Английский язык. Методические рекомендации

Синтаксис:

-Сложносочиненное и сложноподчиненное предложения.

-Главное и придаточные предложения.

-Союзное и бессоюзное подчинение определительных и дополнительных придаточных предложений.

-Условные предложения трех типов.

NB! Выполнение к/р № 2.

Работа с дополнительными текстами. Зачет

III этап (3-й семестр)

Морфология:

• Имя существительное

- Существительное в функции определения и его перевод на русский язык.

• Имя прилагательное и наречие

- Сравнительные конструкции и способы их перевода (the sooner … the better …)

• Глагол

-Неличные формы глагола.

-Инфитинив и его формы (Infinitive Active, Passive, Perfect, Continuous).

-Особенности перевода инфинитива на русский язык.

-Причастие – Participle I и Participle II в функции определе-

ния и обстоятельства.

-Сложные формы причастия – Participle I (Passive, Perfect Active)

-Причастные обороты.

-Герундий – Gerund.

• Строевые слова

Многофункциональность строевых слов: it, that, one, because, because of, as, since, till, until, due to, provided, both, ei-

ther, neither.

NB! Выполнение к/р № 3.

Работа с дополнительными текстами. Экзамен.

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КОНТРОЛЬНЫЕ РАБОТЫ

Контрольная работа № 1

Текст 1. My Friend Eric

I would like you to meet a very special friend of mine. His name is Eric Lilliequist. He is eleven years old and lives in Boulder, Colorado, with his mother and dad and sister Maria.

The first time I saw Eric he was zooming down a steep hill on skis with a grin a mile wide across his face. His bright red hair was sticking out from under his knit cap. He was wearing yellow goggles. But it was something else he was wearing that caught my eye (1). Over his parka he had on a bright orange vest, and printed on this vest were the words BLIND SKIER!

Yes, Eric is completely blind. He was born blind, but that has not stopped him for a single minute. Even though he lives in a world of total darkness, there are few things he doesn’t try to do (2).

Every Sunday during winter Eric boards the ski bus for the twohour ride to Winter Park Ski Area high up in the Rocky Mountains. There he is met by his ski instructor, Cricket Counce. She has been teaching Eric for two years. This was hard because she could not show him how; she had to tell him how. They ride the ski tow up the mountain just like everyone else. But the big difference is coming down the hill. Cricket stays right behind Eric and tells him which way to go and when to turn (3).

Eric also plays the piano. He has to practice just like anyone who wantstolearntoplaywell,buthehastomemorizeeachnotebecause, of course, he can’t read music.

But Eric does read books. All of his books are printed in Braille. Eric reads every issue of Jack and Jill from cover to cover. He gets

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his copy written in Braille. It is his favorite magazine. He can hardly wait each month for it to come (4).

Eric must work very hard at everything he does, but he still is a happy person. I am very proud to have Eric as a friend, for he truly is special (5).

Задание 1

Прочитайте и устно переведите текст со словарем.

Задание 2

Найдите в тексте предложения, в которых сказуемое употреблено в следующих временах: Present Indefinite, Past Indefinite, Past Continuous, Present Perfect, Present Perfect Continuous – по 1-3 примера на каждое время.

Выпишите из этих предложений подлежащее и сказуемое, переведите их и укажите время глагола.

Задание 3

Найдите в тексте три предложения с модальными глаголами. Выпишите эти предложения и переведите их.

Задание 4

Найдите в тексте три предложения с заменителями модального глагола ‘must’ (2 – в настоящем времени и 1 - в прошедшем), выпишите эти

предложения и переведите их.

Задание 5

Переведите следующие словосочетания из текста, обращая внимание на

предлоги:

For two years, for a single minute, for two hour ride, up the mountain, down the hill, right behind him, stick out from under his cap, over his parka, during winter.

Задание 6

Найдите в тексте английские эквиваленты следующим словам и выражениям:

1) улыбка во весь рот, 2) бросилось мне в глаза, 3) слепой от рождения, 4) большое отличие, 5) мало, 6) совсем как, 7) конечно, 8) едва, 9) тем не менее, 10) как (в качестве), 11) но, 12) потому что, 13) ибо (так как), 14) хотя.

Задание 7

Переведите подчеркнутые предложения на русский язык.

Задание 8

Напишите ответы на вопросы по тексту:

1. What is his name?

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2.Where does he live?

3.Has he any brothers or sisters?

4.What disability has Eric?

5.How long has he been blind?

6.What does Eric like to do in winter?

7.Who teaches him to ski?

8.How long has she been teaching him?

9.What musical instrument does Eric play?

10 What does he have to do in order to learn to play well?

11.What books can he read?

12.Is Eric a happy person?

