- •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
2.9 Choose one of the problems and make up a dialogue. (a newspaper reporter and a professional.)
Colloquial phrases to use:
To concentrate; to take up new roles and responsibilities; in spite of; meet the needs; please characterize the inclusive education; on the contrary.
Text 3
2.10 Render the text in English: идентификация необычных детей
Влиятельные круги в 1950-ых квалификационных критериев для специальных программ образования начали процесс "определения" необычных детей и молодежи. Этот определенный процесс переместил центр от описания характеристик ребенка к соответствию потребностям ребенка с особенностями специальных программ образования. Одно последствие этого подхода – то, что такие определения являются значащими для педагогов, но не обязательно полезны для практиков в других дисциплинах или для родителей и для широкой публики. Другое последствие – то, что дети упомянуты ярлыками, как будто ярлыки являются свойственно значащими.
Ребенок становится "диагностированным" как необычный, когда он или она встречают квалификационные критерии для участия в специальных услугах образования. Эти критерии типично устанавливаются государственными образовательными агентствами. Таким образом, для образовательных целей, группу детей со специальными потребностями не будут считать необычной, пока соответствующие программы не становятся доступными, и квалификационные критерии для входа в эти программы установлены. В идентификации необычных детей или в праве на избрание относительно специальных услуг образования, школьный район должен рассмотреть услуги и необходимо вмешаться, чтобы дать учащемуся соответствующее образование. Если студент имеет инвалидность, но способен функционировать эффективно и без помощи в правильной программе образования, ребенка не считают необычным. Если ухудшение в некоторый момент ведет к потребности в специальных услугах, то студента считают необычным. Точно так же студент, в настоящее время получающий услуги может в некоторый момент не нуждаться в них; тогда студента больше не считали бы необычным.
Первичный центр на учебных значениях неспособности ребенка, а не на определенных физических или поведенческих характеристиках той неспособности, делает определение необычным далеко не точно. Если потребность студента в специальном обслуживании или учебном вмешательстве могли бы игнорироваться и все внимание, отдано изучению характеристик, педагоги будут иметь намного более легкую работу. Но это могло вести к сверхидентификации детей как необычные. Например, некоторые студенты с физическими недостатками не требуют специальной помощи и могли бы быть невыгодны благодаря специальным образовательным помещениям или использованию специальных услуг.
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.
What do you think of the pluses and minuses of inclusive education in Russia and abroad.
Grammar revision
Ex. 1
Use the proper Tense-forms.
1. Last year I (not study) French. 2. Mr. Brown (work) in the hospital. He (work) in this hospital for 7 years. 3. I (take) lessons of Spanish last winter so I was busier than usual. 4. He (see) a great many films in connection with his work by the time he started to shoot this film. 5. Next week we (buy) a new flat. 6. England (border) on Wales and Scotland. 7. She always (taste) the soup before she serves it. 8. They (live) in Moscow for a year. 9. Mr. Higgings knows Dublin well. He (be) there many times. 10. There is no more pizza, we (eat) it. 11. Bill is my old friend, I (know) him for 20 years. 12. Many buildings (build) in this city every day. 13. The door (lock) by me sister, and we couldn’t open it. 14. It (get) warm. Spring is coming. 15. The first meal of the day (call) breakfast. 16. Is she still writing her novel? – No, it (publish) recently. 17. John (play football) since morning. It’s high time to have lunch. 18. I (read) your book: you can take it. 19. Where are you, Mary? – I’m in the kitchen. I (cook) dinner. 20. We arrived at the station to find that the train (leave) 5 minutes ago. 21. Did Jane really say that she (give) never you this picture? 22. It is cold in this room because the window (open). 23. He (know) the results of the blood test next week. As soon as he knows, he (tell) us. 24. They hope you (repair) everything by the time they come back next summer. 25. Where is you key? – I (lose) it. 26. Mr. Laury is the bank manager. He (be) here for five years. 27. She (walk) down the street when it began to snow. 28. Usually I go to work by bus but yesterday I (walk).
Ex. 2
Make the following statements all types of questions.
1. Separate special education systems have lead to social segregation. 2. Special education is no longer seen as a separate system. 3. Parents and teachers are concerned that the schools might be dismantled or run down. 4. The existing resources and expertise will need to be protected. 5. Inclusive education automatically leads to an inclusive society. 6. Disabled pupil shave the opportunity to become part of the school community. 7. Regular schools have to take up new roles and responsibilities. 8. Special education is a comprehensive and flexible service. 9. Special educators concentrate on students who need the most extensive and intensive help.
Ex. 3
Fill the modal verbs can, could, will be able in the gaps:
Clive Sinclair has introduced a new home computer, the Electron 2000. It … answer the telephone, but it … understand human speech. Sinclair hopes to bring out a computer next year which … do this. 2) Two prisoners escaped from Wandsworth prison yesterday. Warders … stop them because they were locked in a bathroom. The prisoners … climb the 30-foot wall by using a home-made ladder. 3) Nobody … make me do such silly things. 4) When you buy a car, you … visit us more often. 5) The plane takes off at 7 p. m. If you have time you … to see us off tomorrow. 6) The doctor is very busy. He … see any more patients today. 7) Why do you sit at the back of the class if you … hear well?
DEVELOPMENT