- •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
Comprehension questions:
What are the main characteristics of children with
hearing impairments?
What are the main factors that effect hearing
dysfunction?
What psychological problems can deaf people face in
schools and life?
Task 1. Match the following parts of the sentences:
-
1. The factors hearing dysfunction of the child depends on are as follows: ..
a) … speech may sound nasal, guttural, or breathy.
2. Deaf children can also have problems in classes …
b) … learning to adapt their child's special needs.
3. Children with limited vocabularies …
c) … the type and degree of hearing loss, the age, the IQ, etc.
4. Early intervention programs are suggested to assist families in …
d) … that rely heavily on students' reading and integrating printed material from texts.
5. Because of the substitution of some sounds, difficulties with the normal rate and rhythm of spoken English…
e) … may omit grammatical components, use short and simple sentences.
6. Children with hearing impairment …
f) … may lack an understanding of alternative meanings for words and figurative language.
Task 2. Translate into English using the vocabulary of the lesson.
Все педагоги удивлялись интеллекту этой двухлетней девочки, которую они приняли в специализированный детский сад для глухих детей. Казалось: эта девочка обладала телепатией, угадывала мысли. Об этом знала и ее мама. Они жили в тесной маленькой квартирке. Матери, махнувшей рукой на свою глухую дочь с того момента, как поняла о ее недостатке, не раз становилось не по себе, когда дочь выполняла ее невысказанные мысли.
Task 3. Use the expressions in the sentences of your own.
Child's social-emotional development; the impact of the language difficulties; an increasingly important facilitator; the child's ability to communicate; oral articulation impairments; omit grammatical components; the average level of; to adapt to their child's special needs.
Task 4. Explain the meaning of the following proverb. Use it inthe situations of your own. Give the Russian equivalent.
-
“None is so deaf as they who will not hear.”
Task 5. Choose one of the problems and make up a dialogue. (Two professionals about speech impairments.)
The ways to discover a child’s hearing problems in early ages.
Frustrations and challenges such children face in their environment.
New technologies that help children overcome such a disability.
Colloquial phrases to use:
To be independent; be fully mainstreamed; hearing handicap; important facilitator; the future for deaf children; social-emotional development.