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Файл:Дефектология сборник текстов и упражнений по английскому языку. Учебное пособие для СПО
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posture [`post∫ә] – поза;
mannerism [`mænәrızm] – манеры;
squarely [`skwәέlı] – лицом к лицу;
eyebrow [`aıbrau] – бровь;
uncertainty [^n`sә:tntı] – неуверенность;
recognizable [`rekәgnaızәbl] – распознаваемый;
to tip off [tıp of] – намекать.
ASSIGNMENTS
I. Look through the text and read the sentences on:
• the most common indicators of approval and disapproval;
• ubiversal nonverbal signals.
II. The following suffixes are used to form different parts of speech.
Nouns -ment; -ness; -sion; -tion; -ty; -al;
Adjectives -ful; -ic; -able; -ous; -y; -ive; -al;
Verbs -ize/ise.
The words in the charts below have all appeared in your previous special texts.
Use your dictionary to find the other parts of speech, and mark the stress.
This task tests your word-building skills.
Noun
Verb
move
invitation
interact
express
information
communicate
development
Noun
Adjective
sad
success
power
cultural
III. Complete the following sentences:
1. Body communication means…
2. To disagree, people use…
3. Nonverbal language reveals…
3. … signals uncertainty or stress.
4. There exist … nonverbal signals.
5. Mannerisms are entirely…
6. The other name for nonverbal communication is…
IV. Give the main idea of the text.
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8. NONVERBAL BEHAVIOR
Text 8.
I. Read the title of the text and guess what it is going to be about
II. Translate the text.
Nonverbal behavior
People from different cultures attach a wide variety of meanings to the same
specific non-verbal behavior: looking another person in the eye, laughing in a certain
way, touching a person on the head, holding up two fingers, and so forth. Many
misunderstandings between culturally different people arise simply because a nonverbal signal of some kind was misinterpreted. One of the best ways to keep such
misinterpretations to a minimum is to remember that it is rare for people to act
deliberately disrespectful or insulting towards others, especially towards strangers or
visitors. This rule applies to the people of the U.S. just as does to almost all other
people of the world.
In general, people in the U.S. do not touch each other frequently. What is
particularly lacking is the freedom to come into lengthy and frequent bodily contact
with other people of the same sex. Women are freer about touching each other than
men. American men touch each other only infrequently and very briefly; lengthy
touching between men is viewed as a sign of homosexuality, and therefore is avoided.
Americans are most likely to come into direct bodily contact with each other
when greeting or taking leave. Men shake hands at such times; men who are good
friends and who have been separated for a long time may give each other a brief hug.
Men never kiss each other. In general, the same rules apply to women greeting or
separating from other women, although they are free to kiss each other lightly on one
or both cheeks (or to touch cheek-to-cheek and kiss the air) if this is common in their
social circle. The traditional pattern for a man and woman is that they shake hands
only if the woman takes the initiative by offering her hand. In recent decades,
however, the rules for men and women in some social circles have broadened to
include men’s taking the initiative in hand-shaking; a light kiss on the cheek between
friends or relatives also is becoming increasingly common. Men and women may hug
each other, even in the absence of romantic attachment, under the same conditions
mentioned above men. When in conversation with one another, Americans generally
stand about half a meter apart and look each other in the eye frequently but not
constantly.
Americans also fell very uncomfortable when dealing with others who look
constantly into their eyes; on the other hand, they feel suspicious about others who
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never look into their eyes. In general, the rules for eye contact seem to be these: when
you are listening, you should look into the speaker’s eyes fairly constantly, with an
occasional glance away. When you are speaking, you are freer to let your eyes
wander as you talk.
Some visitors to the U.S. are shocked, insulted by certain common non-verbal
behaviors of Americans. Here are a few facts for you to keep in mind: (1) Americans
have no taboo of any kind associated with the left hand; they are as likely to touch
you or to hand. (2) Americans have no negative association with the soles of the feet
or bottom of the shoes; they do not feel it necessary to prevent others from seeing
these areas. (3) A common way to greet small children in the U.S. is to pat them on
the top of head. (4) People in the U.S. often point with their index finger and wave it
around as they make important points in conversation. (5) One beckons to another
person to come closer by holding the hand with the palm and fingers up, not down.
