Английский язык. Методические рекомендации

Контрольная работа № 2

Текст 1. Main Concepts

1.The attitude of the society toward persons with disabilities is changing. Now they are treated much more fairly and humanely than before. This attitude may be characterized by two main concepts: normalization and mainstreaming.

2.The parents wanted to participate in the process of deciding what was the best for their handicapped children. They began to ask for more homelike surroundings for their children, even for those who required considerable physical care. The effort to provide surroundings, opportunities, and programs much like those provided for normal children and adults is known as normalization. The idea originated in Denmark, and it was in the Scandinavian countries that the practice of normalization was first implemented successfully.

3.Mainstreaming is the concept and practice of educating children with handicaps in an environment as nearly normal as possible. According to this concept, children with learning, behavioral, and/ or physical problems are integrated into regular education unless their problems are so severe that they can not be included in regular programs.

4.It doesn’t mean that all students with handicaps will be integrated into regular education, but more and more children than ever before will be placed in regular education. In 1984 the U.S. Department of Education reported that fewer than 7 percent of all

children with disabilities are educated in separate schools or separate environments.Two-thirds of the 93 percent of the children who are in regular schools receive their education in the regular classroom with non-handicapped children.

5.There are several factors that are important for the success of the mainstreaming:

- regular classroom teachers should be able to adapt instruction for students with a wide range of disabilities

- specific criteria for mainstreaming should be developed

- students with disabilities should be prepared for the social and academic demands of mainstreaming

31

-non-handicapped students should be prepared to interact positively with handicapped students

-professionals should coordinate their work

-the progress of students should be evaluated regularly

Задание 1

Прочитайте и устно переведите текст со словарем

Задание 2

Найдите в тексте английские эквиваленты следующим словам и выражениям:

1) окружение; 2) отношение общества; 3) дети с нарушениями в развитии; 4) уход (забота); 5) основные концепции; 6) дети без нарушений в развитии; 7) среда; 8) проблемы в обучении; 9) адаптировать преподавание; 10) процент; 11) проблемы в поведении; 12) вырабатывать критерии; 13) две третьих; 14) физические нарушения; 15) широкий диапазон нарушений; 16) требования; 17) взаимодействовать; 18) интеграция; 19) оценивать; 20) несколько факторов; 21) участвовать.

Задание 3

Переведите на русский язык следующие предложения из текста, обращая внимание на различные способы перевода глаголов в страдательном залоге:

1.Now they are treated more fairly and humanely…

2.It was in the Scandinavian countries that the practice of normalization was first implemented successfully…

3.Children are integrated into regular education…

4.More and more children will be placed….

5.Children are educated in separate schools…

Задание 4

Напишите по-русски, как вы понимаете определение понятий, приведенных в тексте:

- «Normalization» (абзац 2) и «Mainstreaming» (абзац 3).

Задание 5

Найдите в тексте предложения, в которых мы видим употребление страдательного залога после модальных глаголов «can», «may», «should» (абзац 1, 3, 5). Выпишите подлежащее и сказуемое из этих предложений и переведите их (6 примеров).

32

Задание 6

Преобразуйте следующие предложения из действительного залога в страдательный:

1.Many states prohibited this practice.

2.Professionals must coordinate their work.

3.His ski instructor meets Erik.

Задание 7

Подберите соответствующий перевод для данных предложений:

1.Мне рассказали интересную историю.

2.Им задали много вопросов.

Задание 8

Переведите предложения на русский язык.

1.If individuals with handicaps were grouped together in the special school, that school could be better designed and equipped for their needs.

2.Morechildrenareaccommodatedinspecialclassesinregularschools.

3.Resource rooms were developed to assist them in improving reading skills.

4.These rooms have been used with children who are visually or hearing impaired.

5.Now it is not considered a good practice to place a youngster in an institution with two thousand other people.

