Broaden your mind in the world of translation. Учебное пособие

6 Homes are therefore judged in part by their nearness to expressways and paved roads and to rail and bus transportation.

7 Japan topped the United States, France, West Germany, and the United Kingdom in 1987 in new dwellings but was last among them in residential buildings per 1,000 people and floor area per building.

6 Make up the sentences from the following words:

1 housing, quality, obviously, shelter, means, simply, more, than, most, people, to. 2 to, the 1930s, up, it, essential, was considered, dining room, a, separate, to have.

3 walk-in closets, fashionable, and, dressing rooms, the master bedroom, between, and, bathroom, have become.

4 and, or, are, options, popular, decorating, wallpaper, wood, paneling, plywood

5 dwellers, apartment, normally, have, space, no, open, private, but may, there, yards, be, or, that, patios, can, they, share, other, with occupants, their, of, building.

6 is, determined, accessibility, by distance, not, only, from, dwelling the, but, by the time, also, and, journey, cost, of, the.

7 the United States, is, quality, generally, of, better, greater, and, in, supply, countries, than, that, of, other, housing, in.

7 Copy all the nouns starting with “a” out of the text and make up a logical sentence, using as many nouns as you can.

8 Write down the passage, written below, in the Future Simple Tense.

Housing in the United States is generally of better quality and in greater supply than that of other countries. The main question, however, is whether its housing needs are being met at a rate which its own people consider reasonable. Also important is whether each family has at least the minimum quality of housing necessary for health, comfort, and selfrespect.

9 Match the following idioms to their Russian equivalents:

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10 Translate the dialogue from Russian into English:

Мэри: Привет, Сьюзен! Я слышала ты переехала в новую квартиру?

Сьюзен: Да, теперь я живу неподалеку от офиса.

Мэри: О, это очень удобно! Как тебе твоя новая квартира? Нравится?

Сьюзен: Да, очень. Она светлая, с большими окнами и высокими потолками. Еще мне нравится, что там есть два балкона и кладовка.

Мэри: А сколько там комнат?

Сьюзен: В ней две комнаты, кухня, прихожая, ванная.

Мэри: А комнаты там большие?

Сьюзен: Зал большой, а спальня маловата, но мне подходит.

Мэри: Это дорого?

Сьюзен: Нет, довольно дешево, правда.

Мэри: А что на счет кухни? Она просторная? Ты уже обставила её?

Сьюзен: Кухня средних размеров. Там уже есть газовая плита, холодильник, стол,

несколько табуретов, шкаф и полки для посуды.

Мэри: Здорово! А какой вид из окна? Там шумно?

Сьюзен: К сожалению, да. На улице оживленное движение, так что в квартире немного шумно.

Мэри: Ну это я думаю небольшой недостаток, всё-таки там больше преимуществ,

раз ты её выбрала?

Сьюзен: Меня все устраивает, только еще минус в том, что в ней пока холодновато – отопление работает плохо.

Мэри: Ну со временем все наладится. Поздравляю тебя с новосельем!

Сьюзен: Спасибо. Жду тебя на праздничный ужин.

11 Retell the text in details.

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12 Speak about the housing standards in Russia.

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3 Unit Education

History of Preschool Education

The earliest institutions for educating very young children were charitable enterprises that were founded to care for the children of the rural and urban poor while their parents worked. In 1767, in what is now the Alsatian region of France, Johann Friedrich Oberlin organized an infant school called the salle d'asile ("hall of refuge") for the care and schooling of small children while their parents worked in the fields.

The idea soon caught on, and within a few years similar schools had been founded in a number of French and German cities. In 1833 the French government made these infant schools part of the national educational system.

In 1816 the noted Scottish social reformer Robert Owen founded an "Institute for the Formation of Character" as part of his model community at New Lanark, Scotland. It took care of children of workers at the cotton mills, from about 18 months to 10 years of age; and there were separate infant classes for 2- to 5- yearolds. The New Lanark experiment led to the opening of England's first infant school in London in 1818 by James Buchanan, the man who had directed Owen's institute.

In Italy, a Roman Catholic priest named Ferrante Aporti started an infant school at Cremona in 1829. He had been dissatisfied with the progress made by children in elementary schools. Therefore, in order to prepare them for later schooling, he devised an educational plan that combined intellectual, physical, and moral training for preschool children.

The chief drawback of these early maternal schools was that they were largely copies of schools for older children. Young children were required to sit in rows in large classrooms, recite lessons, and spend hours doing reading, writing, and arithmetic.