Текст 2. A Day in the Life of a Resource Room Teacher

1.Ms.Arkin has a resource room in an elementary school. This school has one first grade, one second grade, two third grades, and three each of grades four, five and six. The school also has classes for children who are mildly and severely mentally retarded. Today Ms.Arkin will see twenty youngsters who will spend different amounts of time in her resource room.

2.The youngest child, MaryAnn, is first-grader. She spends ten to fifteen minutes per day working individually with Ms.Arkin on visual perceptual skills. MaryAnn has problem differentiating letters. It’s difficult for her to trace letters and shapes. Other than this problem, MaryAnn is a capable young girl; she is of normal intelligence and is well accepted by her classmates.

3.Most of Ms.Arkin’s day will be spent with small groups of fourth, fifth, and sixth graders who have mild or moderate reading problems and who can not keep up with their classmates in reading. Ms.Arkin works with them either on an individual or a small-group basis to improve their reading skills. One boy has a serious problem in mathematics. All of these youngsters spend most of their day in their regular classes.

4.Ms.Arkin will spend part of her day working with three youngsters who will soon return to regular class situation. They spent three years in special classes. Now they will need some new social skills,

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for example they will need to be more independent in a class of thirty (after a special class of ten or fifteen). Ms.Arkin is also working to prepare them for the transition to the academic program of the regular class (she gives the same exercises as in the regular class).

5. Finally, Ms.Arkin will spend part of the day talking with regular class teachers about the problems of children who are getting the services in the resource room or who have had such services in the past but now get all their education in the regular classes.

Задание 1

Прочитайте текст и устно переведите его со словарем.

Задание 2

Найдите в тексте предложения, в которых сказуемое имеет форму Future Indefinite Tense (три примера) и Present Continuous Tense(два примера).

Выпишите подлежащее и сказуемое из этих предложений, переведите их и укажите время глагола.

Задание 3

Подберите пары «прилагательное + существительное» из групп 1 и 2:

1)regular, severe, special, academic, motor, serious, mental, normal, elementary;

2)problem, intelligence, school, skills, retardation, program, education, class, difficulty.

Задание 4

Прочитайте следующие предложения. Если их содержание соответствует тексту, напишите рядом букву R (right), если нет – W (wrong)

1.Ms.Arkin works in a special school.

2.There are special classes in this regular school.

3.Ms.Arkin is a special teacher.

4.She works with children of the first grade.

5.MaryAnn is mentally retarded.

6.MaryAnn has serious difficulties in mathematics.

7.Ms.Arkin usually works with children individually.

8.Some children spent three years in a special class and soon they will return to a regular class.

9.There are thirty children in a special class.

10.Ms. Arkin is going to speak with regular teachers about the problems of children.

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Задание 5

Подберите английские эквиваленты из правой колонки для русских слов и выражений:

Задание 6

Напишите вопросы к следующим ответам:

1.………………………………… She is a resource room teacher.

2.………………………………… Twenty youngsters.

3.………………………………… MaryAnn.

4.………………………………… Yes, it is.

5.………………………………… Yes, she is.

6.………………………………… No, they can’t.

7.………………………………… In the regular classes.

8.………………………………… Some new social skills.

9.………………………………… Three years.

10.…………………………………About children who got these services in her room in the past.

Задание 7

Найдите в тексте и выпишите одно прилагательное в сравнительной степени и одно прилагательное в превосходной степени. Переведите эти прилагательные.

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Задание 8

Переведите абзац № 3 и № 4 письменно на русский язык.

Текст 3. Project Special Friend

ChristinePoormanisateacherofspecialclassatLemontelementary school.Herstudentsareseverelyretardedandhavedifferentandbasic needs. So they could never be candidates for the regular classroom. To solve this problem she made the “Project Special Friend”. Her idea was to bring the regular classes to her students. This was done after the consultation with her supervisor, building principal, other teachers and finally the building’s students.

«We wanted to help children know all kinds of differences in other children and to accept those differences», she said.And it’s working. The attitude of children changed. Nobody really knew or understood what the children’s problems were, and there was some fear of them («because they are different»).

It looks like a busy little factory. Two boys are working with Johnny, a profoundly retarded child who can’t sit, stand, walk or talk. They teach him to feed himself, to be more active. Others are helping Eric learn to play ball. Two more are encouraging Mary Beth to follow directions. Another group is timing Jeffrey while he puts a puzzle together.

The project started only with a few students who volunteered to help the special children. But when the helpers returned to their classrooms and told about their experiences, more students got interested. Now 83 regular students participate in the program.

Задание 1

Переведите текст письменно со словарем.

Задание 2

Напишите ответы на вопросы о себе и своей семье:

1.What is your name?

2.How old are you?

3.Where do you live?

4.Is your family large?

5.How many are you in your family?

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6.Have you got any brothers or sisters?

7.Are you married?

8.When did you get married?

9.Have you got any children?