Текст 2. Girl Speaks First Words via Computer

Children usually say their first words between the ages of nine and eighteen months. Here is a case where a young lady said her first words at the age seventeen years. «I am Vicki Karuso» is a simple four word phrase. But in 17 years Vicki Karuso has not been able to say those or most other words. Vicki has had a cerebral palsy since birth and is so severely handicapped that she has almost no control over her body and can speak only a few unintelligible words.

33

On Wednesday, for the first time in her life, Vicki was able «to speak»bypressingherheadagainstanelectronicswitchwhichhelped her choose words that were then spoken by a talking computer. «I am VickiKaruso»,shetappedoutwithherhead.Asmileexplodedacross her face as she heard the words come out of the speaker. And she quickly tapped out «I want water. I like to talk», from the computer’s vocabulary.

«This is fantastic», said Mary Abler, whose 14-year-old daughter, Jane, has been working most of this year with the Michigan State University professor who developed the computer system that Vicki first used on Wednesday. Both Vicki and Jane are patients at the Plymouth Center for Human Development which is run by the State Department of Mental Health for retarded people who have half or less normal intellectual ability.

The computer “speech synthesis system” which brought the smile to Vicki Karuso’s face was developed by John Bryson Eulenberg, a professor of computer science. For most of this year he has been working on different systems that let handicapped people who have control over any part of the body operate a switch which selects words a computer can then speak for them.

Задание 1

Прочитайте и устно переведите текст со словарем

Задание 2

Найдите в тексте следующие английские слова и определите, в каком из трех значений они употребляются в данном контексте:

1. age

а) возраст, б) период, в) век

2. tap

а) кран, б) стук, в) стучать

3. patient

а) пациент, б) больной. в) терпеливый

4. run

а) бег, б) бежать, в) управлять

5. case

а) случай, б) заболевание, с) судебное дело

34

6. switch

а) прут, б) переключатель, в) переключать

7. speaker

а) оратор, б) спикер, в) громкоговоритель

8. state

a) штат, б) государство, в) государственный

Задание 3

Переведите подчеркнутые придаточные предложения из текста.

Задание 4

Заполните пропуски союзами – who, whom, which, that, if, unless, whether, after, before, as soon as, till (until), as, while, because.

Укажите тип придаточного предложения (дополнительное, определитель-

ное, времени, условия, причины и т. д.).

1.Here is the man ……… you have spoken over the phone with

2.……… it was hot we decided to have a swim.

3.Tom said ……….. he was feeling ill.

4.I do not know ………..she is going to visit us.

5.Joe can not hear ……… you shout.

6.I’ll come ……….. I finish my work.

7.She asked me ……… I spoke English.

8.You must visit the museum ………. you leave.

9.Wait here ……. I come back.

10.Gerry works in a company ………. makes typewriters.

11.We had to return home ………. it started to rain.

12.It’s raining. We’ll get wet ……….. we go out.

13.You’ll feel better ………. you get something to eat.

14.The girl ………. was injured in the accident is now in hospital.

Задание 5

Прочитайте предложения и проанализируйте их структуру. Найдите главное и придаточное в каждом из них (1-5 - придаточное определительное, 6-10 - придаточное условия). Переведите эти предложения на русский язык:

1.Have you found the keys you lost?

2.Most of the people I invited to the party could not come.

3.The fish we had for dinner was really delicious.

4.Do you know the girl Tom is talking to?

5.I was not interested in the things they were talking about.

35

6.If I knew her number, I would telephone her.

7.If you stopped smoking, you would probably feel better.

8.If I were you, I would not buy that coat.

9.If we don’t hurry, we’ll be late.

10.If I had known you were ill, I would have gone to see you.

