- •Предисловие
- •Contents
- •1.2 Before you start reading the text explain the term “exceptionality” in English.
- •1.3 Read the text making use of the active terminological vocabulary.
- •Vocabulary notes
- •1.4 Comprehension questions:
- •1.5 Use the expressions in the sentences of your own on the base of the text and use them in the retelling of the text:
- •1.6 Make a summary of Text 1 in English of 250-300 words in written form. Text 2 labeling
- •Oral practice
- •1. 8 Think over the problems:
- •1.9 Choose one of the problems and make up a dialogue. (a newspaper reporter and a professional.)
- •1.10 Render the text in English: специальное образование в россии
- •Review of the unit
- •11 A round-table talk.
- •Grammar revision
- •1.12 Choose the text from the Reader, Unit I to write an article for a psychological magazine.
- •2.2 Before you start reading the text explain the term “inclusive” in English.
- •2.3 Read the text making use of the active terminological vocabulary.
- •Vocabulary notes
- •2.4 Comprehension questions:
- •2.5 Use the expressions in the sentences of your own on the base of the text and use them in the retelling of the text:
- •2.6 Make a summary of the Text 1 in English of 250-300 words in written form. Text 2 do special schools and teachers just have to disappear then...?
- •Oral practice
- •2. 8 Develop the ideas:
- •2.9 Choose one of the problems and make up a dialogue. (a newspaper reporter and a professional.)
- •2.10 Render the text in English: идентификация необычных детей
- •Review of the unit
- •11 Make up a dialogue using the vocabulary of the unit and reproduce it in class. Use the Reader, Unit 2.
- •Grammar revision
- •2.12 Arrange a Talk Show on the topic “Do we need inclusive education?”
- •3.2 Before you start reading the text explain the term “disabilities” in English.
- •3.3 Read the text making use of the active terminological vocabulary.
- •Vocabulary notes
- •Comprehension questions:
- •Use the expressions in the sentences of your own on the
- •3.6 Make a summary of Text 1 in English of 250-300 words in written form. Text 2. Types of learning disabilities
- •Integration
- •Oral practice
- •3. 8 Think over the problems:
- •3.9 Choose one of the problems and make up a dialogue. (a newspaper reporter and a professional.)
- •3.10 Render the text in English: студент, не умеющий читать и писать
- •Review of the unit
- •3.11 A round-table talk.
- •Grammar revision
- •3.12 Use the texts from the Reader and make up an interview with an American psychologist.
- •4.2 Before you start reading the text explain the term “disturbance” in English.
- •4.3 Read the text making use of the active terminological vocabulary.
- •Vocabulary notes
- •4.4 Comprehension questions:
- •4.5 Use the expressions in the sentences of your own on the base of the text and use them in the retelling of the text:
- •4.6 Make a summary of Text 1 in English of 250-300 words in written form. Text 2 rain man
- •Oral practice
- •4. 8 Think over the problems:
- •Choose one of the problems and make up a dialogue (a child suffering from autism and a professional.)
- •4.10 Render the text in English: черные ящики «правильных детей».
- •Review of the unit
- •4. 11 A round-table talk.
- •Grammar revision
- •Watch the film “The Rain Man” and write a review.
- •5.2 Before you start reading the text explain the term “impairment” in English.
- •5.3 Read the text making use of the active terminological vocabulary.
- •Vocabulary notes
- •5.4 Comprehension questions:
- •5.5 Use the expressions in the sentences of your own on the base of the text and use them in the retelling of the text:
- •5.6 Make a summary of Text 1 in English of 250-300 words in written form. Text 2 a parent's view of a speech impairment
- •Oral practice
- •Develop the following statements:
- •5.9 Choose one of the problems and make up a dialogue. (Two professionals about speech impairments.)
- •5.10 Render the text in English: прислушайтесь к речи ребенка!
- •Review of the unit
- •5. 11 A round-table talk.
- •Grammar revision
- •5.12 Use the texts from the Reader. Think of the speech problems of grown-up businessmen and politicians.
- •6.2 Before you start reading the text explain the term “deaf” in English.
- •6.3 Read the text making use of the active terminological vocabulary.
- •Instructional Implications
- •Vocabulary notes
- •6.4 Comprehension questions:
- •6.5 Use the expressions in the sentences of your own on the base of the text and use them in the retelling of the text:
- •6.6 Make a summary of Text 1 in English of 250-300 words in written form.
- •A hearing mom of a deaf middle schooler
- •Talks about her son's deafness
- •Oral practice
- •6. 8 Think over the problems:
- •6.9 Choose one of the problems and make up a dialogue. (Two professionals about speech impairments.)
- •Render the text in English: глохнем!!!
- •Review of the unit
- •6.1. 11 A round-table talk.
