1. Завдання для індивідуального заняття:

Індивідуальне читання за фахом.

The text below is concerned with the application of psychological theory in children's education in the USA.

Read the text and identify the topic:

1. the role of innate intelligence;

2. the nature of intelligence;

3. the impact of the theory of intelligence testing on American education.

In the United States, many different views of child development flourished none approaching the rigor (сила) and clarity (ясність) that an adequate theory had to achieve. These theories appeared to be not so much contradictory (суперечний) as unrelated to each other. Several schools of thought have been influential in America in shaping the education and child-rearing practices. Perhaps the theory of intelligence testing has had the greatest impact (вплив) on American education. This theory is based on the unproven assumption that children are born with innate abilities that are, for the most part, independent of social experience. Another assumption (твердження) is that innate differences of intelligence (интеллект) can be measured by a test. Later, such tests «discovered» differences in intelligence between races and socio-economic classes.

However, with all the «scientific» test construction and sophisticated (складний) statistical analysis of results there has never been agreement on the nature of «intelligence» itself.

The theoretical question of the nature of intelligence was deemed unimportant. What was important in the period of development of monopoly capitalism was the role of IQ* as an explanation of classes, of the existence of wealth and poverty. To socialize children into accepting the Tightness of the existing social structure, they were «educated» to believe that innate intelligence was the basis for economic and social organization. Wealth could then be justified (виправдання) by intelligence. Only by accepting their inferiority (більш низьке положення, неповноцінність) as the basis for their class position would children grow up to accept the status «quo» in a «harmonious» society.

Intelligence testing has been disastrous (пагубный) for many children, particularly from the lower socio-economic classes and minorities. Perhaps the most pernicious (шкідливий) practice in schools is ranking students into a hierarchy of «intelligence». Even where the group intelligence test has been discontinued as a result of community protest, standardized achievement tests have often taken their place to track students into slow, average (середній) and fast learners. The prevailing notion that the child is responsible (відповідальний) for his learning stems directly from IQ theory, which places ceiling on children's assumed abilities early in life. Many children, taught to doubt (сумніватися) their own potential, drop out and give up. The high drop-out rate, the functional illiteracy, the feelings of frustration and inadequacy are the visible aspects of the serious psychological damage done to children's develop­ment. The failure of American schools to develop a degree of literacy equal to other industrial nations is shocking. American true literacy rate has dropped down to the level of Burma, Albania and the Fiji Islands according to 1980 UNESCO figures.

1) Make the right choice: The theory of intelligence testing has had the greatest impact

1. on American education;

2. on education all over the world;

3. on education in Russia.

The theory of intelligence testing is based on the assumption that

1. children's innate abilities are independent of social experience;

2. there are no innate differences of intelligence between races and socio-economic classes;

3. abilities are not innate.

The role of IQ was important to accept that

1. society is responsible for the child's own learning;

2. wealth and poverty can be justified by intelligence;

3. innate intelligence wasn't the basis for economic and social organisation.

2) Rank the following statements to make up a summary of the text.

a) The theory of intelligence testing is based on the un-proven assumption that children are born with innate abilities that can be measured by a test;

2. The theory of intelligence testing has had the greatest impact on American education;

3. The notion that the child is responsible for his own learning stems from IQ theory;

4. Intelligence testing has been disastrous for many children, particularly from lower socio-economic classes and minorities;

5. The role of IQ as an explanation of classes, of the existence of wealth and poverty was important in the period of development of monopoly capitalism.

3) Here are two more summaries. Choose the best one and give your reasoning. The summary above is one of the possible summaries.

a) The theory of intelligence testing is based on the un-proven assumption that children are born with innate abilities that can be measured by a test.

The role of IQ as an explanation of classes, of the existence of wealth and poverty was important in the period of development of monopoly capitalism in America. As a result the children were «educated» to believe that innate intelligence was the basis for economic and social organization.

This intelligence testing has been disastrous for many children, particularly from the lower socio-economic classes.

b) The theory of intelligence testing is based on the un-proven assumption that children are born with innate abilities.

They are independent of social experience and can be measured by a test.

Список літератури:

1. Барановська Т.В. Граматика англійської мови. Збірник вправ: Навч. посібник. Видання друге, виправлене та доповненею – Мова англ., укр. – Київ: ТОВ “ВП Логос-М», 2007. – 384с.

