Metodichka_-_Anglysky_yazyk

2.Reaction to pain is irrelevant to the culture.

3.People and animals always react to pain by seeking rest and help.

4.Pleasure makes us want to eat, establish sexual relationships, and make discoveries.

5.Pain can stop us from pursuing pleasure, but it is not always the case.

Vocabulary

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

1.v make something begin to happen

2.v make something less likely to happen

3.v make the growth or progress slower

4.adj able to change easily according to the situation

5.adj very serious, extreme, or very difficult;

6.v remove something from something, or to get rid of something

7.n something or someone more important than another person or thing

Ex. 6 Work in pairs. Finish the sentences:

1.A teacher should be flexible, because …

2.A severe fear of gaining weight may cause …

3.The following activities take precedence when a teenager enters the adolescence stage: firstly, … , secondly, … .

4.The following factors can inhibit learning: …

5.Motivation and interest can be triggered if …

6.Fears can be eliminated if a patient …

7.A child's development can be deterred if …

Ex. 7 Fill in the gaps in the sentences below with one of the words from Ex. 5. You do not have to use one of them.

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1.According to research, students with … disabilities are never able to interact well or be accepted by their peers without these disabilities.

2.If a student suffers from severe test anxiety, it can … their performance on a test.

3.For students old enough to write a letter, an assignment to write a letter explaining their misbehaviour may … future misbehaviour.

4.To increase students' volition, that is the ability to continuously pursue a goal, students need to know how to control and monitor their attention to tasks and … distractions.

5.Biological difference between boys and girls may … different treatment from parents and the society.

6.Children recognise that the needs of a group often take … over the needs of an individual.

Ex. 8 Use an appropriate preposition from the box in the phrases below, then check with the text. You can use some prepositions more than once.

1.empathise … somebody

2.caused … injury

3.engage … activities

4.solution … the problem

5.to be … somebody's benefit

6.ask … help

7.insight … a problem

8.associated … pain

9.to be no match … something

10.take … bed in pain

Ex. 9 Cover Ex. 8 and fill in the gaps in the sentences.

1. Counsellors need to be able to empathise … people. 172

2.His inability to feel pain is caused … a disease.

3.This organisation is engaged … a variety of activities.

4.There are no easy solutions … marital and financial problems.

5.She drinks a lot less now, … the benefit of her health as a whole.

6.It seems a non-sense to ask … a reverse of globalisation.

7.This research provides valuable insights … the theory of aging.

8.The teaching profession is a good match … the people who are able and willing to cope with a lot of things simultaneously.

9.Despite some very good performances, they were no match … the local team.

10.He took … bed with flu.

Ex. 10 Work in pairs. Complete the table below. Use a dictionary if necessary.

Ex. 11 Make as many words as possible using the table below.

Ex. 12 Look through the text and find linking words and phrases that are used to:

a)contrast ideas;

b)give an example;

c)express cause and effect;

d)emphasise.

Ex. 13 Read the sentences and say which linking words are used to express:

a)purpose;

b)sequence;

c)cause and effect;

d)emphasis.

1.You have undoubtedly been exposed in your academic life to different types of assessment.

2.Once people rightly or wrongly assign the “difficult” label, they may treat the child accordingly. Eventually, the child may fulfill the prophecy by behaving in line with parental expectations.

3.Freud believed that how parents treat their children has a major effect on their development. Ultimately, children end up living up to the stereotypes foisted on them by adults.

4.Many students face the immediate need to develop effective thinking skills so that they can succeed in school.

5.Boys are more aggressive than girls on average. Consequently, boys tend to become involved in more violent acts and situations.

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6.Obviously, with only two possible answers students have a 50 per cent chance of guessing correctly.

7.A person with anorexia has a distorted self-image and, therefore, a severe fear of gaining weight. As a result, people with anorexia refuse to eat enough food to maintain adequate body weight and nutrition.

8.Initially, students may not be enthusiastic about a teacher's desire to change the way things are done.

Ex. 14 Say what each set of linking words is used for. Add more linking words to each category.

E.g. for instance, such as, namely – exemplification

1.nevertheless, nonetheless, on the contrary

2.especially, indeed, clearly

3.thus, so, because, subsequently

4.on the whole, to put it briefly, all in all

5.besides, furthermore, in addition

Grammar

Модальные глаголы употребляются с различными формами

инфинитива:

-простой инфинитив, если действие относится к настоящему или будущему:

I must remember to finish the report tonight.

-длительный инфинитив, если подчеркивается длительность действия:

We'd better phone tomorrow, they might be having a lecture now.

-перфектный инфинитив, если действие относится к прошлому:

You might have discussed the matter with me first!

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Модальные глаголы, употребляемые с перфектным инфинитивом, выражают по отношению к действиям, совершенным в прошлом:

can (not) have done – удивление или сомнение (не может быть,

неужели)

He cannot have done it. I don't believe it.

Can he have said it?

may have done – предположение о факте совершения действия:

He may have already returned to Moscow (but I am not sure about it).

might have done – предположение с меньшей долей вероятности:

Don't be angry with her. She might not have known about it. must have done – предположение с большей долей вероятности:

I can't find the key. I must have left it at home (I am rather certain about it).

need (not) have done – сомнение в необходимости совершения действия в прошлом:

Need you have told her the truth?

