- •1. The text is dedicated to Moscow State Teachers` Training University. Say what you have already known about it.
- •2. Pay attention to the following terms:
- •3. Find the sentences in the text in which the word combinations listed above are used.
- •1. What is the English for the following Russian words and word combinations:
- •2. Read the text “Moscow State Teachers` Training University”. Use dictionary if necessary.
- •III. 1. Answer the questions:
- •2. Say whether the following statements are true or false:
- •3. Give synonyms from the text to the following words:
- •4. Which word in the list is odd?
- •6. Fill in the blanks with the words from the text:
- •7. Make up five types of questions on the text. Work in groups - ask your questions to your partner.
- •8. Render the text in English:
- •9. Translate the text into Russian in writing.
- •10. Make a report about higher educational establishments in other countries of the world.
- •11. Read the article “The Insight on Children with Disabilities”
- •1. The text is dedicated to formal and informal education. Remember what information you have already known about it.
- •2. Pay attention to the following terms:
- •3. Find the sentences in the text in which the word combinations listed above are used.
- •1. Find English equivalents to the following Russian words and word combinations:
- •2. Read the text.
- •1. Answer the questions:
- •2. Say whether the following statements are true or false:
- •3. Give synonyms from the text to the following words:
- •4. Fill the blanks with the words from the text:
- •5. Which word in the list is odd?
- •6. Make up five types of questions on the text. Work in groups - ask your questions to your partner.
- •7. Render the text in English:
- •8. Translate the text into Russian in writing.
- •9. Read the article and state which type of education should be applied to the girl.
- •2. Pay attention to the following terms:
- •3. Mark the sentences in the text in which word combinations listed above are used.
- •4. Prove the definition to special education and add new information if there is any.
- •II. 1. Find English equivalents to the following Russian words and word combinations:
- •2. Read the text “Special Education” and translate it into Russian. Use dictionary if necessary.
- •III. 1. Answer the questions:
- •2. Say whether the following statements are true or false:
- •3. Give synonyms from the text to the following words:
- •4. Which word in the list is odd?
- •6. Fill the blanks with the active words:
- •7. Make one sentence with each word and word combination from the lists above.
- •8. Make up five types of questions on the text. Works in groups- ask your questions to your partner and VV.
- •9. Render the text in English:
- •10. Translate the text into Russian in writing.
- •11. Make a report about the systems of special education in other countries of the world.
- •12. Read the article about the International project inclusion week and speak out your point of view.
- •2. Pay attention to the following words and word combinations:
- •II. Find English equivalents to the following Russian words and word combinations in the text:
- •2. Refer to your dictionary to analyze the following extract from the dictionary Roget's New Millennium™ Thesaurus, First Edition (V 1.3.1). Which of them could be used in your work?
- •3. Say whether the following statements are true or false:
- •4. Fill in the blanks with active words and word combinations:
- •5. Continue the sentences:
- •6. Find the synonyms in the text to the following words:
- •7. Which word in the list is odd?
- •8. Here are the titles to the paragraphs of the text in the wrong order. Make that order correct.
- •9. Make up one sentence of yours using the words and word combinations of the pre-reading tasks lists.
- •10. Make up five types of questions on the text.
- •11. Render the same idea in English.
- •12. Make the written translation of the text. Pay special attention to the style features.
- •13. Read the article and comment on the legislative contradictions of the case.
- •1. The text you are going to read is dedicated to brain structure. Look at the picture and give Russian names to the parts of the brain. Brain
- •2. Pay attention to the words in the text:
- •1. Find English equivalents in the text to the following:
- •Read the text:
- •III.1. Answer the questions:
- •2. Give the right definition:
- •3. Say if these statements are true or false:
- •8. Render in English:
- •9. Translate the text into Russian in writing.
- •10.Make a report about a) Microscopic structure
- •I) Genetics
- •2. Pay attention to the following names used in the text:
- •IV.1.Answer the questions:
- •2. Say whether the following statements are true or false:
- •3. Continue the sentences:
- •4. Fill in the blanks with the words from the text:
- •II. 1. Find the following English equivalents in the text:
- •2. Read the text:
- •III. 1. Answer the questions:
- •2. Say whether the following statements are true or false:
- •3. Continue the sentences:
- •4. Fill in the blanks with the words from the text:
- •I. 1. The text you are going to read is about speech therapy. What do you think it is about?