2. Л.В. Мисик, А.Л. Арцишевська, Л.Р. Кузнєцова, Л.Л. Поплавська. Англійська мова. Комунікативний аспект. / За ред. доц. Мисик Л.В. – Підручник. – К.: Атіка, 2000. – 368с.

3. Гужва Т. М. Англійська мова: Розмовні теми: Навч. посіб. Для студентів фак. Інозем. Філології, університетів, ліцеїв, гімназій та коледжів. – Харків: Фоліо, 2005. – 414с.

4. Бессонова І. В. Англійська мова (за професійним спрямуванням). Навчальний посібник для дистанційного навчання. – К.: Університет «Україна», 2005. – 263с.

5. Куликова Н.В, Мельник Л.А., Зенкевич Е.Б. Английский язык для психологических факультетов. Серия «Учебники МГУ». Ростов н/Д: «Феникс», 2003. – 288с.

6. Коваленко П.И. Английский для психологов. Серия «Учебники и учебные пособия». Ростов н/Д: «Феникс», 2002 – 320с.

Модуль 2 «Студент та його оточення»

Практичне заняття № 1

Тема: Переваги Болонського процесу в Україні.

План роботи

1. Робота над текстом. Дискусія по темі практичного заняття.

Bologna process

The purpose of the Bologna process (or Bologna accords) is to create the European higher education area by making academic degree standards and quality assurance standards more comparable and compatible throughout Europe. It is named after the place it was proposed, the University of Bologna with the signing, in 1999, of the Bologna declaration by ministers of education from 29 European countries in the Italian city of Bologna. This was opened up to other countries signatory to the European Cultural Convention of the Council of Europe, and further governmental meetings have been held in Prague (2001), Berlin (2003), Bergen (2005) and London in spring 2007.

Framework

The basic framework adopted is of three cycles of higher education qualification. As outlined in the Bergen Declaration of 2005, the cycles are defined in terms of qualifications and ECTS credits:

1st cycle: typically 180-240 ECTS credits, usually awarding a Bachelor's degree.

2nd cycle: typically 90-120 ECTS credits (a minimum of 60 on 2nd-cycle level), usually awarding a Master's degree.

3rd cycle: Doctoral degree. No ECTS range given.

In most cases, these will take 3, 2, and 3 years respectively to complete. The actual naming of the degrees may vary from country to country.

Goals

With the Bologna process implementation, higher education systems in European countries should be organized in such a way that:

- it is easy to move from one country to the other (within the European Higher Education Area) - for the purpose of further study or employment;

- the attractiveness of European higher education is increased so many people from non-European countries also come to study and/or work in Europe;

- the European Higher Education Area provides Europe with a broad, high quality and advanced knowledge base, and ensures the further development of Europe as a stable, peaceful and tolerant community benefiting from a cutting edge European Research Area;

- there will also be a greater convergence between the U.S. and Europe as European higher education adopts aspects of the American system.

2. Виконання після текстових вправ

Task l. Write a thesis plan of this text’

Task 2. Answer the questions: 1.What is the Bologna process? 2. Name 3 cycles of the Bologna process. 3. What are their frameworks? 4. In what way the educational process will be organizes?

3. Робота з граматичним матеріалом : Прикметник. Прислівник. Ступені порівняння.

Ex. 1. Complete these sentences using the correct form of the adjectives given in brackets. Write the number of the sentence and the correct form of the adjective.

1. What is the (large) city in your country? 2. What was the (happy) day in your life? 3. What is the (bad) habit that you have? 4. Who is the (good) student in your group? 5. What is the (expensive) thing that you have ever bought?

Ex. 2. Complete these sentences using the correct form of the adjectives given in brackets. Write the number of the sentence and the correct form of the adjective.

1. My brother is much ... than myself (young). 2. The opera theatre is one of ... buildings in the city (beautiful). 3. The sound grew ... and ... (faint). 4. The party was not so ... as I had expected (gay). 5. I have no one ... than you (near). 6. What is the ... news? (late) 7. Yesterday I came home ... than usual (late).

4. Робота над текстом за професійним спрямуванням: текст “Thinking ”.

Before reading the text about thinking and feeling say which of the following statements you are agree with:

1) Feeling is more important for people than thinking.

2)Thinking is used to support our feelings.