Текст 3. The power of labels

Kurt Vonnegut’s best-selling novel Slapstick is not about handicapped individuals, but two of the central characters are portrayed at one time as being retarded and later as exceptionally gifted. Here’s what happened in the story:

Eliza and Wilbur are twins. When they were born, they were so ugly that their parents thought they were monsters. On the decision of parents the children were taken away and nurses took care of them. Their parents expected them to die by the time they were fifteen years old and wanted only to make them comfortable during this time. Their physical needs were completely taken care of by others, and they were never expected to become independent or learn anything. Actually, Eliza and Wilbur were very intelligent. On their own, they discovered all the secret passages in the old house where they lived. More important, they discovered the library and taught themselves to read. They got great knowledge by reading many of the books in the well-stocked library.

By accident, on their fifteenth birthday, they hear their parents discussing them and learn that their parents are anxious for them to die. During the conversation their mother says that she might have some hope if she could see just one spark of intelligence in her children. That is all that Eliza and Wilbur need. Nobody before was interested in their being intelligent. They decide to inform their parents about their intelligence by making a banner:

Dear mater and pater,

We can never be pretty, but we can be as smart or as dumb as the world really wants us to be.

36

Your faithful servants, Eliza Mellow Swain

Wilbur Rockefeller Swain

You can imagine the shock of those who know them, especially their parents. Eliza and Wilbur are astonished at the reaction and apologize: “We simply did not realize that anybody wanted us to be intelligent,” said Eliza.

Задание 1

Переведите текст письменно со словарем.

Задание 2

Напишите ответы на вопросы о своей работе:

1.Have you got a job?

2.What are you?

3.What is your education?

4.Where do you work?

5.How many days a week do you work?

6.When does your work begin?

7.How do you get to work?

8.How much time does it take you to get to work?

9.What do you usually do at work?

10.How long does your working day last?

11.Doyousometimeshavetoworkintheeveningsorattheweek-end?

12.Do you like your work? Why?

13.Would you like to change your job?

14.Where would you like to work?

Задание 3

Напишите 10-12 предложений об одном дне из вашей жизни.

37

Дополнительные тексты для самостоятельной работы

(2-я сессия)

Text A

Fromtheearly1800stothepresentday,groupsofconcernedparentsand othershaveprotestedagainstthecruelandinhumantreatment peoplewho were mentally retarded. These unfortunate people were sometimes kept in cages, chained, beaten with rods. Through the great efforts of humanists like Dorothea Dix and Samuel Gridley Howe, and later through the work of parent groups the public at large became more informed about the needs of children and adults with handicaps. But it took a very long period of time to change the life of people with disabilities. In the twentieth century, parent groups such as the National Association for Retarded Citizens put pressure on the state to change the legislation. Only the combined efforts of professional groups, parents and lawyers forever changed the way the United States deals with children and adults who are disabled. It is now the law of the land that all persons, regardless of the type or severity of handicap, must be given access to a free appropriate public education, housing, transportation and jobs. It is against the law to deny a person such access simply on the basis of handicap.

Text B. Case study – Karen.

In the past years, most people with Down syndrome spent their lives in institutions for the retarded. Fortunately, Karen, now age twenty-four, has led a more normal life. Karen is the third child in a family of three children. She came rather late: her mother was thirty nine years old when she was born, and Karen was twelve years younger than the second-born child. Only a day or two after Karen’s birth, the doctors informed her parents

that she had Down syndrome. The doctors said that Karen almost certainly would be retarded. Some of her parents’ friends suggested that Karen be institutionalized immediately, before her parents formed too strong an attachment to her.

Karen’s parents, both well-educated, were stunned by the information and bewildered by the different opinions and pessimistic prognoses passed on by friends and people in the hospital. Eventually, they decided that Karen had the right to be treated like any other child, and they decided to keep her at home.

Karen’sparentsoftenhadthesecondthoughtsabouttheirdecision.Karen was often ill. Strangers stared at her in the streets. It was very difficult for the parents to find the right babysitters. The progress in academic subjects was very slow during her school years. In balance, though, the decision to keep Karen at home was a wise one. Karen was usually fun to be with. She

really had no more behavior problems than any other child, and her smiles seemed brighter.