- •2. Remember what you have already known about speech therapy and give the definition of it (in Russian or in English).
- •3. Pay attention to the following terms used in the text:
- •1. Read the sentences in the text where the words and words combinations listed above are used.
- •2. Find English equivalents to the following Russian words and word combinations:
- •3. Read the text “Speech Therapy”.
- •III.1.Answer the questions on the text:
- •2. Say whether the following statements are true or false:
- •3. Find the synonymous words in the text:
- •4. Which word in the list is odd?
- •5. Make up one sentence of your own with the words and word combinations listed above.
- •6. Make up five types of questions on the text.
- •7. Fill in the blanks with active words and word combinations:
- •8. Make up the plan of the text. Here are the titles in the wrong order. Make the order correct:
- •9. Render the text in English:
- •10. Translate two paragraphs of the text in writing.
- •11. Read the text about the value of speech and say whether it is correct.
- •2. Pay attention to the following terms in the text:
- •II. 1. Find English equivalents in the text:
- •2. Read the text “Speech and Clefts”.
- •III. 1. Answer the questions:
- •2. Say whether the following statements are true or false and give the full answer:
- •3. Fill in the blanks with the active words:
- •6. Which word in the list is odd?
- •11. Translate the text “Speech and Clefts” from English into Russian in writing. Pay attention to the examples – they should be in Russian.
- •2. Pay attention to the following words:
- •II.1. Find English equivalents to the following Russian words:
- •2. Read the text.
- •III.1.Answer the questions:
- •2. Say whether the following statements are true or false:
- •3. Continue the sentences:
- •4. Fill in the blanks with the words from the text:
- •2. Read the text:
- •III. 1. Answer the questions:
- •3. Continue the sentences:
- •4. Fill in the blanks with the words from the text:
- •5. Give synonyms from the text:
- •6. Which word in the list is odd?
- •11. Make the written translation of the text. Pay special attention to the examples – they should be in Russian.
- •12. Read the text and make a report about some other approaches onto stuttering. The history of stuttering
- •2. Pay attention to the following terms used in the text:
- •1. Find the following English equivalents in the text:
- •2. Read the text:
- •2. Say whether the following statements are true or false:
- •3. Continue the sentences:
- •4. Fill in the blanks with the words from the text:
- •12. Make a report about the ways of deviational development of speech of children at that age.
- •2. Pay attention to the following terms used in the text:
- •II.1. Find the following English equivalents in the text:
- •2. Read the text: The Development of Speech of the Child from 6 till 12 months.
- •1. Answer the questions:
- •2. Say whether the following statements are true or false:
- •3. Continue the sentences:
- •4. Fill in the blanks with the words from the text:
- •12. Make a report about the ways of deviational development of speech of children at that age.
- •1. The text you are going to read is dedicated to the classification, causes and characteristics of mental retardation. What do you already know about it?
- •2. Pay attention to the terms in the text:
- •1. Find English for:
- •2. Read the text:
- •2. Say whether the following statements are true or false:
- •3. Continue the sentences:
- •4. Fill in the blanks with the words from the text:
- •Give synonyms from the text:
- •Make up the plan of the text. Here are the titles in the wrong order. Make the order correct:
- •7. Make up one sentence with each word from ex I (2, 3).
- •8. Make up five types of questions on the text.
- •9. Render the text in English:
- •10. Make the written translation of the text.
- •11. Make a report about Russian approaches onto mental retardation.
- •2. Pay attention to the following terms and words used in the text:
- •1. Find the following words in the text:
- •2. Read the text.
- •I.1. The text you are going to read is about the Intelligence Quotient (iq). What do you already know about it? If you were to deal with such topic, what would you speak about?
- •2. Pay attention to the following terms used in the text:
- •3. Pay attention to the following names used in the text:
- •II.1. Find the following English equivalents in the text:
- •2. Read the text: The Intelligence Quotient (iq)
- •III.1. Answer the questions:
- •2. Say whether the following statements are true or false:
- •3. Continue the sentences:
- •4. Fill in the blanks with the words from the text:
- •11. Make the written translation of the text.
