Английский язык. Методические рекомендации

1.Ann has bought ………… new shoes.

2.Have you lost …………

3.Have you got ……….. money?

4.……….. came to visit me when I was in hospital.

5.I have ……….. brothers or sisters.

Задание 3

Переведите на русский язык:

1.The old lady sat in the corner talking to herself.

2.Tom cut himself while he was shaving this morning.

3.We enjoyed ourselves very much.

4.I repaired the bicycle myself.

5.The film itself was not very good, but I liked the music.

Составные союзы

Задание 4

Заполните пропуски союзами :

as …as; not so … as; either … or; neither … nor; both … and.

1.Chekhov is well known ………. in our country ……….. abroad.

2.Wesaw………you…………Yourfriendatthepartyyesterday.

3.In the evening we ………. watch TV ………. read books.

4.The weather today is ………cold today ………it was yesterday.

5.Is his new picture ………. beautiful ………..his other pictures?

Инфинитив и его функции

Задание 5

Переведите на русский язык:

1.We asked how to get to the station.

2.We decided not to go out because of the weather.

3.I did not know what to do.

4.Jane did not know whether to go to the party or not.

5.Do you want me to come early?

6.He was the first man to arrive.

7.I am saving money to buy a computer.

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Причастие и причастные обороты

Задание 6

Переведите на русский язык:

1) сombined efforts, 2) concerned parents, 3) mixed age groups, 4) lowered expectations, 5) a smiling girl, 6) playing children, 7) a talking computer.

Задание 7

Перепишите предложения и подчеркните причастные обороты. Переведите предложения на русский язык.

1.The best place for their education is a program provided in the public school.

2.All youngsters have lessons adapted to their individual needs.

3.She spends part of the day working with three youngsters who will soon return to regular class situation.

4.Three and one-half years ago, the birth of my daughter Christina changed the lives of nearly everyone associated with our family.

5.Profound retardation accompanied by serious physical problems including cleft palate was obvious at birth.

Герундий

Задание 8

Преобразуйте предложения, употребив герундий вместо инфинитива.

1.I like to play the piano.

2.I hate to read detective stories.

3.They prefer to stay at home in the evening.

Задание 9

Переведите предложения на русский язык.

1.I am looking forward to going on holiday.

2.What are the advantages of having a car?

3.He went to work in spite of feeling ill

4.Before going out I phonedAnn.

5.The children are excited about going to the circus.

6.Nick left without saying good-bye.

7.I thanked her for being so helpful.

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Текст. 1 What is psychology? (часть 1)

Psychology is the scientific study of mind and behavior. Behavior is everything we do that can be observed directly – two people kissing, a baby crying, a college student riding a motorcycle. Mind is trickier than behavior and includes everything in our mental life that can not be observed directly – someone thinking about kissing someone, a baby’s feelings when its mother leaves the room, and the college student’s memory of the motorcycle episode. I can not directly observe your images of kissing, the baby’s feelings, or the collegestudent’smemory.Mind,then,isourmentallife,ourthoughts and feelings that cannot be seen directly but are no less real.

Задание 10

Прочитайте и устно переведите первую часть текста What is Psychology?

Задание 11

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

Задание 12

Напишите по-русски, как вы понимаете определение понятий, приведенных

втексте:

-«psychology», «mind», «behavior»

Текст. 1 What is psychology? (часть 2)

Psychology has not always been defined in terms of mind an behavior.Earlyinthiscentury,psychologistswereinterestedprimarily in mental processes. Before long many psychologists attacked the

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study of mental life as too vague. From the 1920s until the 1950s, the study of behavior dominated psychology. Psychologists were more comfortable studying what they could observe directly rather than making inferences about what was going on in a person’s head. But psychology as the study of behavior alone did not last.

Задание 13

Прочитайте и устно переведите вторую часть текста What is Psychology?

Задание 14

Найдите в тексте английские эквиваленты следующим словам и выражениям:

1) психолог; 2) критиковать; 3) в начале века; 4) вскоре; 5) с точки зрения; 6) прежде всего, в первую очередь; 7) психические процессы; 8) доминировать; 9) непосредственно наблюдать; 10) продолжаться.

Задание 15

Напишите кратко содержание второй части текста.

Текст. 1 What is psychology? (часть 3)

Today, many psychologists believe that the interior world of mental processes is filled with experiences that can not be ignored. They believe that covert (internal) experiences such as images, memories, and dreams, are among psychology’s most fascinating phenomena. New experimental techniques and some ingenious research designs have allowed psychologists to measure and evaluate mental processes such as memory, problem solving, and the use of imagery. Although mental processes can not be observed directly, they can still be studied in a scientific way. There are some psychologists who still believe we should study only those behaviors that can be observed directly, but most recognize the importance of behavior and mind.

Задание 16

Прочитайте и устно переведите последнюю часть текста What is

Psychology?