- •Grammar revision
- •6.12 Use the texts from the Reader. Make up a speech on the topic of the unit.
- •7.2 Before you start reading the text explain the term “visual” in English.
- •7.3 Read the text making use of the active terminological vocabulary.
- •Vocabulary notes
- •7.4 Comprehension questions:
- •7.5 Use the expressions in the sentences of your own on the base of the text and use them in the retelling of the text:
- •7.6 Make a summary of Text 1 in English of 250-300 words in written form. Text 2 how to ensure young children to interact
- •Oral practice
- •7. 8 Think over the problems:
- •7.9 Choose one of the problems and make up a dialogue. (Two professionals about blindness.)
- •10 Render the text in English: только верхняя строчка
- •Review of the unit
- •7.11 A round-table talk.
- •Grammar revision
- •Development
- •Unit 8 physical disabilities
- •8.2 Before you start reading the text explain the term “disfigurement” in English.
- •8.3 Read the text making use of the active terminological vocabulary.
- •Vocabulary notes
- •8.4 Comprehension questions:
- •8.5 Use the expressions in the sentences of your own on the base of the text and use them in the retelling of the text:
- •8.6 Make a summary of Text 1 in English of 250-300 words in written form. Text 2 neurologic condition
- •Oral practice
- •1. 8 Think over the problems:
- •8.9 Choose one of the problems and make up a dialogue. (Two parents about speech impairments.)
- •8.10 Render the text in English: воспитание детей с моторными нарушениями
- •Review of the unit
- •8.11 A round-table talk.
- •Grammar revision
- •Development
- •8.12 Use the texts from the Reader. Individuals with physical disabilities dislike the implication that they are unable to function. Give your comments. Unit 9 mental retardation
- •9.2 Before you start reading the text explain the term “mental” in English.
- •9.3 Read the text making use of the active terminological vocabulary.
- •Intelligence Tests
- •Vocabulary notes
- •9.4 Comprehension questions:
- •9.5 Use the expressions in the sentences of your own on the base of the text and use them in the retelling of the text:
- •9.6 Make a summary of Text 1 in English of 250-300 words in written form. Text 2 what is down syndrome?
- •Oral practice
- •9. 8 Think over the problems:
- •9.9 Choose one of the problems and make up a dialogue. (a professional speaks about Down syndrome.)
- •9.10 Render the text in English: судьба дауненка
- •Review of the unit
- •A round-table talk.
- •Grammar revision
- •Development
- •9.12 Use the texts from the Reader. Talk about the capacity of the child to grow into a capable individual. Unit 10 gifted and talented children and their needs
- •10.2 Before you start reading the text explain the term “talented” in English.
- •10.3 Read the text making use of the active terminological vocabulary.
- •Vocabulary notes
- •10.4 Comprehension questions:
- •10.5 Use the expressions in the sentences of your own on the base of the text and use them in the retelling of the text:
- •10.6 Make a summary of Text 1 in English of 250-300 words in written form. Text 2 dolphin children or angels of earth
- •Oral practice
- •10. 8 Think over the problems:
- •10.9 Choose one of the problems and make up a dialogue. (Your opinion about gifted children.)
- •10.10 Render the text in English: осторожно, вундеркинд!
- •Review of the unit
- •10.11 A round-table talk.
- •Grammar revision
- •Development
- •10.12 Use the texts from the Reader. Tell if you’ve ever met an Indigo Child. Unit 11 specific methods of rehabilitation of disabled persons
- •11.2 Before you start reading the text explain the term “rehabilitation” in English.
- •11.3 Read the text making use of the active terminological vocabulary.
- •Vocabulary notes
- •11.4 Comprehension questions:
- •11.5 Use the expressions in the sentences of your own on the base of the text and use them in the retelling of the text:
- •11.6 Make a summary of Text 1 in English of 250-300 words in written form. Text 2 defining strategies for remediation in rehabilitation
- •Vestibular Stimulation
- •Oral practice
- •11. 8 Think over the problems:
- •11.9 Choose one of the problems and make up a dialogue. (Two professionals about strategies of rehabilitation.)
- •11.10 Render the text in English: акватория для психотерапевта
- •Review of the unit
- •11.11 A round-table talk
- •Grammar revision
- •Development
- •11.12 Use the texts from the Reader. Speak on remarkable recoveries and methods of rehabilitation. Give your opinion.
- •Glossary
- •Literature
Oral practice
Develop the following statements:
1.Articulation problems are the most common ... .
2.The articulation problems in your family (your sister, brother, etc.)
3.The basic characteristics of speech impairments are: ... .
5.9 Choose one of the problems and make up a dialogue. (Two professionals about speech impairments.)
Colloquial phrases to use:
What can you say about; pay attention to; articulation problems; the communication process; professional help.