- •1. The text you are going to read is dedicated to the classification of mentally retarded children on the Intelligence Quotient. What do you already know about it? Is it typical?
- •2. Pay attention to the following terms in the text:
- •1. Find English for the following:
- •2. Read the text:
- •2. Say whether the following statements are true or false:
- •3. Continue the sentences:
- •4. Fill in the blanks with the words from the text:
- •11. Make the written translation of the text.
- •I.1. The text you are going to read is about depression. What do you already know about it? If you were to deal with such topic, what would you speak about?
- •2. Pay attention to the following terms used in the text:
- •II.1. Find the following English equivalents in the text:
- •2. Read the text:
- •III.1. Answer the questions:
- •2. Say whether the following statements are true or false:
- •3. Continue the sentences:
- •4. Fill in the blanks with the words from the text:
- •5. Give synonyms from the text:
- •8. Make up one sentence with each word from ex I (2) and II (1).
- •9. Make up five types of questions on the text.
- •10. Render the text in English:
- •II .1. Find the following English equivalents in the text:
- •2. Read the text:
- •III.1. Answer the questions:
- •2. Say whether the following statements are true or false:
- •3. Continue the sentences:
- •4. Fill in the blanks with the words from the text:
- •II.1. Find the following English equivalents in the text:
- •2. Read the text: Cause of Hearing Loss
- •III.1. Answer the questions:
- •2. Say whether the following statements are true or false:
- •3. Continue the sentences:
- •4. Fill in the blanks with the words from the text:
- •11. Make the written translation of the text.
- •14. Read the article “Guarding against hearing loss”. Make the summary of the general advice.
- •Warning signs
- •Taking precautions
- •1. You are going to read the text “Speech and language development of the deaf”. What do you know about this handicap? What teaching difficulties do such children present?
- •2. Pay attention to the following words and word combinations used in the text:
- •II.1 Find English equivalents in the text to the following:
- •2. Read the text. Speech and language development of the deaf
- •III.1.Answer the questions:
- •2.Make the plan of the text. Here are the titles in the wrong order. Make the order correct:
- •3. Say whether the following statements are true or false:
- •8. Render the text in English:
- •9. Translate the text into Russian in writing.
- •10. Read the article about Laurent Clerk and make a report about any other outstanding people in surdopedagogics.
- •1. You are going to read the text about hard of hearing children. Why do people lose hearing? What can help a hard of hearing child to study?
- •2. Pay attention at the following words and word combinations used in the text:
- •1. Find English equivalents in the text to the following:
- •2. Read the text: the hard of hearing
- •2. Say whether the following statements are true or false:
- •1. Find English equivalents in the text to the following:
- •2. Read the text:
- •1. Find English equivalents in the text to the following:
- •Read the text:
- •1.Answer the questions:
- •2. Make up the plan of the text.
- •3. Say if these statements are true or false:
- •9. Translate the text into Russian in writing.
- •10.Make a report about methods which help handicapped people to overcome isolation.
1. Find English equivalents in the text to the following:
подготовительный этап к любой языковой работе
способность понимать звучащие слова
артикуляция звуков
поток речи
вибрация и давление
шестое чувство
систематическое обучение
основной инструмент
2. Read the text:
LIPREADING
The deaf child as well as the hard of hearing represents an educational problem involving the teaching of speech, language, and lip reading (it is sometimes called speech-reading).
The most important element involved in the education of deaf is lip reading, since they cannot hear the spoken words.
Lip reading is preparatory step to all language work and it is quite independent of speech development.
The words learned in speech-reading must be associated with printed and written words and thus reading and writing are developed. Lip reading is the ability to understand spoken words and sentences by watching the movements of lips and other facial muscles without hearing the speaker's voice.
It is important to speak naturally. Lip reading is made evident not only by the articulation of sounds, but also by the movements of the lips, tongue, muscles of the face, by the positions of the teeth and jaw.
