Review of the unit
A round-table talk.
Speak on the children with Down syndrome adoption in Russia and abroad.
Grammar revision
Ex. 1
Use Passive Voice where it is necessary.
All the pictures you (to see) here (to paint) by the same artist. 2. The work must (to do) in time. 3. The lesson (to do) before I (to come). 4. He can (rely on). 5. This lecture (to listen to) with great interest. 6. You (to want) on the phone. 7. The group must (meat) by you in the airport. 8. The baby (to look after) by a nurse. 9. Why he (not to ask) a single question? 10. Nobody (to invite) for the concert.
Ex. 2
Put the verbs in brackets in either the Present Simple or
Present Continuous.
The water (to boil). Turn off the cooker. 2. Why you (not to sleep). It’s already late. 3. I (to study) English for 5 months. 4. Don’t be late the train (to start) at 7. 30 sharp. 5. What (to do) you now? I (to watch) TV. 6. Our family (to eat) rice every day.
Ex. 5
Describe the picture:
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
10.1 Before you start reading the text, try to guess the meaning of the following words and word combinations if necessary use the dictionary:
Talented, intensity, spirit, practically, a homogeneous group, emotion, enthusiasm, tolerance, pioneers, to focus; elements, to tend, interests, typical, frustrating, demonstrate, extensive vocabulary, to synthesize problems, to integrate ideas, disciplines, logical associations.
WARMING UP
10.2 Before you start reading the text explain the term “talented” in English.
READING
10.3 Read the text making use of the active terminological vocabulary.
Text l
GIFTED INDIVIDUALS
AND THEIR SOCIAL AND EMOTIONAL NEEDS
"Giftedness is not something you do. Giftedness is something you are." Gifted children are unique individuals with unique needs. They are different, whether they want to be or not. When thinking about what it means to be "gifted," people usually think of intelligence or perhaps talent. Rarely do people think of unusual personality traits or the social and emotional characteristics that a gifted person might possess. Yet if asked to describe a gifted individual that they know, people almost always list personality descriptors. A common descriptor that emerges is intensity: intensity of thought, intensity of purpose, intensity of emotion, intensity of spirit, intensity of soul. A gifted child must learn to channel this "intensity" and the adults in his/her world should learn to help.
Leta Hollingworth was one of the pioneers of gifted education and the first person who truly tried to understand the special needs of the profoundly intelligent. Hollingworth found through her studies that "children of 140 IQ waste half their time. Those above 170 IQ waste practically all their time in school." Wanting to do something to stop this waste, she started the first school for the gifted in 1922. She did not focus solely on the intellectual aspects of development, but rather incorporated what she considered even more important: "... elements of an exceptional education - challenge, fun, enthusiasm, and new adventures." She found that extremely precocious children were bored in traditional school and that is why they tended to act out.
Also highly intelligent young people have problems with finding friends because their age mates often do not share the same interests. Yet, their intellectual peers may not wish to form friendships with a much younger child, even though they mare share the same interests. Schools for the gifted, such as those started by Hollingworth, offer a place where age mates can also be soul mates: "Like minds, like bodies, like fun."
Another social issue is that many times highly intelligent young people seem to have a negative attitude toward authority. They tend to correct their teachers or peers, which may cause embarrassment or be interpreted as socially unacceptable. Gifted children need to learn patience and tolerance towards those who may not be as intellectually gifted if they want to be accepted by others and develop friendships. A last social issue is the fact that children of profound intelligence tend to question big issues at an early age and the adults around them may not be willing or able to deal with such profound thought and questioning. These young people will not be satisfied with a "that's just the way it is" answer, or a typical busy parent's "because I said so!" response. The need to know and understand the reasons behind things can be frustrating and difficult for teachers and parents to deal with.
CHARACTERISTIC OF GIFTED INDIVIDUALS
Gifted individuals may exhibit some of the following characteristics. Gifted individuals are not a homogeneous group, and therefore, may exhibit these characteristics in varying degrees and intensities. It is not expected that a gifted child will exhibit all of the traits listed nor are the presence of any of these characteristics proof that a child is gifted.
GENERAL INTELLECTUAL ABILITY
- Have varied interests and exhibit curiosity; strong curiosity; asks questions about everything and anything.
- Demonstrate a high level of language development and verbal ability; has extensive vocabulary; early or avid reader.
- Have an unusual capacity for processing information.
Ability to think and process information quickly; learns rapidly.
Comprehensively synthesizes problems; reasons well. Heightened capacity to recognize verse relationships and integrate ideas across disciplines; reasons things out, comprehends meanings, and makes logical associations. Early use of differential patterns in thought processing.
Is a keen observer.