38

Karen went to a special private preschool sponsored by the local Association for Retarded Citizens. Then she spent most of her public school life in special classes. By the time she reached high school age, her language and reading levels approached those of a second grader. She learned to read “survival” words and to follow directions and ask questions for information.

Two years ago, Karen moved into a small group home with five other women who are moderately retarded. They are supervised by the house parents, but they are responsible for care of themselves and their rooms, and they share the cooking. Monday through Friday mornings, Karen and another resident take the bus across the town to the sheltered workshop. Karen works all day and earns enough money to pay for her clothing, her lunch, her bus fare, and entertainment. She earns about 50 per cent of what a nonretarded worker might make, only because she does not work as fast, not because of discrimination.

Karen feels good about herself and is very happy. Karen’s parents, who are in their sixties, are now reassured that their daughter is well cared for. They are relieved that Karen is at least semi-independent and that her future seems secure and bright.

Text C. Some Eminent People with Learning Disabilities

Nelson Rockefeller, who served as vice president of the United States and governor of the state New York, suffered from severe dyslexia, which is extreme difficulty in learning to read. His poor reading ability kept him from achieving good grades in school, and the affliction forced him to memorize his speeches during his political career.

As a child, Thomas Edison the ingenious American inventor, was called abnormal and mentally defective. Writing in his diary that he was never able to get along at school, he recalled that he was always at the foot of his class. His father thought of him as stupid, and Edison himself described himself as a dunce.

August Rodin, the great French sculptor, was called the worst pupil in his school. Because his teachers diagnosed Rodin as uneducable, they advised his parents to put him out to work, although they doubted that he could ever make a living.

Woodrow Wilson, the scholarly twenty-eighth president of the United States, did not learn his letters until he was nine years old and did not learn to read until age eleven. Relatives expressed sorrow for his parents because Woodrow was so dull and backward.

Albert Einstein, the mathematical genius, did not speak until age three. Until he was seven he formulated each sentence silently with his lips before speaking it aloud. School work did not go well for youngAlbert. He had little facility with arithmetic, nor special ability in any other academic subject, and great difficulty with foreign languages. One teacher predicted that “nothing good” would come of him. Einstein’s language disabilities persisted

39

throughout his adult life. When he read, he heard words. Writing was difficult for him; and he communicated badly through writing. In describing his thinking process, he explained that he rarely thought in words; it was only after a thought came that he tried to express it in words at a later time.

Text D. Extract from a talk by Dr. Spock, the pediatrician

I think in the previous centuries, and still in the first half of the twentieth century, parents felt they had to intimidate their children, just the way I was intimidated, scolded all the time, made to feel evil, threatened with loss of love, and maybe some kind of punishment. I used to be scared of my parents, I was scared of the policeman on the block, I was scared of my teachers. I was scared of barking dogs. I was scared of bullies. Now I think it was Freud and Dewey particularly who changed that point of view. Freud said in so many words, it isn’t by disciplining or intimidating your children, it’s by loving them, then they love you, and they want to grow up to be mature people like you. In other words it’s the love between parent and child than makes them mature, and become responsible. And I think it was Dewey who said, you do not have to force children to learn, they are wild to learn. I think both of these philosophers gave parents more trust in their children. I think my job was to translate this into ordinary language and apply it to ordinary home situations. And that what the book really says is, not only trust yourself as a parent, it says, trust your children. They will want to grow up responsible. So I think many fewer parents tried to intimidate their children in the last twenty-five years. And I think that is why their children are that independent…

Контрольная работа № 3

Существительное в функции определения

Задание 1

Переведите на русский язык:

1) рarent groups, 2) vision problems , 3) weekend parents, 4) education program, 5) day school, 6) bowel and bladder function, 7) mathematics skills, 8) assembly programs, 9) group home, 10) equipment demonstration, 11) computer system, 12) four-word phrase.

Неопределенные, возвратные и усилительные местоимения

Задание 2

Заполните пропуски местоимениями some, any, no или их производными

(somebody, anybody, nobody, something, anything, nothing)

40