Improve, consistent, success.

d) guess the meaning of the following words and word combinations without using the dictionary:

Muscle mass, elementary, models, organized sports, stressors, incest, stress, conflict, cultural, chronic, mainstreaming, deficit, hyperactivity, impulsivity, prenatal, dynamics, amphetamines, hyperactive, concepts, object, conservation, assimilation, accommodation, organization, intellectual, defects, adaptive, forms, Down's syndrome, organic, biologically, tests, analytically, grammar, motivation, standards, model.

e) do the following phonetic exercises:

Ex.1. Transcribe and pronounce the words given below.

Weight, trunks, superior, frequently, enough.

Ex.2. Read the following clusters with assimilation.

That they; that threaten; with some, but do not; related to; gifted children; need to.

Ex.3. Pronounce the words from the text containing the sound [w] correctly.

Weight, whereas, frequently, with, consequences, between, work, noteworthy, well, words, reward.

Ex.4. Pronounce the words from the text containing the sound [r].

Increases, trunks, superior, gross, children, grade, frequently, parents, regard, acculturative, different, receive, free, appropriate, characterized, distractibility, heredity, treatment, from, memory, improved, related, rehearsal, imagery, retardation, average, origin, vocabulary.

Ex.5. Pronounce the words from the text containing the nasal sound [ŋ].

During, strength, lengthens, coping, abilities, living, labeling, mainstreaming, learning, according, beginning, long-term, functioning, think, recognizing.

Ex.6. Pronounce the words from the text containing the voiced sound [ð].

The, that, they, rather, than, smoother, there, their, this.

Ex.7. Pronounce the words from the text containing the voiceless sound [Ө].

Through, growth, both, strength, lengthens, threaten, death.

Ex.8. Pronounce the words from the text containing the sound [v].

Behavior, provide, individuals, environmental, events, divorce, poverty, receive, have, environment, developmental, improved, observed, environmental, above, advances achievement, motivation.

TEXT

Scan through the text making use of the active terminological vocabulary.

Key Terms

achievement-oriented behaviors – нацеленное на успех поведение

attention-deficit hyperactivity disorder – форма расстройства дефицита внимания, в которой гиперактивность является самым заметным симптомом

concrete operational period – период конкретных действий

coping abilities – способности сопротивляться, бороться

cultural-familial retardation – культурно-наследственная задержка в развитии

daily hassles – ежедневные трудности

handicapped or disabled – инвалид

imagery – совокупность мысленных образов (в памяти, в

фантазиях, во сне)

learning disabilities – необучаемость

mainstreaming – мэйнстриминг (мэйнстрим), общий поток, основная группа

mental retardation – олигофрения, задержка умственного развития

noteworthy developmental concepts – заслуживающие внимания концепции развития

rehearsal – намеренное повторение (в уме или вслух) какой- л. информации, чтобы временно удержать ее в памяти

reward – вознаграждение

tax – напрягать, истощать

with regard to –относительно; что касается …

During middle and late childhood, ages 6 through 11 years, growth is 2 to 3 inches per year and weight gain is 3 to 5 pounds per year. Slow and consistent growth increases both muscle mass and strength, lengthens legs, and slims trunks.

Motor behavior becomes smoother and more coordinated during the elementary school years. Boys are usually superior at gross motor skills whereas girls are usually superior at fine motor skills.

Many children are in poor physical shape by the time that they enter the first grade. They frequently do not get enough exercise, and schools do not provide enough opportunities for exercise. Parents are often poor rather than positive role models with regard to exercise.

In middle and late childhood, many children engage in organized sports that can have both positive and negative consequences for children.

There are many stressors that threaten individuals and tax their coping abilities. Environmental stressors include life events (e.g., divorce, incest, or death of a parent) and daily hassles (living in poverty). Acculturative stress entails the negative consequences of conflict between two different cultures. Chronic poverty is also stressful.

Labeling children as handicapped or disabled may have negative consequences for the handicapped children who receive free and appropriate education through mainstreaming. Children with learning disabilities have normal intelligence but have difficulties in one or more academic subjects.

Attention-deficit hyperactivity disorder is characterized by distractibility, impulsivity, and extreme activity. Possible causes include heredity, prenatal damage, diet, family dynamics, and physical environment. Amphetamines have been used with some success in treatment, but do not work with all hyperactive children.

According to Piaget's concrete operational period extends from about 7 years of age to the beginning of adolescence and has such noteworthy developmental concepts as object permanence, conservation, assimilation, and accommodation.

Long-term memory improved during middle and late childhood is related to control processes and learner characteristics. Memory can be enhanced by the use of control processes such as rehearsal, organization, and imagery.

Some extremes of intelligence are also observed in this age. Mental retardation is indicated by below average general intellectual functioning and defects in adaptive behavior. Some forms of mental retardation are: Down's syndrome (organic or biologically based), cultural-familial retardation (environmental in origin). Gifted children are often identified by well-above-average performance on IQ tests.

Children in middle and late childhood begin to think more analytically about words. They also increase the size of their vocabulary and make advances in grammar.

To increase the achievement motivation of their children, parents need to set standards, model achievement-oriented behaviors, and reward children for their achievements. Recognizing that effort is important is a key to good performance in school.