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Файл:Дефектология сборник текстов и упражнений по английскому языку. Учебное пособие для СПО
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this type of amnesia announces every ten minutes that he has ‘just woken up’. Every
time his wife walks into the room he throws his arms around her as if he has not seen
her for yeas, even though she has only been gone for a few minutes. Yet this man,
formerly a highly-talented musician’ is still able to play the piano and conduct a choir
through a long and complicated concert piece.
(5 ____) Normal, healthy people can improve their memories very easily. First
of all learn to relax if you’re trying to memorize something. You may miss important
items if your mind is on something else or if you weren’t paying attention because of
anxiety – you retain information best when you are alert and concentrating. If you’re
having trouble concentrating, increase the flow of oxygenated blood to the brain.
Despite its small size the brain uses 20 per cent of the body’s oxygen requirement. So
try to combine study with exercise, particularly the kind of exercise that gets you
breathing faster. Keep your mind fit as well as your body by doing mental workouts.
Crosswords, Scrabble and quizzes all help to keep the mind in shape.
(6 ____) You can also train your memory in certain ways. The ancient Greeks
invented memory systems called mnemonics, and they still work today. Most systems
involve associating the things you want to remember with something you already
have safely stored in your head, and the most effective systems make use of visual
imagery, smell. Touch and sound. If you want to remember someone’s name, try to
find something distinctive about their hair, nose or eyes to associate with the name,
e.g. Jane’s wearing jewellery, Tim’s tall or Bill’s got a beard. If you want to
remember numbers try to make associations between numbers in sequence - think of
people’s ages, special dates, whether they’re odd or even.
Active vocabulary
capacity [kә`pæsıtı] – способность;
load [lәud] – загружать;
amnesia [æm`nızjә] – потеря памяти, амнезия;
retain [rı`teın] – держать в памяти;
alert [ә`lә:t] – внимательный;
workout [wә:kaut] – тренировка;
mnemonics [nı(:)`monıks] – мнемотехника;
store [sto:] – хранить, запоминать;
in sequence [`si:kwәns] – по порядку;
odd / even [od] [`iv(ә)n] – четный / нечетный.
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III. Find the sentences that prove the following statements:
1. Our memory is brilliant.
2. Our memory doesn’t keep all information, obtained daily.
3. Mental workouts improve our memory.
4. Nowadays the ancient Greek system of improving memory works.
5. Associations help people remember many things, such as numbers, names,
dates etc.
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14. THE MIND MACHINE
Text 14.
Pre-reading task
I. You are going to read an article about the brain and intelligence. Before
you read, discuss the following questions.
1. What is ‘intelligence’?
2. Is an ‘intelligent’ person someone who:
• is good at passing exam? • deals with people well?
• is imaginative? • is sensible?
• gets what she/he wants in life? • reads a lot?
• understands new ideas quickly? • is good at crosswords?
• has a good memory?
II. The following words all appear in the article. Match each one with its
correct definition on the right.
1) brain
a) a natural form of sugar found in fruit
2) myth
b) the bone of your head which encloses your brain
3) IQ
c) a measure of how clever someone is
4) skull
d) a tool with a narrow blade at one end, used to put
screws into something or remove them
5) addicted
e) the organ in the top part of your head which
controls thought, feeling and physical activity
6) glucose
f) instructions for cooking a particular dish
7) screwdriver
g) a false story which many people believe
8) mental
h) unable to stop talking or using something
9) recipe
i) concerned with the brain or thinking
III. Skim the text very quickly and decide which one of the following
subjects it does not refer to.
a) improving your brain power;
b) men and women;
c) psychological illness;
d) brain weight;
e) old age;
f) the physical needs of the brain.
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IV. Read the article again and choose the most suitable heading from the
list below for each numbered part of the article. The first one has been done for
you.
A. A horrifying history.
B. Bloodthirsty.
C. Is bigger better?
D. Make your brain work.
E. How much do we know?
F. The battle of the sexes.
G. The super computer.
V. Make a note of two things you did not know before reading the article
which you found interesting. Tell a partner.
The Mind Machine?
(0 E )
Although intelligence has been studied, and the brain has been studied, there is
little understanding of how the brain works to produce intelligence. This has
something to do with the fact that the brain contains around 100 billion cells (about
the number of stars in the Milky Way).
(1 )
One of the continuing myths about the relationship between intelligence and
the brain is that the brains of very clever people are somehow physically different
from those of ordinary people. At the beginning of the century an American scientist
called E.A. Spitzka produced a list of the weighs of the brains of important, wellknown men. The heaviest brain on the list was that of Turgenev, the Russian novelist,
at 2000g. However, the brain of another great genius, Walt Whitman, weighed only
1282g.
(2 )
There are no significant differences between the intelligence levels of males
and females. However, girls under seven score a little higher than boys in IQ test and
the highest IQ recorded is that of Marylin vos Savant at 230. However, men and
women do differ in the way they think. Generally women are more skilled verbally
and men do better on visual-spatial tasks.