3) Feeling is a barrier to thinking.

4. Thinking is a means to clarify emotions.

There is a current belief among many that gut (instinctive) feeling is what really matter and that thinking is just messing around this words. This is based on the experience that so-called logical thinking can be used to prove any point of view. All this arises from our mistaken insistence that logical validity is enough. Since with different starting perceptions perfectly logical thinking can lead to contradictory conclusions, it is not surprising that there has been some disillusionment with thinking in favour (в пользу) of gut feeling.

Ultimately it must be feeling that matters most. Feeling is what makes a human being human. In the end it is to satisfy our emotions and values that we arrange our actions. It is this very importance of feeling that makes feeling so necessary.

A friend of mine was once driving along a country road when he saw a woman being knocked down by a car ahead of him. Perhaps it was a hit-and-run driver or perhaps the driver hadn't even noticed. My friend stopped his car to help the woman. Another driver came up and, seeing the parked car and the injured woman, jumped to a conclusion and, getting out of his car, he hit my friend and broke his jaw (челюсть). There was no doubt about the strength of the driver's feelings. Unfortunately his perception was faulty and had misdirected his feelings.

Feelings are a sort of actions. The purpose of thought is to prepare us for action, to prepare something for us to feel about. Thinking doesn't mean a laborious calculation (вычисление) as to how much feeling is required, but an attempt to direct attention and clarify perception. Thinking should never attempt to be a substitute for feeling. The job of thinking is to clarify and arrange perception. It is this clearer view that then excites our feeling. The feeling may still be wrong, misplaced or exaggerated, but that is a much lesser danger than trying to abolish (уничтожить) feeling.

Список літератури:

1. Барановська Т.В. Граматика англійської мови. Збірник вправ: Навч. посібник. Видання друге, виправлене та доповненею – Мова англ., укр. – Київ: ТОВ “ВП Логос-М», 2007. – 384с.

2. Л.В. Мисик, А.Л. Арцишевська, Л.Р. Кузнєцова, Л.Л. Поплавська. Англійська мова. Комунікативний аспект. / За ред. доц. Мисик Л.В. – Підручник. – К.: Атіка, 2000. – 368с.

3. Гужва Т. М. Англійська мова: Розмовні теми: Навч. посіб. Для студентів фак. Інозем. Філології, університетів, ліцеїв, гімназій та коледжів. – Харків: Фоліо, 2005. – 414с.

4. Бессонова І. В. Англійська мова (за професійним спрямуванням). Навчальний посібник для дистанційного навчання. – К.: Університет «Україна», 2005. – 263с.

5. Куликова Н.В, Мельник Л.А., Зенкевич Е.Б. Английский язык для психологических факультетов. Серия «Учебники МГУ». Ростов н/Д: «Феникс», 2003. – 288с.

6. Коваленко П.И. Английский для психологов. Серия «Учебники и учебные пособия». Ростов н/Д: «Феникс», 2002 – 320с.

Практичне заняття № 2

Тема: Я – студент Інституту психології, історії та соціології.

План роботи

1. Робота над текстом. Розповідь про факультет (інститут), в якому навчається студент.

I am a student of the Institute of Psychology, Sociology and History. Our institute is one of the largest institutes in the University. We study different subjects: Psychology, Sociology Physiology, Mathematics and many others. Besides these subjects we study Ukrainian, Philosophy and English. We study English to be able to read scientific books on Psychology.

There are many departments in our faculty: of psychology, of sociology, of history etc. Besides them there are research laboratories and museums. Every student has an opportunity to work in modern, well-equipped labora­tories, where different problems of Psychology are under in­vestigation.

Students are acquainted with all branches of Psychology. They are lectured in various subjects of this science.

During the first two years we attend lectures on ma­thematics, political subjects and foreign languages. In the third year more narrow specialization begins. We have several specialized courses and addi­tional practical and research work in the subject they have chosen as their future specialty. Besides attending lectures we may join some scientific circle and choose a problem to work on according to our bents. All of us know that Psychology is the science of glorious past and great future. We do our best to acquire as much knowledge as possible.

Graduates of our institute are assigned to work at laboratories, schools, research institutes. Those who have a bent for research work may apply for a post-graduate course of study.

3. Робота над граматичним матеріалом: Числівники. Кількісні та порядкові числівники.