Metodichka_-_Anglysky_yazyk
.pdfEx. 12 Read the sentences below and identify the type of logical connection (e.g., clarifying). Use the linking words from Ex. 11 to connect the sentences below as in the example.
Example: Vygotsky's theory of sociocultural development emphasises the influence of society on the process of maturation.
____ Piaget's theory states that development is driven by internal processes.
Vygotsky's theory of sociocultural development emphasises the influence of society on maturation, whereas Piaget's theory states that development is driven by internal processes. (contrasting ideas)
1.Performing mental tasks that require advanced mental processes results in increased retention of mental functioning with age._____
The risk of dementia declines significantly with mental exercise in older age.
2.The typical masculine is made up of what Bem calls instrumental behaviour, such as sports participation. ____ These patterns do not hold true for all societies.
3.In deciding who is to be given choices, teachers consider age, ability, and prior knowledge. a) __ Older students get more choices. b) __ Students of higher ability receive more choices.
4.Secondary reinforcers are rewards that gain reinforcement value through their association with primary reinforcers. ____ primary reinforcers, they are not inherently reinforcing or satisfying in a basic biological sense.
5.Expert teachers attempt to reduce distractions in the classroom.
____, as much as possible of each student's attention is focussed on the teacher rather than on lesson-irrelevant stimuli.
6.People seek self-determination, the ability to make things happen, to have control of oneself and one's environment. Most people are unhappy when they feel controlled, whether by another person or by outside events. ____, we are motivated to be in charge of our destiny.
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*Ex. 13 Match the expressions below with the English equivalents from Text 1.
1.его связи с обучением
2.применяет эти навыки для выполнения задач
3.происходит главным образом извне
4.процессы, происходящие внутри
5.способствовать собственному развитию
6.воссоздавать внутри себя
7.извлекать пользу из взаимодействий
8.улучшить свое понимание
9.достичь под руководством опытного человека
10.поддерживать собственную инициативу ребенка
*Ex. 14 Translate the sentences using some phrases from Ex. 13.
1.Родителям следует поддерживать собственную инициативу ребенка, так как в этом случае знания усваиваются, а умения развиваются.
2.Дети извлекают пользу из взаимодействия со взрослыми, только если оно происходит в их зоне ближайшего развития.
3.Если человек воссоздает ситуацию в своем воображении, он может проанализировать ее.
4.Студент должен применять свои способности для решения академических задач.
5.Мотивация, которая возникает из-за внешних факторов, называется внешней мотивацией.
Grammar
Ex. 15 Match the modal verbs below with their meanings. Multiple matches are possible.
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1. can |
a. probability, possibility |
2. could |
b. request |
3. must |
c. obligation |
4. may |
d. advice |
5. might |
e. ability |
6. should |
f. permission |
Equivalents of Modal Verbs
To have to – obligation due to circumstances:
I have to report at the monthly meeting next week. Do you have to start anew with the project?
To be able to – ability:
She will be able to solve the problem, she is rather smart.
To be to – necessity due to plan or obligation:
Are you to take the exam next week?
You are to take this medicine whether you like it or not.
To need (to) – necessity:
I don't need to be advised what to do.
Need I/ Do I need to answer this irrelevant question?
Ought to – moral obligation, advice:
We ought to take care of our parents. What ought I (to) tell them?
To be allowed to – permission:
You are not allowed to wear non-traditional clothes here.
Ex. 16 Match the modal verbs below to the equivalents with similar meaning.
Can to be able to
May
Must
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Modal Verbs and their Equivalents: Tense Forms
Past |
Present |
Future |
could |
can (ability) |
– |
was/ were able to |
am/ is/ are able to |
will be able to |
|
|
|
might |
may (permission) |
– |
was/ were allowed to |
am/ is/ are allowed to |
will be allowed to |
|
|
|
– |
must (obligation) |
– |
had to |
have/ has to |
will have to |
Ex. 17 Fill in the gaps with must, need, or have to in the appropriate form.
1.She was not well and … leave early.
2.In this museum cameras … be left at the entrance desk.
3.You … not make your bed in the hotel, the maid will do it for you.
4.Parents tell their children that they … not tell lies.
5.You … not talk to other candidates during the exam.