Interestingly, the fibres which join the two halves of the brain have been found
to be larger in women that in men. This supports the theory that women can change
from ‘practical’ to ‘emotional’ thinking more quickly than men.
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(3 )
People with mental problems have often been treated extremely badly. Two
hundred years ago, the mentally ill were swung around in revolving chairs, or holes
were drilled in their skulls to release evil spirits. From the 1930s, the mentally ill
were subjected to electric shock therapy and lobotomy – the removal of part of their
brain. In the 1960s and 70s, thousands of people were given drugs to cope with
anxiety and then became addicted to them.
(4 )
The brain needs ten times as much blood as other organs of the body, as it can’t
store glucose for later use. This is different to muscles and although the adult brain
makes up only two per cent of the body weight, its oxygen consumption is twenty per
cent of the body’s total.
(5 )
There are similarities between brains and computers. Computers can do
complicated calculations at incredible speeds. But they work in a fixed way, because
they can’t make memory associations. If we need a screwdriver and there isn’t one,
we will think laterally and use a knife or coin instead. Computers can’t do this. In
fact, it is claimed that when it comes to seeing, moving and reacting to stimuli, no
computer can complete with even the brain power of a fly.
(6 )
Most of our mental processes are deeply formed habits. Challenging your brain
to do things differently helps it develop. Try changing routines as often as you can:
take a bus instead of going by car, sit in a different chair. An extreme but useful
exercise is to read something upside down – you can actually feel your brain at work.
Exercise more. Good health and fitness levels give you overall improved
energy, which leads to better concentration.
Cooking is a good all-round mental exercise. It needs mathematical,
organizational and scientific skills. Use recipes at first and then learn to guess
amount, combinations, reactions of ingredients and timing.
Do puzzles and play games. Teach yourself to work out codes and expand your
vocabulary at the same time.
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15. COMMUNICATING AND CHILDREN
Communication is the greatest single factor
affecting a person’s health and
his relationships with others.
Virginia Satir
Text 15.
The Basic for Relationship Building — The Need to Be Understood
Everyone wants to be understood. It doesn’t matter how old you are. The need
to be heard and to be understood is universal. Effectively communicating this concept
of “I understand” is one of the keys to a satisfying relationship.
Experts who are closely associated with educational systems today know that
the primary need for the successful education of children is sound mental health for
all participants in the educational process. A teacher whose mind is overwhelmed
with anxieties, fears and frustration cannot do an adequate teaching job. Likewise, a
student whose emotional health is in turmoil is not a successful student.
According to Virginia Axline, “the most important single factor in establishing
sound mental health in the educational process is the relationship between the teacher
and his or her students.” This is just as true in kindergarten as it is in high school. It is
the permission for students to be themselves, the understanding, acceptance, and
acknowledgement of feeling, the clarification of what they think and feel that helps
children maintain their self-respect. The possibility of growth and change are
forthcoming as they develop insight within the limits established in the classroom.
Teachers can develop a relationship with students that conveys the underlying
message of understanding, acceptance and non judgment. Friendliness and warmth
demonstrated by the teacher will establish the type of rapport with her and her student
that will respect and individualize the instruction even though there may be thirty
other students in the class. This is the teacher of character demonstrating the values of
good character: caring, respect, responsibility, honesty and courage!
Active vocabulary
expert [`ekspә:t] – специалист;
relationship [rı`leı∫(ә)n∫ıp] – отношение;
anxiety [æŋ`zaıәtı] – беспокойство;
adequate [`ædıkwıt] – компетентный;
permission [pә`mı∫(ә)n] – позволение;
kindergarten [`kındәga:tn] – детский сад;
clarification [˛klærıfı`keı∫(ә)n] – прояснение;
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to maintain [meın`teın] – поддерживать;
self-respect [self rıs`pekt] – чувство собственного достоинства;
to develop [dı`velәp] – развивать;
insight [`insaıt] – понимание;
acceptance [әk`septәns] – одобрение;
friendliness [`frendlınis] – дружелюбие;
rapport [ræ`po:] – взаимопонимание.
ASSIGNMENTS
I. Note the pronunciation of the following words:
communication, satisfy, primary, successful, participant, process, overwhelm,
emotional, insight, frustration, establish, honesty, courage.
II. Find the English equivalents.
Образовательные системы, образование детей, образовательный процесс,
благополучный студент, детский сад, разрешение, отношения между
преподавателем и его студентами, поддерживать их чувство собственного
достоинства, дружелюбие и теплота, установить контакт, достоинства
личности.
III. Choose the necessary word and put it in the sentence.
1. The primary need for the successful education of children is sound mental
health for all …………… in the educational process.
2. A teacher whose mind is overwhelmed with anxieties, fears and frustration
cannot do an ………..teaching job.
3. A student whose ………. health is in turmoil is not a successful student.
4. The most important single factor in establishing sound mental health in the
educational process is the …… between the teacher and his or her students.”
5. Friendliness and warmth demonstrated by the teacher will establish the type
of with her and her student.
6. Teachers can ……… a relationship with students that conveys the
underlying message of understanding, acceptance and non judgement.