10.When and where did you finish school?

11.What did you do after finishing school?

12.What do you like doing in your free time?

13.Have you got any hobby?

14.What are you fond of?

15.What are your plans for future?

Задание 3

Напишите 7–10 предложений на тему по выбору:

1.My friend (son, mother, sister, etc.)

2.My interests (books, sport, art, music, etc.)

3.My last week-end

4.My last holiday

5.My town

Дополнительные тексты для самостоятельной работы (1-я сессия)

Text A. Full-time Residential School

The most restrictive placement is a full-time residential school. This type of placement was much more common in the first half of the century. Today only the most severely handicapped youngsters live and go to school of residential type. As a rule, they are severely mentally retarded or mentally ill. Also there are residential schools for students who are deaf.

The concept of full-time residential placement has changed in the last ten years. Now it is not considered a good practice to place a youngster in an institution with two thousand other people. Full-time residential placement at its best is a small, homelike situation with four or up to perhaps a dozen individuals living in a house in a traditional residential neighborhood.

In those cases where the individual’s health or physical condition dictate it, a hospital may be necessary. Also, a more restrictive environment may be necessary for an individual whose behavior is self-destructive or overly aggressive, in order to maintain the safety of both the individual and others.

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Text B. Samuel

Samuel, age sixteen, has an IQ of approximately 30. He has slight cerebral palsy, which causes him to walk with a jerky motion, but he can get around on his own and is able to feed himself with some difficulty. Samuel lives in a group home with five other moderately and severely retarded teenage boys. The group home is staffed with a full-time housemother and housefather who are relieved by weekend houseparents. In addition, other staff members are available at various times during the week to help with bathing, feeding, and recreation. From Monday till Friday the boys are transported by the public school bus to a regular public school building, where they are a part of the special class. Although these youngsters need a lot of individual attention and care and are living in a residential institution, the best place for their education is not an institutional school; it is a program

provided in the public school.

Text C. William

William is fifteen years old and has an IQ of approximately 30. He lives in a state institution for the mentally retarded. Some time ago about 2200 residents lived in this institution; now the total number of residents is about 400 individuals. Only the most severely handicapped people stayed there. Although William has some receptive communication skills (he can understand a few words such as William and juice), he has such serious physical handicaps that he is unable to take care of any of his needs. Besides, he has a cleft lip and cleft palate. His case is such that he needs full-time medical care. So, William’s best placement is in the school attached to the institution. His school program focuses on communication, especially helping him learn some ways of expressing his needs.

Text D. Special Day School

The second most restrictive educational environment is a full-time special day school. During the late 1950s and early 1960s, some school districts established special centers for learners with handicaps. The reason was simple: If individuals with handicaps were grouped together in the special school, that school could be better designed and equipped for their needs. This would be especially good for youngsters with physical handicaps and with vision and hearing problems.

In the late 1970s, there was a movement away from separate schools. It was difficult for handicapped children to travel to the special school which was located far from the place of their living. Because of this travel they had a longer school day and got very tired. In fact, many states now prohibited

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this practice. Full-time day schools are becoming less common. More children are accommodated in special classes in regular schools.

Text E. Severely Retarded Youngsters in a Regular Junior High School

Not long time ago I visited a junior high school in a large metropolitan area. On the first floor of this school is a special class for individuals who are severely retarded. There are seven youngsters in this program. They have IQ in the 20s. Two of the seven do not have adequate control of bowel and bladder functions. Two are severely handicapped physically and are confined to wheelchairs. None of them can read, although two can identify boys’ and girls’ bathrooms. The education program for these youngsters

consists mostly of self-care and social skills. For most of the day they are in two rooms which are set up much like home, with furniture and kitchen.

The youngsters go to the regular lunchroom for their meals, although they need assistance with the trays. Also they take part in school assembly programs, special meetings, presentations, and so on. Two of the youngsters attend a music class, and all have lessons of physical education adapted to their individual needs. Although the youngsters are separated for academic programs, there have been serious attempts to help them become a part of the school in other ways. The non-special students in this school have accepted the special youngsters after some period of curiosity and even teasing.

Text F. Part-time Regular Class

Level 4 - part-time special class and part-time regular class is for youngsters who have special problems but who can benefit from regular education. For example, children with visual problems may spend much of the day in regular classes, with a part of their day spent in a special class with other children who are blind. The special class will give them training in Braille reading or in mobility (so that they could move about home and school community).

Text G. Regular Class with Supportive Instructional Services

During the 1960s, the resource room concept became popular for youngsters with learning disabilities. Such youngsters often have difficulty in one or more subjects but can function effectively in others. Resource rooms were developed to assist them in improving reading or mathematics skills. Also these rooms have been used with children who are visually or hearing impaired. For example, the children can dictate their homework or can have readers who will read the exercises for them.

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