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Файл:Дефектология сборник текстов и упражнений по английскому языку. Учебное пособие для СПО
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СРЕДНЕЕ ПРОФЕССИОНАЛЬНОЕ ОБРАЗОВАНИЕ
________________________________________________________________
И.В. Воронина, Ю.А. Иванова, Т.М. Иванова,
Т.Н. Покусаева, Н.И. Роговская
ДЕФЕКТОЛОГИЯ
СБОРНИК ТЕКСТОВ И УПРАЖНЕНИЙ
ПО АНГЛИЙСКОМУ ЯЗЫКУ
УЧЕБНОЕ ПОСОБИЕ ДЛЯ СПО
Рекомендовано Учебно-методическим отделом СПО в качестве
учебного пособия для использования в учебном процессе образовательными
учреждениями среднего профессионального образования по специальности
«Коррекционная педагогика в начальном образовании»
Саратов
Профобразование
2026
УДК 376
ББК 74.3
С23
С23 Дефектология: сборник текстов и упражнений по английскому
языку : учебное пособие для СПО / [И.В. Воронина, Ю.А. Иванова,
Т.М. Иванова [и др.]. — Саратов : Профобразование, 2026. — 95 с. —
(Среднее профессиональное образование). — Текст : электронный.
ISBN 978-5-4488-2671-9
Учебное пособие содержит аутентичные материалы из оригинальной
литературы и англоязычных Интернет-ресурсов. Издание предназначено
для формирования и дальнейшего совершенствования основных видов
иноязычной речевой деятельности, включая чтение аутентичных текстов с
извлечением, осмыслением и обсуждением информации, а также для овладения будущими дефектологами коммуникативной компетенции для решения социально-коммуникативных задач в профессиональной сфере общения.
Подготовлено в соответствии с Федеральным государственным обра-
зовательным стандартом среднего профессионального образования.
Учебное пособие предназначено для студентов специальности «Кор-
рекционная педагогика в начальном образовании», изучающих дисциплину «Иностранный язык (английский)».
Учебное электронное издание
ISBN 978-5-4488-2671-9 © Коллектив авторов, 2026
© ООО «Профобразование», 2026
Учебное издание
Воронина И.В.
Иванова Ю.А.
Иванова Т.М.
Покусаева Т.Н.
Роговская Н.И.
Издано в авторской редакции
Технический редактор Е.В. Якубович
Компьютерная верстка С.С. Сизиумова
Обложка Я.А. Кирсанов, С.С. Сизиумова, фотобанк Freepik
Подписано к использованию 02.09.2025. Объем данных 6 Мб.
ООО Компания «Ай Пи Ар Медиа»
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E-mail: sales@iprmedia.ru
4
CONTENTS
Введение………………………………………………………………………….
5
1. A great character………………………………………………………………..
7
2. Who are the Indigo children……………………………………………………
10
3. Understanding-why school violence is happening……………………………..
12
4. Hearing dogs for deaf people…………………………………………………...
13
5. A world of gestures……………………………………………………………..
16
6. Nonverbal communication……………………………………………………...
18
7. What body language can tell you that words cannot…………………………...
20
8. Nonverbal behavior……………………………………………………………..
22
9. Theatre for the deaf……………………………………………………………..
26
10. Communication considerations for parents and teachers of deaf
and hard-of-hearing children………………………………………..………...
30
11. Disorders of childhood………………………………………………………...
32
12. Autism and your child…………………………………………………………
35
13. How to boost your memory…………………………………………………...
40
14. The Mind Machine…………………………………………………………….
43
15. Communicating and children………………………………………………….
46
16. Listening to children…………………………………………………………..
49
17. Twins…………………………………………………………………………..
50
18. What price more time with the children………………………………………
52
19. Parents are too permissive with their children nowadays……………………..
55
20. Problems of moulding a child’s character…………………………………….
58
21. Different approaches to the problems of upbringing………………………….
61
22. How we choose our friends……………………………………………………
63
23. Preschool role in achievement of personhood………………………………...
65
24. My school life…………………………………………………………………
67
25. What are schools for…………………………………………………………..
69
26. The class teacher………………………………………………………………
71
27. Teaching Responsibility……………………………………………………….
73
28. How to be creative…………………………………………………………….
75
29. Learning to read……………………………………………………………….
78
30. Using music to enhance reading skills………………………………………...
81
31. Don’t worry in silence…………………………………………………………
83
32. Independent school in Britain…………………………………………………
86
33. Education in Australia…………………………………………………………
88
34. Different schools………………………………………………………………
89
35. The Cyber school……………………………………………………………...
92
Literature…………………………………………………………………………..
95
5
ВВЕДЕНИЕ
Обучение иностранному языку в современных условиях направлено на
комплексное развитие коммуникативной, когнитивной, информационной, социокультурной, профессиональной и общекультурной компетенций студентов.
Базовая, коммуникативная компетенция, формируемая при изучении
предмета «Иностранный язык» и включает ряд других компетенций.