The change in direction of schooling for the very young came with Friedrich Froebel, the German founder of the kindergarten. He believed that childhood was a special phase in life, during which the individual learned largely through play. He felt that young children should not be subjected to formal instruction, as were older children, but should learn through "self-activity" in play and imitation. They should also be allowed to rest

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during the day and not be forced into rigid classroom patterns of schooling. Froebel opened his first kindergarten at Bad Blankenburg in 1837. Within 25 years after his death in 1852, his educational theories had spread to the extent that kindergartens had been started in Austria, Belgium, Germany, Canada, Great Britain, Hungary, Japan, The Netherlands, Switzerland, and the United States.

Probably the most famous name in the history of preschool education is Maria Montessori, a researcher in educational theory who had studied medicine in Rome. She began her studies of educational problems while working with culturally deprived and mentally deficient children at the Orthophrenic School in Rome, Italy, in 1899. To put her theories to work on normal children, she opened her Casa dei Bambini (Children's House) in 1907. Within a few years her methods had become world famous, and Montessori schools were started in many countries.

The basis of the Montessori theory was that children go through a series of phases during which they are particularly ready to learn certain skills such as reading and arithmetic. If these early periods are missed in the schooling process, later difficulties in learning may result. Therefore, she believed, all children should be given a measure of freedom to work at their own pace, without the tension that results from being in competition with others. The amount of freedom allowed was not absolute, however, for she believed that all freedom must be combined with self-discipline and a respect for authority. The individual initiative and self-direction allowed to children in her school were combined with group exercises and learning social manners. The children learned to read, write, count, and express themselves artistically.

Group training of children below kindergarten age gained impetus in England shortly before World War I, under the guidance of Margaret and Rachel McMillan. They established nursery schools in the slum districts of London to help improve the physical and mental condition of children living in these poorer areas. The aim of the nursery schools was to make up for any neglect of the children at home and to provide early schooling and care.

The 20th century has also been a time of experiments in "collective upbringing" in several societies. Early in the century, when Jewish settlers were arriving in Palestine, they

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established communes called kibbutzim. The early kibbutzim freed parents for work by caring for their children. All children from birth to 1 year lived in an infant house and were cared for by one or two kibbutz members. Later, they resided in a toddler house until they were 4 years old. In many modern kibbutzim children live with their parents until school age but spend their days with the other kibbutz children.

Vocabulary

charitable – благотворительный drawback – препятствие, помеха deficient – недостаточный, недостающий

impetus – стремительность, сила движения slum – трущобы

to reside – проживать, жить

toddler – ребенок, начинающий ходить

Learning activities

1 Answer the following questions:

1 Who organized an infant school called the salle d'asile ("hall of refuge")?

2 In 1816 the noted Scottish social reformer Robert Owen founded an "Institute for the Formation of Character" as part of his model community at New Lanark, Scotland, didn’t he?

3 When did a Roman Catholic priest named Ferrante Aporti start an infant school at Cremona?

4 Where did Froebel open his first kindergarten?

5 Did group training of children below kindergarten age gain impetus in England shortly before World War I, under the guidance of Margaret and Rachel McMillan?

6 What was the aim of the nursery schools?

7 Did all children from birth to 1 year live in an infant or a toddler house?

2 Transcribe the words from the text and use one of them in the sentence of

your own: charitable enterprises, elementary school, drawback, kindergarten, freedom,

authority, individual initiative, self – direction, self – discipline, guidance, collective

upbringing, toddler house.

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3 Match the words in the box to their definitions:

1 a business, venture or company;

2 any action or process undertaken to discover something not yet known or to demonstrate something known;

3 the exercise of authority over a state, district, organization, institution, etc.; direction; control; rule; management;

4 a set or arrangement of things so related or connected as to form a unity or organic whole;

5 a school for children aged five to seven;

6 a school or class for young children, usually four to six years old, that prepares them for first grade and that develops basic skills and social behavior by games, exercises, music, simple handicrafts, etc.;

7 a school of the first six grades (sometimes, first eight grades), where basic subjects are taught;

8 a way or method in which something is done or happens; mode or fashion of procedure; 9 the smallest administrative district of local government in France, Belgium, and some other countries in Europe;

10 a usually heavily populated area of a city, characterized by poverty, poor housing, etc.;

11the force with which a body moves against resistance, resulting from its mass and the velocity at which it is set in motion;

12a school for very young children, usually three to five years of age.

4 Replace the underlined words by appropriate personal pronouns:

schooling of small children while their parents worked in the fields.

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