(6) Americans show respect and deference for another person by looking him or her
in the face, not by looking down. (7) Informal, relaxed postures are commonly
assumed by U.S. people when they are standing or sitting; lack of formal posture is
not a sign of inattention or disrespect. (8) Americans are uncomfortable with silence;
they expect to talk rather constantly when in the presence of others. (9) The doors of
rooms usually are left open unless there is a specific reason to close them. (10)
Punctuality is important to many U.S. people; they become quite annoyed if forced to
wait more than 15 minutes. (11) People who see each other on a daily basis do not
shake hands every time they encounter one another; they may not even greet each
other on every encounter after the first one each day. (12) When Americans offer
food or drink, they expect the other person to say “yes” at once if the food is desired;
they do not expect polite refusals first.
III. Practise saying the following:
acceptable, initiative, absence, attachment, conversation, frequently,
subordinate, circumstance, exception, suspicious, occasional, acknowledgement,
associate.
IV. Say if the following sentences true or false:
1. People from different countries attach to the same specific non-verbal
behavior.
2. Women in the USA are freer about touching each other than men.
3. American men touch each other frequently.
4. American men always shake hands and kiss when they meet each other.
5. American women and men may hug each other.
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6. Americans usually stand about half a meter apart and look each other in the
eye but not constantly.
7. Americans greet small children patting them on the top of head.
8. Americans after food or drink expect the other person to say «No, thank you».
V. There are 13 facts for a stranger to keep in mind. Which ones do you
think might be the most significant? Give your arguments.
VI. In the text find the sentences that refer to:
1. Male non-verbal behavior in the American society.
2. Female non-verbal behavior.
VII. Develop the following situations:
1. Your son is going to the appointment with an American businessman. What
advice would you give him concerning his behavior in the course of a talk?
2. You have just come from the USA. You discuss their non-verbal signals with
your friends.
VIII. Translate the following text in writing:
The truth, however, is that with our human body language we are all creatures
of habit. Unless we are drink, drugged or temporarily insane, we stick to a
remarkably fixed set of personal body actions that are as typical of each us as our
fingerprints. Whether we are smiling, shaking a fist, wiping our nose or putting on
our shoes, we nearly always perform the movements in the same way every time. It
takes an immense amount of effort for a great actor to adopt a body language that is
entirely alien to his own. Most of us never try. And we would be hopeless at it if we
did. For each of us, our body language is like a signature.
So what exactly are the elements of this visual language of the body? The most
extraordinary thing we do, as animals, is so familiar that it completely for granted:
walking.
Unlike any other mammal, we walk about all day long on our hind legs. Some
other species may hop along on their hind legs and a few, like bears and gibbons,
occasionally rear up and waddle clumsily forward but we are the only true
mammalian bipedal walkers.
Amazingly, specialists are still arguing over why we took this strange, vertical
step during the course of our evolution. One idea comes from watching our closest
living relatives, the chimpanzees. If they find themselves faced with the unusual task
of having to carry too much food, they are forced to adopt a clumsy, vertical posture.
When our ancient human ancestors first turned to hunting as a way of life, they must
have faced the tricky problem of how to carry home the bacon. On all fours would
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have been almost impossible and, to start with, the kill was probably consumed on
the spot. But if the meat was to be brought back to the safety of home base, where it
could be shared with the rest of the group, then carrying must have become a regular
human chore.
In a similar way, female food-gathering could have been improved by the
simple invention of a container - primitive bag or basket of some sort - which would
have permitted the collecting and carrying home of large numbers of vegetable foods,
such as berries, nuts, fruits and roods.