6.He has poor eyesight, so he … wear glasses all the time.
7.Parents of difficult children … to have patience more than anything else.
Ex. 18 Choose the best option a, b, c, or d to fill in each gap.
1. It is possible that e-books … replace traditional books one day. a. should; b. must; c. are able to; d. may.
2. I suppose some people … find e-readers difficult to use. a. could; b. have to; c. must; d. are to.
3.People … use the internet much more in the future.
a. will can; b. will be able to; c. can; d. are able to.
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4. People … to understand now how important it is to teach their children to read.
a. can't; b. cannot; c. is not able; d. are not able.
5. If frequent assessments are not built into the programme, students
…lack motivation to push themselves and … learn as much as they
….
a. may, may not, ought to; b. must, may not, should; c. may, can, ought to; d. can, must not, should.
6. You … visit a doctor, otherwise it … be too late. a. should, may; b. must, must; c. can, may;
d.should, ought to.
7.Which skills does a student … automatise to make his or her academic life easier?
a. must; b. ought to; c. have to; d. should.
8. Teachers … create the environment in which creativity … to flourish.
a. must, may; b. should, is allowed; c. have to, is allowed;
d.should, have.
9.Expert teachers make a point to pay attention not only to the material students … learn, but also to the context in which students … learn it.
a. have to; should; b. should, may; c. have to, are to;
d.are to, are allowed to.
10.To understand cognitive development and to apply your new knowledge in practice, you … become acquainted with a number of concepts related to cognitive development.
a. may; b. should; c. have; d. are to.
Ex. 19 Choose the correct alternative.
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) about/ –/ of students' home life, if possible, and any risks of psychological problems that the home situation 4) should/ may/ can provide. Major
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depression, 5) unlike/ like/ dislike the occasional mild depression we all experience, needs treatment. Students showing signs of such depression 6) have to/ need/ must social support and 7) may/ can/ should be encouraged to seek help. Such help usually consists 8) with/ of/ – psychotherapy, sometimes in combination with drug therapy. Teachers 9) should/ may/ must act immediately to get help for depressed students who communicate ideas of suicide [25, p. 110].
Ex. 20 Read the text and fill in the gaps with an appropriate modal verb from the box.
can (X2) |
might |
may |
able to |
should |
Why [1] psychologists study biology? Humans are part of the biological world and you [2] already be convinced that biology [3] provide a secure base for psychology. Outside psychology, the public often seems to have little idea of what kind of subject psychology really is. Psychologists [4] sometimes be portrayed as people with fancy theories that are either banal or have no common sense. On the other hand, biology has a certain unambiguous and accurate image as a true science. We [5] say that due to biology we are [6] understand the human psychological condition [27, p. 2].
Exam practice
Text 2
Ex. 21. Read the text and fill in the gaps with the words from the box. You do not have to use four of them.
indirectly |
cognitive |
unreasonable |
whereas |
must |
in general |
for example |
conclusions |
|
might |
likewise |
|
|
|
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|
Scaffolding
Many psychologists have used and expanded on Vygotsky's ideas to better understand how children learn and think. 1) … , Reuven Feuerstein (1980) has suggested that children learn primarily in two different ways, through direct instruction and through mediated learning experiences.
Direct instruction is the teaching situation in which a teacher, parent, or other authority imparts knowledge to a child by teaching it,
2) … a mediated learning experience (MLE) is one in which an adult or other child 3) … helps a child learn by explaining events in the environment, but without directly teaching some lesson. MLE is a form of scaffolding – competent assistance or support, usually provided by a parent or teacher. Scaffolding supports cognitive, socioemotional, and behavioural forms of development. For instance, an adult 4) … go with a child to a museum and explain what the exhibits mean, or an adult can watch a television programme with a child and explain what is happening. 5) … , the adult serves as an expert model for the child.
Feuerstein believes MLE is the stronger of the two kinds of learning for the development of advanced 6) … skills. Teachers can create MLEs for students by explaining ideas or events, while allowing students to see for themselves the connections among the ideas and draw their own logical 7) … .