Text 3
5.10 Render the text in English: прислушайтесь к речи ребенка!
О развитии ребенка в первую очередь свидетельствует его речь. Родители иногда очень легкомысленно относятся к тому, что и как говорит их малыш. С удовольствием повторяют неправильно произносимые им звуки, сюсюкают, общаются с ребенком на его же «детском» языке. А ведь речь характеризует психоэмоциональное состояние ребенка, от которого зависит и его интеллектуальное развитие. Присмотритесь внимательно к малышу: как он играет, спит, двигается, разговаривает. Если вы заметили в действиях ребенка что-то, вызывающее вашу тревогу или удивление, не медлите, сразу обратитесь к психологу. Ваше внимание должно быть обращено на темп речи, произношение, лексический запас слов у вашего ребенка. Вне зависимости от того, насколько значительными кажутся вам проблемы малыша, встреча с психологом должна быть обязательной.
Коррекция психологического развития приносит ощутимые результаты, если она проводится в возрасте трех-пяти лет. Большинство же родителей спохватываются, когда их ребенок уже заканчивает (причем с трудом!) начальную школу. Вот тут и начинают подключать психологов, педагогов, логопедов. Чтобы не было поздно, проконсультируйте ребенка еще до школы. Это поможет вам решить многие вопросы: отдавать ли ребенка в детский сад или пригласить няню, какой форме обучения отдать предпочтение. Психолог должен не только провести обследование ребенка, оценить его психологическое развитие, но и правильно разобраться во всех тонкостях внутрисемейных отношений. Не удивляйтесь, если в предполагаемой программе психологической коррекции одновременно с игровыми занятиями с ребенком вам предложат психотренинг для взрослых. Дело в том, что ребенок очень тонко чувствует все нюансы внутрисемейных отношений и манипулирует ими. Подобное психологическое обследование лучше доверить опытному специалисту. Не полагайтесь на советы знакомых, подбор психолога – дело сугубо индивидуальное, особенно когда это касается маленького ребенка.
Review of the unit
5. 11 A round-table talk.
Speak about the role of a psychologist in the treatment of speech impairments. Share your opinions.
Grammar revision
Ex. 1
Translate the following sentences into Russian.
1. She made me sit down and listen to her. 2. Harry expected her to obey his orders. 3. Let me give you a piece of advice. 4. They considered Samantha to be a unique case because of her intelligence. 5. People think this scientist to be a genius. 6. Did they wish him to marry her? 7. We’ll get her to sit unassisted and hold objects by herself. 8. I wanted Samantha’s life was ordered. 9. I know them to spend countless hours in the library. 10. I heard her talking to someone.
Ex. 2
Change the sentences according to the pattern:
Their good care made me feel happy.
I was made to feel happy by their good care.
I heard even the best of speakers be dysfluent when they hesitate in the middle of sentences. 2. The psychologist saw the child acquiring articulation skills in a normal manner. 3. We always made her feel as just another member of the family. 4. A professional notices a speech impairment occur.
Ex. 3
Translate the sentences and analyze forming of the
Complex Subject in them.
They happened to be dining at the Pattersons’ that day. 2. The play writer doesn’t seem to have written anything new. 3. She appeared to be enjoying our company. 4. The boy felt somebody put the hand into his pocket. 5. He was unlikely to take any effort to improve the situation. 6. Wolves were aid to be hidden away in the deepest forests. 7. The Zookeepers are expected to take care of the animals. 8. The film is thought to be the first demonstration. 9. Most British people seem to want to make a difference between consuming other people’s imaginative ideas and creating one’s own.
Ex. 4
Analyze the degrees of comparison in the abstract and
underline them.
The poll reveals that, while men are using their mobile phones a lot more, women are actually spending less time on the phone. Slightly fewer women take a mobile phone, and the survey shows that the average amount of time they spend on the phone on a weekday has gone down from 63 minutes before they got a mobile to 55 minutes now. The explanation might lie in the fact that men love to play with techno toys while women may be more conscious of the bills they are running up.
Obviously, the rich have been buying phones faster than the poor. But as mobile phones become cheaper and more powerful, they might prove to be more successful in bridging the gap between the rich and the poor than expensive computers.
Ex. 5
Put the missing articles in the text and explain their usage.
My uncle is … shopkeeper. He has … shop in … small village by … River Thames near Oxford. … shop sells almost everything from … bread to … newspapers. It is also … post office. … children always stop to spend … few pence on … sweets or … ice cream on … way to and from … school. My ... doesn’t often leave … village. He doesn’t have … car, so once … month he goes by … bus to … Oxford and has … lunch at … Grand Hotel. He is one of … happiest men I know.
DEVELOPMENT