A second idea sees the act of carrying as a later development. Our ancestors, it
is argued, originally took to standing upright as way of seeing over long grasses and
peering into the distance. This would have given them a considerable advantage when
searching for prey or keeping a look-out for predators. Or it could have been used
merely to satisfy their curiosity.
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9. THEATRE FOR THE DEAF
Text 9.
I. A. Read the title and the introduction to the text.
B. Guess what you are going to read.
C. Have you ever attended such a performance?
D. What do you think a sign language theatre interpreter does?
II. For questions 1–7, choose the most appropriate answer (A, B, C, or D).
STRATEGY POINT
1. Read the text quickly to get a general idea of what it is about.
2. Look at the first part of the question, and underline key words. Don’t read
the options A–D yet. Find the part of the text the question refers to.
3. Go through the choice and underline the key words.
4. Choose the answer that best fits. Keep in mind that the information may be
rephrased.
5. Even if you think you know the correct answer, always check that the other
are not appropriate.
6. Check your answer against the text.
Theatre for the deaf
There was a time when deaf people couldn’t experience the joy of a theatrical
performance. This is all changing, thanks to Sign Language theatre interpreters.
Deaf people should enjoy a play as much as the hearing audience. This is the
thinking behind the Americans with Disabilities Act, which requires that theatres
become accessible to deaf people. Theatre producers, on the other hand, are
beginning to realize that such a feature makes their product attractive to a wider
audience – with considerable financial rewards.
Interpreted theatre usually takes place as two or three performances in a theatre
season. Preference for tickets is given to the deaf and their guests, but tickets are also
sold to hearing people who are interested in seeing theatre interpreters at work.
It is a colossal project for the interpreters. Ian Cox works for SeeTheatre, a
Chicago-based association of interpreters. He says, “for about a month we work with
the support of a Sign Language consultant to translate and rehearse an entire play.
The workload is immense. Consider that each actor in the play has about four weeks
to rehearse his or her lines; we have to learn the whole play in as much time. And,
when interpreting musicals, where timing, rhythm and harmonies must be practiced,
the workload doubles”.
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The most important technical aspect of theatre interpretation for the deaf is the
location of the interpreter. Placement strategies can be categorized into three styles:
‘placed’, where interpreters are located outside the acting space and do not move;
‘zoned’, where interpreters are within the acting space, but usually move only during
a change of scene or act; and, finally, ‘shadowed’, where interpreters move freely
within the acting space, shadowing the movement of the actors for whom they are
interpreting.
The ‘placed’ style of interpreting in the theatre is by far the most common. The
interpreters are side-by-side and face the audience. The location of the interpreter is
generally in one of three places: stage right or stage left, or on the floor of the house.
The ‘zoned’ style of interpreter placement is a happy medium between the
‘placed’ and ‘shadowed’ styles. Here, interpreters are placed side-by-side within the
acting space. Usually, they change position on stage from scene to scene - or from act
to act – in order to be within the same ‘zone’ as the majority of the action. Zone
placement makes it easier for the deaf patron to see the interpreters and actors at the
same time.
The ‘shadowed’ style of interpreting is the most inclusive style of interpreting
for the theatre. It involves placing the interpreters directly within the action – nearly
making them ‘sign language actors’. The interpreters are ‘blocked’ into each scene,
and literally shadow the actors. The advantage of this is clear: the interpreter is in
such close proximity to the actor that the deaf patron need not make a decision about
whom to watch – he or she can watch both at the same time. In the best of cases, the
deaf patron mentally blends the interpreter with the actor, and forgets that the actor
does not sign.
Theatre interpreters for deaf are dedicated professionals who take great pride in
their work. “Theatre”, says Ian, “is the act of communicating beautiful ideas in
interesting ways. Interpreted theatre, therefore, is an act in itself. Thankfully, instead
of seeing us as ‘additions’, producers nowadays think of interpreters for the deaf as a
new avenue to creativity”.