*Ex. 15 Give Russian equivalents of the sentences below.

1.Vygotsky believed teachers ought to consider the zone of proximal development, the difference between what has been developed in a child and what might be developed with intervention of an adult.

2.To secure a well-paid job in the United States, a person usually must have mastered Standard English.

3.You might have made punishment more effective by rendering it immediately after the provocative act.

4.Many students will perform better than you might have expected if they are held to a high standard.

5.Some children can be helped by lessons in specific social skills, such as joining groups. Their anxiety and timidity may have prevented them from picking up these skills earlier.

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Ex. 16 Fill in the gaps with a word from the box. Use capitalisation if necessary.

A.

Caregivers 1) … allow children opportunities to make choices, to feed themselves, and to exert their own self-control through toilet training. 2) … , caregivers 3) … support the children as they practice their new physical and thinking abilities in a way that develop a sense of self-confidence. 4) … , in this stage, it is important that caregivers be tolerant of accidents and mistakes. Caregivers 5) … provide ways for children in this age to try new things and to engage in some activities on their own. 6) … , they 7) … help children understand rules and limitations. Providing opportunities for children to set goals that are challenging but that the children 8) … meet encourages the children's sense and attainment of success. Also, caregivers 9) … foster children's sense of industry by giving them tasks for which they are regularly responsible. They are tasks that children 10) … carry out independently.

B.

Young children 1) … behave inappropriately because children do not realise how others perceive behaviour. Children's behaviour reflects their ability to take perspectives. 2) … , children 3) … learn to behave appropriately, even if they don't fully understand why such behaviour is inappropriate.

C.

Cognitive development 1) … take place through maturation, through learning, or through a combination of two. Maturation is preprogrammed, 2) … , it occurs regardless of the interactions a child has with the environment. For example, an infant knows how to cry at birth without the benefits of any experiences or instruction of how to cry. Extensive changes in cognitive abilities occur during adolescence. Many of these changes are due to maturation. 3) … , an increase in volume in the prefrontal cortex, an area notably involved in advanced cognitive functions, is 4) … in adolescence. This change occurs in an area related 5) … attention, response inhibition, and reward evaluation. 6) … , improved functioning in each of these areas is to be expected throughout adolescence.

D.

Practical abilities serve three functions in real-world contexts: adapting ourselves to our existing environments, shaping our existing environments to create new environments, and selecting new environments. You use adaptation when you learn the ropes in a new environment and try to figure out how to succeed in it., 1) … when you started college, you probably tried to figure out the explicit and implicit rules of college life. You also 2) … to learn how you could use them to succeed in the new environment. You further shaped your environment by deciding which courses to take and which activities to pursue. You even 3) … to shape the behavior of those around you. 4) …, if you were either 5) … to adapt yourself or to shape your environment to suit you, you 6) … selecting another environment. In this case, you 7) … about transferring to another college. [25]

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Exam practice

Text 2

Ex. 17 Read the text and choose a, b, c, or d.

The Discovery of Classical Conditioning

Classical conditioning was discovered by Ivan Pavlov (1849-1936), a

Russian physiologist who was studying digestion in dogs. 1) … ,

Pavlov collected dogs' saliva in a container. His goal was to measure the amount of salivation produced when the dogs smelled food (in this case, meat powder). But a curious and annoying thing 2) … .

The dogs were salivating even before they smelled the meat powder.

3) … , just the sight of the lab technician or even the sound of the lab technician's footsteps was enough to start them salivating. The salivating behaviour was ruining Pavlov's research. Pavlov's first response, 4) … , was to try to think of ways to stop this premature salvation.

5) … , Pavlov realised that what had appeared to be a (an) 6) ... and confounding event was of interest in its own right. He inferred that some kind of learning 7) … for the dogs to be able to salivate even before they smelled the meat powder. 8) … came the discovery of classical conditioning, also known today as Pavlovian conditioning.

Other people 9) … the same kind of phenomena as those observed by Pavlov. 10) … , some people ridiculed Pavlov's discovery as trivial, sneering that any horse owner would have observed the same phenomenon in various ways. What distinguished Pavlov, 11) … , was that he recognised the significance of what was happening. Like all creative scientists, Pavlov made use of information whose importance 12) … by other people. As Lois Pasteur once said, “Chance favours the prepared mind”. [25, p. 238]

d. has happened.

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Ex. 18 Read the paragraphs (A-I) and put them in a logical order to make a text. The first paragraph is given.

1. D ; 2. __; 3.__; 4. __; 5. __; 6. __; 7. __ ; 8. __; 9. __ .

ARE FEMALE-MALE DIFFERENCES BIOLOGICAL, CULTURAL, OR BOTH?

A Another observable biological difference between females and males is that the corpus callosum, a part of the brain that connects the two brain hemispheres, is larger in females than in males. As a consequence, females' brain hemispheres may be better able than males' to communicate back and forth. All in all, there are several potential biological bases for sex differences in cognitive performance (Duff & Hampson, 2001). Nevertheless, environmental and social factors that influence cognition are also important to consider, particularly because teachers can do nothing about biological differences but can have a substantial impact on the social environments of developing children (Spelke, 2005).

B Which specific cultural and social-cognitive influences might account for gender differences in cognition? Researchers have

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