentally retarded children
- •Vocabulary notes
- •Comprehension questions:
- •Colloquial phrases to use:
- •Grammar revision complex object
- •I was made to feel happy by their good care.
- •A summer morning
- •Unit 10 giftedness. What to do with it?
- •To find synonyms and antonyms to:
- •To guess the meaning of the following words and word combinations without using the dictionary.
- •To do the following phonetic exercises:
- •Vocabulary notes
- •Comprehension questions:
- •Colloquial phrases to use:
- •Grammar revision complex subject
- •To find synonyms and antonyms to:
- •To guess the meaning of the following words and word combinations without using the dictionary.
- •To do the following phonetic exercises:
- •Vocabulary notes
- •Comprehension questions:
- •Colloquial phrases to use:
- •Grammar revision
- •Indirect moods
- •Scramble
- •Text II pierre pelissier as educator
- •Text III children with communication needs
- •Text IV dolphin children or angels of earth
- •Text V a parent's view of a speech impairment
- •Text VI a hearing mom of a deaf middle schooler talks about her son's deafness
- •Text VII how to ensure young children to interact
- •Text VIII defining strategies for remediation in rehabilitation
- •Text IX what is down syndrome?
- •Text X genetics
- •Text XI the method of serial reproduction
- •Tекст 2 специальное образование в россии
- •Text 3 трудности общения
- •Text 4 черные ящики «правильных детей».
- •Text 5 журчание речи вместо заикания
- •Text 6 воспитание детей с нарушениями слуха
- •Text 7 воспитание детей со зрительными аномалиями
- •Text 8 воспитание детей с моторными нарушениями
- •Text 10 осторожно, вундеркинд!
- •Text 11 акватория для психотерапевта
- •Supplements Supplement I. Glossary.
- •Supplement II. The meaning of proverbs and sayings.
- •Supplement III. Методические указания по подготовке реферата и аннотации
- •Supplement IV. Projects.
- •Literature
Colloquial phrases to use:
The main problems of children with emotional disturbance; cannot stand; verbal language; withdrawal.
Grammar revision participle I, participle II
Ex.1. Form Participle I from the given verbs and translate them into Russian.
Learn, build, discriminate, identify, accompany.
Ex.2. Form Participle II from the given verbs and translate them into Russian.
Depress, present, characterize, standardize, attribute.
Ex.3. Give the right forms of Participle I or II.
1. (To motivate) by his best intentions, Charley wants his brother to become (to adapt) to his environment. 2. Many children (to face) such problems become (to frustrate) and (to frighten). 3. He has a (to determine) character. 4. The analysis shows that it is a cultural product (to arise) in school situations. 5. He is also unable to show social clues, such as (to give) a smile. 6. An “educators definition” is (to intend) to help teachers identify such children. 7. (To identify) such children is a task (to require) much knowledge. 8. Emotionally (to disturb) children are usually underachievers. 9. When (to consider) the characteristics of children who are (to disturb), we might apply criteria (to develop) by Bower.
Ex.4. Translate the sentences into English paying attention to Participle I and Participle II.
1. Описывая поведение детей с эмоциональными нарушениями, психологи утверждают, что внимательное и бережное отношение к таким детям приведет к взаимопониманию между взрослыми и детьми. 2. Дети, отличающиеся непредсказуемостью поведения, могут совершать нелепые поступки. 3. Группа людей, стоящих на сцене, были представителями общественности. 4. Мать, любящая своего ребенка, никогда не сможет причинить ему вред. 5. Модель поведения, характеризующаяся сдержанностью, уравновешенностью и толерантностью, присуща интеллигентным людям. 6. Методика лечения психики ребенка, известная как иппотерапия, приносит блестящие результаты. 7. Разработанные учеными критерии определения эмоциональных расстройств детей школьного возраста, используются как врачами, так и учителями. 8. Опыт, используемый им при лечении психических нарушений, описан в статье одного из медицинских журналов. 9. Врачи-дефектологи работали в лаборатории, оборудованной по последнему слову техники. 10. Работающую машинку невозможно было остановить.
Ex.5. Find out Participle I and Participle II and translate the sentences into Russian.
1. Combining education with health care specialists use modern methods of teaching and curing people. 2. How the health care procedure relates to education is another issue of concern to individuals providing education to students with complex health care needs. 3. It may include instructional priorities related to less resistance or increased participation in their own care. 4. It may relate to increased communication regarding care needs. 5. Educational institutions are not accustomed to providing hygienic care for students. 6. Staff must be provided with information regarding desease transmission, methods for prevention and control of spread of diseases when caring for all students.
Ex.6. Work in pairs. Retell the text in English to your partner using the proper forms of participles.
Бьющая через край детская энергия доставляет много хлопот. К факторам риска, вызывающим у ребенка «синдром гиперактивности с дефицитом внимания» можно тотнести сложно протекающую беременность.
Не исключено, что были и сложности при появлении ребенка на свет: новорожденному поставили диагноз асфиксия или повышенный мышечный тонус.
Гиперактивный ребенок раньше воих сверстников учится сидеть, стоять и ходить. У некоторых малышей, характеризующихся гипераактивностью, проявляется излишняя боязливость.
Что можно посоветовать родителям, у которых растет чересчур активный малыш? Во-первых, он нуждается в строгом режиме. Укладывающийся спать и просыпающийся в одно и то же время, ребенок постепенно избавляется от излишней подвижности. Ребенок, смотрящий телевизор более 20 минут в день, перевозбуждается.
Если вам удастся с помощью специалистов направить энергию ребенка в мирное русло, то прогноз на будущее может быть вполне благоприятным.
Ex.7. Analyse Basic Professional Vocabulary, dealing with emotional disturbance. Underline Participle I with one line and Participle II with two lines.
Attention deficit disorder is characterized by developmentally inappropriate degrees of inattention, impulsiveness, and hyperactivity.
Medical model refers to an approach to emotional disturbance that views present behaviours as symptoms of an underlying cause.
Pervasive developmental disorders involve distortions of the whole range of psychological functions during childhood development including attention, perception, learning abilities, language, social skills, reality contact, and motor skills.
Positive reinforcement is a rewarding consequence such as praise or food given to encourage appropriate or desired behaviours.
Ex.8. Read the poem. Mind its grammar.