1. Theatre interpreters have become commonplace because:
a) deaf people were avoiding the theatre;
b) theatres wanted to become more accessible;
c) a new law made their presence compulsory;
d) producers wanted a way to attract audiences.
2. Why do hearing people go to see interpreted performances?
a) they are the most popular performances of the season;
b) they are even better than standard performances;
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c) they give a better understanding of the play;
d) they offer a chance to admire the work of interpreters.
3. The workload of theatre interpreters is so great because they have to
a) learn the lines of all actors;
b) interpret in front of a consultant;
c) go to many of the rehearsals;
d) work in all parts of the production.
4. In which style(s) of interpreting do the interpreters change their
position?
a) the ‘zoned’ style;
b) the ‘zoned’ and the ‘shadowed’ styles;
c) the ‘placed’ and the ‘shadowed’ styles;
d) the ‘shadowed’ style.
5. Why does the writer refer to the ‘zoned’ style as ‘a happy medium’?
a) It combines elements from the two other styles;
b) It is mostly used in light-hearted plays;
c) It allows the interpreters to mix with the actors;
d) It makes the interpreter’s job easier.
6. What does the word ‘this’ in line 33 refer to?
a) the advantages of the ‘shadowed’ style;
b) the position of the interpreters;
c) the action in a performance;
d) the placement of the actors.
7. What does Ian say about theatre producers in the last paragraph?
a) they appreciate the work of interpreters;
b) they think interpreters are expensive;
c) they see interpreters as a necessary evil;
d) they don’t respect interpreters.
III. TEXT ANALYSIS
Look at the following phrases from the text and explain the underlined
parts in your own words.
1. … with considerable financial rewards. (line 5).
2. … placed side-by-side within the acting space. (lines 28-29).
3. … the deaf patron mentally blends the interpreter with the actor… (lines 38–39).
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IV. In abstracts 3, 4, 5, 6 delete the sentences that contain redundant
information.
V. DISCUSSION
A. Underline the parts of the article where Ian Cox speaks. What do you think
the reporter asked him? What questions would you have asked him?
B. In what other situations are interpreters for the deaf used? Discuss in pairs.
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10. COMMUNICATION CONSIDERATIONS
FOR PARENTS AND TEACHERS
OF DEAF AND HARD-OF-HEARING CHILDREN
Text 10.
I. Read the text
Deafness or hearing impairment affects not only a child who is deaf or has a
hearing loss, but also the child's family, friends, and teachers. For hundreds of years,
people have debated the best ways to develop communication skills and provide
education for deaf and hard-of-hearing children.
Here are a few points upon which scientific and health professionals, educators,
and experienced parents commonly agree:
1. Why should my newborn's hearing be screened?
The earlier that deafness or hearing loss is identified, the better the chances a
child will acquire language, whether spoken or signed. A hearing screening can be an
important indicator of deafness or hearing loss in a child. For this reason, all infants
should be screened while still in the hospital or within the first month of life. But
children who do not pass their screening need to go for a follow-up examination. The
follow-up examination includes precise audio testing that confirms the extent and
type of hearing loss. It also allows parents, health professionals, and teachers to
determine the best intervention strategy for the child. The term intervention refers to
the different steps that families can take to overcome communication barriers caused
by a hearing loss. When intervention is introduced early, the child can take advantage
of the unique window of opportunity during the first few years of life when a person
acquires language, whether spoken or signed.
Each child is unique. It is important to understand the full nature and extent of
a child's hearing loss or deafness. It is also important to understand how each family
member and caregiver will communicate with the child. Get to know the services that
are provided in your community for children in preschool and elementary school.
2. Should I optimize any residual hearing?
Optimizing residual hearing may be advantageous. Children may benefit from
hearing aids or cochlear implants. This is a decision that you should discuss with your
child's healthcare providers and other professionals who work with deaf children and
language development.
3. Explore your options; work with professionals.
Exploring the options and, if possible, working with professionals in teams can
be beneficial. Your child may visit a pediatrician, an otolaryngologist (ear, nose, and
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