Metodichka_-_Anglysky_yazyk

3.That can't be true. He is lying.

4.He may be unaware of what is going on here.

5.They might come later, but I wouldn't wait any more.

6.Different factors could contribute to the success of the project.

Ex. 17 Fill in the gaps with one of the verbs from the box.

1.… you approve of such kind of behaviour?

2.You … take the opportunity and apply for the scholarship, I insist on it.

3.… I take the initiative and suggest a solution to the problem?

4.If your teacher demands it from you, you … do it.

5.My sister … predict future when she was little.

6.The USA … take action against Russia, but it is very improbable.

7.He definitely … not take lead in the project: he does not have enough expertise.

8.I strongly believe progress … be made in this field of study very soon.

*Ex. 18 Circle the best option.

Depression in children and adolescents is often related 1) at/ to/ with disruptions in the student's life, such as homelessness, child abuse, or parental divorce. Teachers 2) should/ may/ can be aware 3) at/ of/ about students' home life, if possible, and any risks of psychological problems that the home situation 4) should/ may/ can provide. Major depression, 5) unlike/ like/ dislike the occasional mild depression we all experience, needs treatment.

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Exam practice

Text 2

Ex. 19 Read the text and fill in the gaps in the text with an appropriate sentence from those below. You don't have to use one of the sentences.

A This person has neither engaged in a search for identity nor committed to any significant aspects of an identity.

B The adolescent's identity search may potentially affect her selfconcept and self-esteem in a very profound way.

C His attention to this phase of development has inspired other psychologists, such as James Marcia, whose ideas we consider next.

D Based on the results of this search, he or she has made an educational, vocational, or other personal commitment.

E Indeed, in Western societies, which tend to emphasize individual achievement and responsibility, many psychologists agree that moratorium and identity achievement reflect greater developmental maturity than do identity diffusion or foreclosure.

F They must choose from among many options of how to live their lives.

G He or she has made a search for an identity, but has not yet made commitments.

Achievement of a Personal Identity

Erik Erikson wrote more about the search for identity than about any other crisis he proposed. [1]

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Marcia has suggested that four main kinds of statuses can emerge during adolescence from the conflicts faced and the decisions made by adolescents: identity achievement, foreclosure, identity diffusion, and moratorium. Each status represents a different kind of self-concept. The four kinds of identities are possible combinations of yes-no answers to these two questions:

1 . Has the person engaged in an active search for identity?

2. Has the person made commitments (for example, to values, to school, to a job or career path, to who he or she wants to be as a person, or to other aspects of his or her identity) ?

•An individual who answers "yes" to both questions is in the status of identity achievement. This individual has searched for his or her identity. [2] For example, Marla has decided on a career in medicine after careful reflection. She believes it will enable her to help people, use her talents, and make a good living besides.

•Someone who answers "no" to both of the questions is classified as experiencing identity diffusion. [3] For example, Jethro has been living for the moment, doing more or less whatever feels good at the time. He has not taken the time to think about who he is or what he wants out of life.

•A person who answers "yes" to the first question and "no" to the second is in identity moratorium. [4] For example, Bert has gone from one religious group to another, in the hope of finding himself. Despite his search, he feels no closer to self-understanding than he did before he started his quest.

•Answering "no" to the first question and "yes" to the second leads to identity foreclosure. An individual in identity foreclosure status has made commitments to a job, school, or other aspect of his or her identity without first engaging in a search process.

Both Erikson and Marcia firmly believed that healthy adolescence* can include a moratorium period, a time of searching for an appropriate identity while avoiding firm commitments. According to research, the moratorium period may be especially important to adolescents in a socially diverse, urbanised society. [5] In fact, the complexity of many societies may be one reason why

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identity issues take a long time to resolve. By the time they are seniors in high school, only 20 per cent of students have reached identity achievement status.

The goal of adolescent identity search, no matter how prolonged, is that the adolescent emerge with a firm and relatively secure sense of self – an understanding of how she identifies her own characteristics, abilities, and behaviours. The adolescent's self-esteem is the value she places on herself. The adolescent's view of herself is referred to as her self-concept. [6] Good friendships can help in the development of a sense of self and a positive self-concept. [25, p. 81-82]

* Adolescence – transitional stage from puberty to maturity (18-20 years).

Listening

Ex. 20 Listen to an extract and say what the topic of the lecture is.

Ex. 21 Listen again and choose a, b, or c [7].

1.At the previous lecture the speaker concentrated on

a.how paintings affect our personalities.

b.what art objects tell people about us as individuals.

c.how visual art reflects thoughts of people.

2.Dr Gosling suggests that

a.our preferences in art reflect our personalities.

b.we are attracted to certain colours.

c.people are attracted to different kind of arts.

3.The new topic the speaker wants to discuss is

a.research in music.

b.personality and taste in music.

c.types of music.

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4.It is probable that

a.we inherit musical taste.

b.we turn to music of different types.

c.twins like jazz.

5.The cleverer an individual is

a.the more CDs he has.

b.the more jazz he listens to.

c.the more open he is to new kinds of music.

Lesson 2

Text 1

Pre-reading

Ex. 1 Discuss the questions:

1.How do people learn?

2.What do you know of Piaget's and Vygotsky's ideas on development?

Ex. 2 Write a list of words and phrases that may be related to the Sociocultural Theory.

Reading

Ex. 3 Read the text and add words to the list from Ex. 2.