Задание 17

Переведите на русский язык следующие слова и выражения из текста:

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Текст 2. Marcy

I had been teaching in a public school program for hearing impaired learners for two years before Marcy’s enrollment. She was a beautiful 7-year-old child with blond hair and big blue eyes, but that’s where her similarity to my other students ended. All of my training and experience did not completely prepare me to deal with special problems she presented.

IhadbeentoldbytheschoolpsychologistthatMarcydemonstrated «autistic-like» characteristics. She stared at lights, flapped her hands, constantly uttered the same pattern of meaningless speech sounds, had very poor eye contact, ignored everyone and did not respond to sound. Marcy was placed in my class with the hope that our Total Communication philosophy would provide her with an alternative form of communication.

The traditional curriculum to which my other students were exposed was out of question for Marcy. She was not toilet trained, nor could she completely dress or feed herself. Her daily routine included training in self-help skills and developing a communication system. Teaching Marcy was difficult, but we had success using different techniques. I was fortunate in that an aide was assigned to Marcy full time.

Herparentsdidnothavethisluxury,however.Theyhadthreeother children to care for; yet they cooperated with us a lot, attending all ourmeetingsandofferingsuggestionsforschoolprograms.Wefound thatclosecommunicationbetweenhomeandtheschoolenhancedthe rate of Marcy’s progress.

Thenextyear,ImovedtoanothercitybutIstillkeptincontactwith Marcy’s parents. They had hired a college student who was studying special education to work with Marcy at home. They had also made

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arrangements for Marcy to stay at a residential school every third weekend so that the family could have a «break» from the special stress they experienced trying to raise Marcy.

Задание 18

Переведите текст письменно со словарем.

Задание 19

Напишите ответы на вопросы о своей учебе:

1.Are you a student?

2.Where do you study?

3.Whatdepartmentdoyoustudyat?(day,evening,correspondence department)

4.How long does your University course last?

5.Are you the student of the first year?

6.What do you study?

7.What is your favorite subject?

8.Is it difficult for you to study and to work?

9.What is your future profession?

10.Why did you choose this profession?

Задание 20

Напишите 7-10 предложений о своих планах на будущее.

Дополнительные тексты для самостоятельной работы (3-я сессия)

Text A. The beginning of Psychology as a Science

1. Imagine that you are in Leipzig, Germany, in the year 1879.Abearded man with a wrinkled forehead and pensive expression is sitting in the room. His head turns toward a soft sound coming from the far side of the room. After several minutes his head turns once again, this time towards a loud sound. The scenario is repeated with sounds of varying intensity.

The man is Wilhelm Wundt (1832-1920) who is credited with developing the first scientific psychology laboratory. By exposing himself to environmental conditions that he systematically varied, and then recording his reactions and judgements to the changing (or different) stimuli, Wundt was investigating the elements, or “structures”, of the mind.

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2.The year is now 1892. You are a student sitting in a class at Cornell University in Ithaca, New York. You and the other students wait with anticipation as a man strides into the lecture hall wearing a flowing black gown. Three assistants follow him. Instruments that demonstrate the nature of psychology experimentation are laid out on the stage. This is the protocol of E. B. Titchener (1867-1927), who popularized Wundt’s ideas in America.

Like Wundt, Titchener was intrigued by how people consciously experience and perceive the world. Their attempts to classify the structures of the mind were not unlike a chemist breaking down chemicals into their component parts - water into hydrogen and oxygen, for example. Because

of his interest in the structures of mind, Titchener’s approach to psychology became known as structuralism.

3.The first of the new psychologists to the United States was not Titchener, but William James (1842-1910). James did not believe that the elementary, rigid structures for which Titchener searched existed. James argued that our minds are characterized by a continuous flow of information about our experiences rather than by discrete components. Following in the steps of Darwin, James emphasized the mind’s ability to continuously evolve as it adapted to information about environment. James’ approach to psychology became know as functionalism, quite simply because he stressed the functions of mind and behavior in adapting to the environment.

4.You are ushered into a room where you see a dog hooked up to a harness. The dog is salivating profusely, and you wonder what is going on. A gentleman in a white laboratory coat walks over and quietly informs you that an experiment in learning is taking place. He explains that it is a very simple form of learning, in this case documented by the dog’s salivation in anticipation of being fed. The man is Ivan Pavlov (1849-1936), who shows you that by putting the dog’s tray down or by allowing the dog to catch a glimpse of the attendant who fed him the previous day, the dog will begin to salivate.

5.The year is 1904. You are lying on an incredibly comfortable couch in an office in Vienna,Austria.Agentleman with a stern look on his face walks in and sits down near you. He asks you to close your eyes. After several minutes of silence, he inquires about your childhood experiences. The man asking the questions is Sigmund Freud (1856-1939). Unlike many pioneer psychologists, Freud was intrigued by the abnormal aspects of people’s lives. For Freud, the key to understanding mind and behaviour rested in the unconscious aspects of mind - the aspects of which we are unaware. Freud compared the human mind to an iceberg. The conscious mind is only the tip of the iceberg, the portion above water! The unconscious mind is the huge bulk of the iceberg, the portion under water.

