- •Contents
- •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 9 умственная отсталость при хромосомных аномалиях
- •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:
1. What are the main problems of children with emotional disturbance?
2. What is an essential factor when we consider characteristics of students with emotional disturbance?
3. How can teachers manage children with emotional disturbance?
Task 1. Match the following parts of the sentences.
-
1. It has been found out that children with disturbance are deficient in expressive oral language ability …
a) … to be successful in school situation.
2. If you see that a child has an inordinately large number of tears, pains, or other physical symptoms related to school situations, …
b) … that cannot be attributed to intellectual, sensory, or health factors.
3. These students have repeatedly failed …
c) … have structural language patterns typical of much younger children.
4. The term an "educators definition" …
d) …then you see a child with emotional disturbance.
5. Children with emotional disturbance have a deficit in knowledge and skill acquisition …
e) … the degree and frequency to which maladaptive behavior is present.
6. The most salient but not the only features of exceptionality are …
f) … is intended to help teachers identify such children.
Task 2. Translate into English using the vocabulary of the lesson.
Расстройство поведения, ограниченное рамками семьи, содержит расстройства поведения, включающие антисоциальное или агрессивное поведение. При этом ненормальное поведение целиком или почти целиком, ограничивается домом и/или взаимоотношениями с самыми близкими родственниками или домочадцами. Может иметь место воровство из дома, часто специфически сфокусированное на деньгах или имуществе одного или двух лиц. Это может сопровождаться поведением, носящим намеренный характер разрушения. Например, разламывание игрушек или украшений, рванье обуви, одежды, резанье мебели или разрушение ценного имущества.
Task 3. Use the expressions in the sentences of your own.
Emotional disturbance; behavior patterns; standardized tests; academic performance; verbal language; the absence of problematic behavior; simultaneously; can be attributed; a primary criterion; a large percentage; a major characteristic; in common; failed to be successful; hypothesize.
Task 4. Explain the meaning of the following proverb. Use it in the situations of your own. Give the Russian equivalent.
-
“Barking dogs seldom bite.”
Task 5. Choose one of the problems and make up a dialogue. (A child suffering from autism and a professional.)
People suffering from autism can’t show their feelings and emotions.
What way does the author describe Raymond’s communication with the surrounding?