8) … , scaffolding is a centrally important technique for stimulating cognitive development. Scaffolding strategies include questioning students, modelling behaviours, and providing feedback to student performance. [25, p. 53-54]
Listening
Ex. 22. Work in pairs. Make a list of phrases that can help to understand the number of ideas which are discussed, or mark the transition from one idea to another.
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Ex. 23. Listen to an extract from a lecture and make note of the three purposes of education [6].
1.Traditional: ________________________________________
2.__________________________________________________
3.__________________________________________________
Lesson 3
Text 1
Pre-reading
Ex. 1 Match the words to their synonyms.
1. injure |
a. improvement |
2. recovery |
b. attractiveness |
3. cognitive |
c. thinking |
4. temptation |
d. damage |
5. reasoning |
e. mental |
Ex. 2 Answer the questions. Use the words from Ex. 1.
1.Why do people feel pain?
2.Why is pain important?
Reading
Ex. 3 Read Text 1 and match a main idea to each paragraph.
a)Studying people who do not feel pain helps to understand it.
b)Though pain protects us, temptation can be stronger in some cases.
c)Pain helps us to avoid injury, but the question is why it is so unpleasant.
d)People of different cultures react to pain differently.
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e)Pain and pleasure are the opposites that determine behaviour.
f)The adaptive value of pain consists in finding ways to recover from an injury.
g)The nociceptive system works only when there is no greater danger.
Strategy Point
1.To understand the main ideas, you need to identify the key words.
2.To identify key words, look for words that are repeated, words that are similar or opposite in meaning.
3.Keep in mind, that the idea is usually found in the first or final sentence of a paragraph.
Adaptive Value of Pain
[1]The adaptive value of a nociceptive* system and pain is that this permits flexible solutions to the problem of tissue damage and the threat of it. For example, we can move our bodies around until we happen upon a position that minimizes pain or we can remove a thorn from the foot. We can ask for social help: caregivers can help us to remove thorns, empathise with us and bring comfort. Suppose that an animal injures a limb. If pain then triggers rest, this increases the recovery chances. Surely, most of us have taken to bed in pain, e.g. a severe headache or general discomfort caused by influenza. Rest improves the chances of recovery.
[2]Pain-related behaviour has a layer of cultural relativity in its expression. Different cultures show different pain-related strategies of reacting, e.g. stoicism or expression of distress. In some cultures, rituals may seem excruciatingly painful to outsiders.
[3]There are very rare humans who are born with an inability to experience pain in response to tissue damage. Studying them can give useful insight into the adaptive value of pain.
[4]Why has an anti-nociceptive system evolved? A possibility is as follows. Pain triggers adaptive behaviour such as licking wounds and resting until recovery. However, this has a net adaptive value only
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when there is no greater immediate threat. At times, fighting or fleeing might have to take precedence and would require resisting the tendency to engage in pain-related behaviour. Thus, it might have proven useful to inhibit activity of the nociceptive system, e.g. when fleeing injured from a predator. In humans, evidence suggests that even serious injury incurred, for instance, on a battlefield is only associated with pain when the victim is away from danger.
[5]An attention-grabbing system means that cognitive and behavioural sources are directed to reducing the input from tissue damage. Why though, from a functional viewpoint, does intense pain cause so strong a negative emotion, which has consequences that are often debilitating? It is perhaps possible to see an adaptive significance of the intensity of pain, as follows.
[6]Pain commands our attention but also forces us to take particular adaptive actions, such as staying still when an ankle is injured. From the viewpoint of evolution, it could even be argued, 'no pain, then no pleasure'. Pleasure encourages us to engage in activities such as eating, pursuing a mate or exploring a new environment. However, to follow the guide of pleasure would not always be to our benefit. Pain counters the lure of pleasure, as in getting up too soon from the sick bed.
[7]Without persuasion by pain, humans might not be able to make rational choices to protect the body. But even when we could understand the source of our pain, cold reasoning might have little effect. It would be no match for the temptation to 'get up and go' in the present. For some people, the pain from a headache from the occasional hangover is even too little to deter over-drinking except for a short period. A drug can be used to eliminate headache since the pain is motivating us to do something. [27, p. 355-356]
* Nociception – the ability of a body to sense pain.
Ex. 4 Read the text again and mark the sentences True (T) or False (F).
1. Pain makes us take actions that increase chances of recovery.
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