Учебное пособие «Дефектология: сборник текстов и упражнений по ан-
глийскому языку» создано с учетом следующих педагогических и методических принципов: коммуникативной направленности, предполагающий использование аутентичных ситуаций общения; культурной и педагогической целесо-
образности, основывающийся на тщательном отборе тематики упражнений,
языкового, речевого и страноведческого материла, а также на типологии заданий и форм работы с учетом уровня подготовки, возможного контекста деятельности и потребностей студентов; интегративности, нелинейности, автономии студентов; интегративности, предполагающий интеграцию знаний из различных предметных дисциплин, одновременное развитие как собственно коммуникативных, так и профессионально-коммуникативных, информационных,
академических и социальных умений; нелинейности, предполагающий одновременное использование различных источников получения информации, ротацию ранее изученной информации в различных разделах курса для решения
новых задач; автономии студентов, наглядно представленный в структуре пособия, требованиях к выполнению заданий, содержании контроля и критериях
оценивания тестовых заданий, а также в возможностях использования системы
дополнительного образования для корректировки индивидуальной траектории
учебного развития.
При изучении дисциплины «Иностранный язык» перед студентом стоят
следующие задачи ее освоения:
• развитие и совершенствование знаний, умений и навыков в области
фонетики, грамматики и лексики изучаемого языка;
• развитие навыков устной речи в рамках бытовой, культурной и про-
фессиональной сфер общения;
• развитие навыков чтения с целью извлечения значимой для студента
информации;
• овладение навыками реферирования, аннотирования;
• готовность проявить позитивное отношение и толерантность к культу-
ре страны изучаемого языка.
6
Таким образом, задания, предложенные в пособии, направлены на фор-
мирование следующих компетенций у студентов, изучающих английский
язык: студент обладает способностью к коммуникации в устной и письменной
формах на русском и иностранном языке для решения задач профессионального общения, межличностного и межкультурного взаимодействия.
Данное пособие знакомит будущих учителей-дефектологов с англоязыч-
ными понятиями педагогической деятельности, позволяя студентам овладевать
специальной лексикой. В нем представлены тексты, связанные со специальностью будущих педагогов, список обязательных слов и выражений, фонетические упражнения к текстам, задания на словообразование, лексические упражнения, а также упражнения, направленные на формирование навыков устной и
письменной речи.
Предназначено для студентов как на начальном этапе, так и для продол-
жающих изучение английского языка на базе средней школы и рассчитано на
полный курс обучения.
Особенностью изучения иностранного языка является тот факт, что
большая часть языкового материала должна прорабатываться самостоятельно.
Таким образом, каждому аудиторному занятию (2 часа) должна предшествовать
самостоятельная подготовка (не менее 6 часов). В связи с этим данное пособие
предназначено как для аудиторной, так и самостоятельной работы студентов
при изучении английского языка.
Кроме того, тематика текстов, подобранных для раздела чтения учитывает интересы современных молодых людей и дает возможность повысить общеобразовательный уровень студентов, уметь использовать знание иностранного
языка в целях профессионального и личностного развития и владеть стратегиями расширения профессионального кругозора при совершенствовании иностранного языка.
7
1. A GREAT CHARACTER
Text 1.
A great character
Life is not always easy. Sometimes it presents serious problems that make
people sad and cause despair. At such times it might be good to think about the
example of Helen Keller, born in America in 1880. She never gave in.
There was nothing wrong with Helen when she was born. Her parents were
very proud of their pretty baby. She was able to walk when she was one and could
even say a few words. But one day she refused to eat and started crying. She had a
high temperature and they had to call the doctor. When she recovered, it was clear
that little Helen would never again be able to see or hear. Before Helen Keller was
even two she was blind and deaf.
Her parents were very upset and at first decided to let her grow up untaught.
But soon they understood that their pity could not help her, but could do her a lot of
harm. They did their best to find a good teacher from the Institution for the Blind in
Boston. It was a wonderful day for Helen Keller when Ann Sullivan came to their
place. Ann by great effort and patience taught Helen the meaning of words. When
Ann arrived she was only 20, and Helen – 7. From the first day they became good
friends. Helen turned out a very capable pupil: she quickly learned to communicate
through sign language and later was good at reading, writing and typing in Braille.
For fifty years they were good companions till 1936, when Ann died. It was due to
the patience and skill of Ann Sullivan that Helen Keller developed into one of the
most remarkable women of our time.
Miss Sullivan loved her pupil who was so quick to learn. She lived with Helen,
played with her, and worked with her every hour of the day. By means of the hand
language, Helen and her teacher were able to talk to each other. By this time she was
also able to go on a vacation trip, to swim, to ride a pony, and to do many of the other
things that any other child might do.
Helen was determined that she would learn to speak, too. At first she had
difficulty with her speech, but Anne Sullivan understood what she was trying to say.