Strategy Point

1.Before you read a text look at the heading, subheadings, proper names and numbers.

2.Try to predict what it can be about and what language you might find there.

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Vygotsky's Sociocultural Theory of Cognitive Development

The thinking of Piaget has been important to the understanding of cognitive development and its interface with education. In Piaget's theory, the direction of development is from inside, outward. In other words, abilities mature, and the child then applies these abilities to the tasks he or she faces in the world. An alternative theory, however, emphasises exactly the opposite direction of development.

In the theory of Lev Vygotsky, cognitive development occurs largely from the outside, inward. Vygotsky's major premise was that a person's internal processes have their roots in interactions with others. Children watch the interactions between the people in the world, interact with others themselves, and use these interactions to further their own development. This theory is sometimes referred to as sociocultural theory.

In general, Vygotsky's theory is less detailed than Piaget's. Nevertheless, many of its main assertions appear to be valid. Vigotsky formulated three particularly important ideas about cognitive development – the concepts of internalisation, the zone of proximal development, and scaffolding.

Internalisation is the process of taking in knowledge or skills from the social contexts in which they are observed. For example, imagine a child who is watching two adults argue for their respective beliefs. Seeing such arguments, the child can learn how to argue for her own beliefs, both in the context of discussions with others and in the context of thinking through issues for herself. In school, a first grader might learn how to play a game by watching how the third graders play. In essence, children recreate within themselves the kinds of interactions they observe in the world so they can profit from the interactions they observed. The more interactions a child observes, the more likely he or she becomes expert at extracting information from them.

Vygotsky believed that language development is the key to being able to internalise complex ideas. Developing children's

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language skills helps children develop their thoughts. For example, when children learn about classifications of animals, the words used in the classification can help children understand the concepts themselves. Learning about the concepts through words helps children refine and sharpen their understanding in a way that would be difficult without words. As another example, if their language skills are strong, children can understand adult conversations better, and learn more from those conversations, than they can if they do not understand many of the words the adults are using.

Vygotsky's second major idea is called the zone of proximal development (also called the zone of potential development). The ZPD is the difference between a child's level of independent performance and the level of performance a child can reach with an expert guidance. It generally occurs when the expert aims to guide and support the child's own initiative to learn. In conventional assessments of children's ability, we typically observe what children can do on their own. What they can do is based on the experiences they have had, and the interaction of the effects of these experiences with the children's inherited characteristics. Vygotsky's idea was to provide a way to measure the distance between this independent performance and the child's guided performance. Tests of the zone of proximal development help teachers understand children's readiness to profit from instruction. [25, p. 51-54]

Ex. 4 Read the text again and choose the best answer for each question.

1.How is Vygotsky's theory of development different from Piaget's?

a.It negates interaction as important for a child's development.

b.It stresses the inside personality factors as necessary for development.

c.In it communication in society is important for development, not a child's personality.

2.What are the three concepts that Vygotsky developed in his works?

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a.Maturation, zone of proximal development, and scaffolding.

b.Scaffolding, ZPD, and internalisation.

c.Zone of proximate development, internalisation, and observation.

3.How do children learn according to Vygotsky?

a.They watch how older children and adults communicate and draw conclusions.

b.They mature when they communicate.

c.They develop when they use their abilities.

4.What is it necessary for children to master to understand the world?

a.Internalisation.

b.Arguing.

c.Language.

5.What is the zone of proximal development?

a.It is the difference between what a child can be with help and on her own.

b.It is the difference between the level of performance of a child and of an adult.

c.It is when a child's initiative to learn is encouraged.

6.Why is it important to understand where the ZPD lies with a particular child?

a.It helps to measure the zone.

b.It helps to understand how to teach a child effectively.

c.It helps to make a child ready for instruction.

Vocabulary

Ex. 5 Match the words in bold with the definitions and synonyms below.

1.based on good reasons or facts that are true

2.genetic

3.absorb or accept an idea

4.become completely grown or developed

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5.make perfect

6.traditional

7.declaration, positive statement

8.an idea or theory on which a statement or action is based

9.particular, specific

Ex. 6 Fill in the gaps with some of the words in bold from the text.

1.If your personality trait is similar to one of your parent's, it is … .

2.If something is done in the same way for a long time, it is done in a … way.

3.When teenagers grow up and learn from experience, they … .

4.The basis for an argument is called a … .

5.When children think over, understand and remember an idea, they

… it.

6.If a theory is based on reliable facts, it is … .

7.If you declare something and are sure it is true, you make an … .

Ex. 7 Study the table and give more examples.

Negative prefixes

Ex. 8 Make opposites of the following words and give their Russian equivalents.

Mature (adj.), dependent, important, standard, interpret, patient (adj.), pleased, thesis, rational.

Ex. 9 Fill in the gaps with words with negative suffixes.

1.A person who is not developed and grown enough is … .

2.When you want something to happen as soon as possible you become … .

3.When you understand somebody's words incorrectly, you … them.

4.When somebody changes facts for their benefit, they … the facts.

5.If a person keeps away from society and communication, he can be called … .

6.If children misbehave, their parents are … with them.

Ex. 10 Find the linking words and phrases in Text 3 that are used for:

1.giving an example;

2.generalising and summarising;

3.contrasting ideas.

Ex. 11 Distribute the linking words and phrases into the categories below.

Unlike, for instance, however, that is to say, specifically, in the same way, to conclude, in a nutshell, although, similarly, in this way, whereas, likewise, as an illustration, in short.

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