Speech-reading is dependent upon vision. Reception of speech can take place only when speaker and listener are quite close to each other so that the eyes may focus upon the speaker's face and the lip-reader is required to derive meaning from the partial clues he observes. The stream of speech is made up of a series of consonants and vowels placed in well coordinated syllables. Some of the consonant sounds such as k, g, and are not visible on the lips because they are produced within the mouth cavity.
There is a kinesthetic method of teaching lip reading which consists in the following: the child must not only imitate the lip movement of the teacher but must use the sense of touch as well as that of sight.
The pupil places his hand on the teacher's throat as a word is pronounced, then places it upon his own as he attempts to say the required word. The child must get the «feel» of the vibration and pressure felt by the hand when it is placed upon the jaw, the throat or the lips of the teacher.
He is made to realize that the movements he feels must be reproduced, as well as lip movements that he sees. It demands consistent and continuous repetition. Lip reading is recommended to all school children whose hearing loss averages 20 db or more in the better ear.
Lip reading is possibly a sixth sense and it can be looked upon as a substitute for hearing only in the case of the totally deaf.
For all partially deaf it can and should act as support to hearing and is universally helpful to those handicapped in hearing and its systematic teaching is a legitimate part of the special educational curriculum of all ages. A few can learn to lip-read in a year or two but for the majority a longer period of practice is needed and practice day in and day out, on every type of mouth.
Success in learning lip reading varies. Children learn more readily than adults. Women acquire more skill and learn more quickly than men.
Methods used in lip reading changed in the last 50 years. It has started from the
Alphabet system and has gone through syllables and words to the «whole thought» method. The wider use of hearing aids has not changed the need of lip reading.
Lip reading remains a basic tool in the communicative process for all deaf and hard of hearing people.
2. Answer the questions:
Why is lip reading so important in rehabilitation of deaf children?
What does the kinesthetic method consist of?
What is important for perception of speech in lip reading?
Can a person learn to lip-read in a short period?
What changed in the method of lip reading in the last 50years?
3. Make up the plan of the text.
4. Say if the following statements are true or false:
Lip reading depends on speech development.
The person can lip-read only if the speaker is quite close to him.
Some sounds cannot be lip-read.
Lip reading is recommended only to totally deaf children.
A person can learn to lip-read in a month or two.
Methods used in lip reading didn’t change in the last 50 years.
5. Give synonyms from the text to the following words:
to include
to perceive
to repeat
to understand
help
method
6. Make up sentences with words from ex. I (2,3).
7. Make up five types of questions to the text.
8. Fill the blanks with the words from the text:
Lip reading is very important in education of the deaf as they cannot hear the … … .
Lip reading is the … to understand spoken words without hearing the speaker’s voice.
The child must … the lip movements of the teacher.
Lip reading can be a … for hearing for the deaf.
Children learn more … than adults.
Lip reading is a … … in the communicative process.
9. Render in English:
Чтение с губ является важной частью обучения глухих и слабослышащих детей. Для восприятия звучащей речи необходимо, чтобы говорящий и слушающий находились близко друг к другу. Для чтения с губ важна не только артикуляция звуков, но и движения лицевых мышц, языка и губ, положения челюсти и зубов.
Обучение чтению с губ рекомендуется всем детям с потерей слуха. Для слабослышащих чтение с губ может быть поддержкой слуха, а для глухих является его заменой.
Обучение чтению с губ – это долгий процесс включающий постоянное повторение. Широкое использование слуховых аппаратов не повлияло на важность этого метода для обучения глухих и слабослышащих.
Translate the text into Russian in writing.
11. Make a report about other methods of teaching the deaf and hard of hearing.
Problems of social adaptation of the deaf
1. You are going to read the text about problems of social adaptation of the deaf. What are these problems? Who and how can help them?
2. Pay attention to the following words and word combinations used in the text:
complaint – жалоба;
isolate – изолировать;
empathy – сопереживание;
acquiring – овладение;
equals - равные;
irreversible – необратимый;
upset - нарушать, расстраивать, выводить из душевного равновесия;
be inclined to - быть склонным к, подвергаться ;
temporary - временный ;
relief – облегчение;
grief – горе;
identification - отождествление, установление, определение ;
embrace - охватывать, включать;
pain – боль;
benefit – польза.