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Text B. Bringing up a better baby (and goodbye Dr Spock)

Dr Benjamin Spock, the famous American pediatrician, reassured several generations of parents in his best selling Baby and Child Care. He wrote ‘Your baby is born to be a reasonable friendly human being’. Today’s parents are not sure this is enough. There is a growing number of American parents with obsessive ambitions for their children. They are dedicating their lives to creating brilliant children The age of Spock is over! Why have a merely ‘normal’ baby when you can have an improved model, a better baby? In the world of baby care, common sense has given way to competition and connoisseurship.

The Better Baby Institute was founded by an American called Glenn Doman. Four to six times a year the Institute opens its doors to a group of about eighty parents who have paid $490 each for a seven-day seminar entitled ‘How to multiply your baby’s intelligence’. After studying children for over forty years, Doman has developed an apparently brilliant, internally consistent, and completely idiosyncratic brand of science that commingles developmental psychology, neurology and anthropology.

Doman claims that up until the age of six, when brain growth slows, a child intellectual and physical abilities will increase in direct proportion to stimulation. Thus any child, given the proper stimuli, can become the next Leonardo da Vinci.

So the question is now one of technique. For example, how can parents teach their six-month-old to read? Write down a series of short, familiar words in large, clear letters on flashcards. Show the cards to your infant five or six times a day, reciting the word written on each card. And soon he’ll be learning hundred of words, then phrases. The idea is to try to treat the baby’s mind as a sponge. By the age of three, Doman guarantees, your child will read ‘everything in sight’.

What does Benjamin Spock think of the better baby phenomenon? He thinks the world has gone to hell. He argues that competitive pressures are taking a psychic toll on most Americans, especially young people, and blames ‘excessive competitiveness’ for the extraordinary rise in teenage suicide over the last twenty years.

Text С. The story of the VIM

Ten years ago parents of children with Down`s Syndrome had little occasion to make their own choices in term of regular education or a position in society for their child. A very good system of special care and special education had been built up in the Netherlands. As a result, the future of a child with Down`s Syndrome was already definitely established at an early age: a special day-care centre, followed by as special school

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and in the end possibly a place in a sheltered workshop or a day-care centre for adults. On a few occasions only it was possible to enroll a child with Down`s Syndrome at a nursery school. Talking about further levels of ordinary education was out of the question.

The initiative to change the situation came from two couples of parents. They shared their ideas about integration with a group of eight other parents, some of them also being teachers. They all had the desire to give an integrated type of education of their children.

In 1985 these parents organized a first meeting. At that moment four of their children attended regular nursery schools, a situations of those parents were happy with and wanted to continue. At this first meeting they formulated their basic questions: Why change in ordinary situation that we experience to be good and helpful? Why should we be required to send our children to special institutes only because such a system exists in our country? Why don`t we have a choice?

Fortunately, political developments were going to offer some help. In August 1985 a new Educational Act was passed in the Netherlands: independent nursery schools were discontinued and merged into new schools for 4-12 years olds. This implied that parents of a child leaving the nursery school no longer needed to re-enrol their child at the primary school, as the child was now in fact already attending the new primary school. The new law meant a reinforcement of the «why»-questions the parents already had asked. One now could ask the school to keep children and to consider whether there would be any valid reason for a child with Down`s Syndrome to be dismissed. Of course this was not enough. It was obvious to the parent than in this new situation the school would be need more facilities and that the teacher would like to have extra training. The parents therefore invited teachers to join them in their discussions and to formulate together their common needs and problems. In this way teachers and parents became cooperators in integration. It was decided to establish an association of both parents and teachers in order to tackle the problems together.

On the 6th of June 1986 a national association was founded. The association was called the VIM, the Association of children with Down`s Syndrome.

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Рекомендуемая литература

1. Базовый курс английского языка:

Хведченя Л. В., Хорень Р. В. Английский язык для поступающих в вузы.

Бонк Н. А., Коти, .А., Лукьянова Н. А. Учебник английского языка (Ч. 1, 2).

Федотова, Илевская. Ускоренный курс английского языка. Шахназарова. Английский для Вас.

2. Грамматика:

Галицынский Ю. Грамматика английского языка.

Блинова Л. П. Сборник упражнений по грамматике английского языка.

Клементьев Т. Б. Повторяем времена английского глагола.

EnglishGrammar in Use. R. Murphy, Cambridge University Press.

3. Словари:

Англо-русский словарь. Русско-английский словарь.

Никошкова Е. В. Англо-русский словарь по психологии.-М., 1998.

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