Helen practiced speaking day after day until at last she developed a clear voice. Later
she was able to speak before large crowds which came to hear her whenever she
lectured.
When Helen Keller completed formal schooling she went on to college. She
graduated from Radcliff with honours. One of Helen Keller's professors was so
pleased with the things that she wrote for her English classes that he suggested she
8
write the story of her life. Helen did write "The Story of My Life" while she was in
college. It was such a cheerful account of how this young girl was able to live a
happy, useful life in spite of terrible difficulties. In her writings and lectures Helen
Keller did everything possible to help and encourage those who were blind.
ASSIGNMENTS
I. Choose the right alternatives a, b, c or d.
1. We should look at the example of Helen Keller because___________.
a) her life was easy;
b) her life caused despair;
c) she refused to be defeated;
d) she was born in America.
2. Helen was deaf and blind
a) she was born like that;
b) she had a complication after her illness;
c) she had had a car accident;
d) her parents were deaf and blind.
3. Helen's parents found her a good teacher from Boston because________.
a) they didn't want her to go to an ordinary school;
b) they wanted her to grow untaught;
c) they pitied Helen;
d) they knew the teacher could work with blind children.
4. Helen was a very bright pupil. As a result she____________.
a) learnt the meaning of words and the hand language quickly;
b) invented the system of Braille;
c) began to teach herself;
d) helped Ann Sullivan.
5. Helen Keller was a fast learner because
a) she could see again;
b) she played every hour of the day;
c) she started talking;
d) her teacher always helped her.
6. Later Helen could give lectures before large crowds as___________.
a) she developed a clear voice;
b) people understood sign language;
c) Ann Sullivan worked as an interpreter.
9
7. Did her book «The Story of My Life» Helen ___________?
a) wrote about her friend Ann;
b) described her school life;
c) showed the way to overcome the difficulties;
d) gave a true picture of her cheerful friends.
II. Read the biography and fill the gaps with the correct verb. (Past Simple
active or passive)
Helen Keller
A successful writer,
Who was deaf and blind
(American, 1880–1968)
taught was made had
came didn’t know found
toured were caused was offered
were told
Helen Keller’s deafness and blindness (a)__________ by a severe illness when
she was a baby. Her parents (b) __________ what to do, and they (c) ________ it
difficult to control their growing daughter. One day they (d) __________ about a
brilliant young teacher called Anne Sullivan. She (e) ___________ to work with
Helen and, very firmly and patiently, (f) _________ her that every object (g)
__________ a name. Eventually Helen (h) __________ a place at university. After
this she (i) __________ the world helping people like herself. In 1962 the story of her
life (j) _________into a film, The Miracle Worker.
10
2. WHO ARE THE INDIGO CHILDREN?
Text 2.
Who are the Indigo Children?
Brian has trouble in school. He doesn't like to follow directions and he refuses
to do the class work if he can't see the point of it. Although his grades are low, his
parents know he is gifted and talented. At home he will work on his model rockets for
hours at a stretch. Despite this, he has been labeled with Attention Deficit Disorder
(ADD). When Brian's classmates call him names, he cries. He feels persecuted and
vows to get back at them one day. Sometimes he can see colored light around his
friends and occasionally he sees angels and can hear them talking to him. He knows
immediately when his mother isn't feeling well, and when he puts his hands on her
back she feels better. He is very disturbed by the problems in the world like
homelessness and the devastation of the rain forests and he wants to solve these
problems and improve the world. Brian is an Indigo Child.
Many of today's children are Indigo Children, also known as Children of the
Sun by the Native Americans and as Millennium Children by some authors. Some
experts say up to 90% of all children under age 9, and some think even a small
percentage of adults are Indigos. These children are identified by their unique set of
characteristics. They are very intelligent and creative, but also rebellious to authority
and systems in general. They are often mislabeled with ADD and may need
alternative therapies to handle this behavior. They are often physically sensitive and
extremely emotionally sensitive. Often they are very empathic and caring, though
some become callous after years of emotional abuse. Indigos may have extreme rage
that needs a safe acceptable outlet and counseling. Indigos may experience existential
depression at young ages if they do not remember why they are here or have any
feeling that they can help to improve the world.
Sarah, an Indigo Child, relates, "As a child, I knew I was different. The
realization occurred while still in pre-school. One day, while watching an elderly
woman eating alone in a restaurant, I was assailed with thoughts about time, age and
death. I felt a gnawing sense of apprehension for the woman who was nearing the end
of her life, a slight anxiety at the idea of my own demise, and a feeling of tremendous
empathy for all who existed or would ever exist (for I knew they would go through
similar spiritual turmoil). A sadness that has never since been duplicated overtook
me, and for an instant, I had forgotten that the four years old me existed. For I had
aged 80+ years in spirit."
Sarah's story is typical of the Indigos' strong connection to all humanity.
Indigos have a mission on Earth to help to bring the planet into ascension. Many
Indigos also have strong psychic talents which need assistance and support to
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