7. This is the teacher of character demonstrating the ………. of good character:
caring, respect, responsibility, honesty and courage!
8. Everyone wants to be ………… .
Understood, participants, relationship, values,
rapport, develop, adequate, emotional.
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IV. Translate the sentences into English.
1. Потребность быть услышанным и быть понятым — универсальна.
2. Каждый хочет быть понятым.
3. Насущная потребность в успешном образовании детей — это
нормальное психическое здоровье для всех участников образовательного
процесса.
4. Студент, чье эмоциональное здоровье находится в беспорядке —
неблагополучный студент.
5. Самый важный фактор в установлении нормального психического
здоровья в образовательном процессе — отношения между преподавателем и
его студентами.
6. Преподаватель, у которого мысли переполнены тревогой, опасениями и
разочарованием, не может выполнять компетентную работу преподавателя.
V. Give a short answer:
1. Does everyone want to be understood?
2. The need to be heard and to be understood is universal, isn’t it?
3. What is one of the keys to a satisfying relationship?
4. What is the primary need for the successful education of children?
5. What is the most important single factor in establishing sound mental health
in the educational process?
6. Can teachers develop a relationship with students that conveys the
underlying message of understanding, acceptance and non judgment?
7. Will friendliness and warmth establish the type of rapport with a teacher and
her students?
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16. LISTENING TO CHILDREN
Text 16.
Listening to children. Reaching for your angry child.
The challenge. Translate the following text in writing:
When our children are angry, we parents are thoroughly challenged. The
intensity of their feelings is great, and we feel strongly in response. We often try to
‘talk sense into that child’ at first. Reasoning with them rarely solves the problem,
though, because children are trapped by their angry feelings. Their usual intelligence
and good judgement are temporarily, but totally, disabled. They can’t listen to or
make sense of what we say. Our own frustration rises when they won’t budge from
their ‘impossible’ position. We often stumble into anger too, when our children are
angry.
How do we turn angry times into constructive times? How can we begin to
undo the distance anger creates? What’s needed is a way to bring our angry children
back into good communication with us. We want to let them know they are
cherished, even though things don’t always go their way. If we reach out to an angry
child, offering attention and love, she has the opportunity to fight though her
resentment and do away with it. The alternative is to punish or isolate the child, who
then stores her anger up inside, where it tends to grow and fester.
Handling children’s anger is one of the most difficult and universal jobs in
parenting. The information and practices presented here are based on the observation
that when children are feeling upset or out of touch, they will recover their sense of
well-being if allowed to cry, tremble and perspire, tantrum, or laugh. These responses
expel the hurt and, if the parent stays close, clear the way for the child to feel
competent and loved again.
To make progress during angry times, we parents can lay important
groundwork by establishing ‘special time’ with our children. ‘Special time’ works as
an antidote to the crisis times that worry us. It allows our children to communicate
with us on their terms and their way. As we pay attention to them, finding ways to let
them laugh and explore, they gain confidence that we are on their side. They can tell
that we love them just as they are.
When we were angry as children, most of us were treated with disrespect. If we
were fortunate, we were sent away to cool off without physical or verbal abuse. Many
of us were not so fortunate. Our parents couldn’t tolerate our anger; they were too
upset to help us through our troubled times. Because this intolerance for anger is our
heritage, an overview of anger may be useful.
50
17. TWINS
Text 17.
Raising one child at a time is hard enough; parents of twins have an even more
difficult job. It is important that they don’t become so bonded that one becomes
merely a missing part of the other. Parents have to help their children grow up
together, but realizing that they are individuals fist and twins second. The sibling
rivalry may be avoided by encouraging them to develop different interests from one
another to help to preserve their identities. But the special intimacy that twins share
can lead to problems. As they grow older they may find it hard to develop close
relationships with others because they think no person will ever know them as well
as their twin. They think like each other and do the same things, marry similar
partners and live in virtually identical houses. In one study, a twin declared that
losing the other would be like losing a part of her own body. In another, a pair
separated at birth and brought up in different towns, unaware of one another’s
existence, moved into houses in Florida with their families, only to discover that the
person next door was none other than their twin.
Active vocabulary
twin [twin] – близнец;
to grow up [grou۸p] – расти; становиться взрослым;
individual [˛ındı`vıdjuәl] – личность;
sibling rivalry [`sılıŋ] [`raıv(ә)lri] – соперничество между детьми (одних
родителей), детская ревность;
to encourage [ın`r۸rıdз] – поощрять;
to preserve [prı`zә:v] – сохранить;
identity [aı`dentıtı] – индивидуальность;
to bring up [brıŋ۸p] – воспитывать.
ASSIGNMENTS
I. Read and translate the text.
II. Translate into Russian.
Raising one child, parents of twins, to help their children grow up together,
sibling rivalry, to develop different interests, to preserve their identities, to grow
older, a pair separated at birth.
III. Find the English equivalents.
Родители близнецов, соперничество между детьми, привести к проблеме,
расти вместе, развивать разные интересы, более трудное задание, сохранить
индивидуальность, личность, воспитание одного ребенка.
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