АНГЛИЙСКИЙ ЯЗЫК ДЛЯ УЧИТЕЛЕЙ
Профессионально-ориентированное обучение
Учебное пособие
Допущено Учебно-методическим объединением
по направлениям педагогического образования
Министерства образования и науки Российской Федерации
в качестве учебного пособия по направлению «Педагогическое образование»
для студентов высших педагогических учебных заведений
Санкт-Петербург
2012
УДК 378
А 64
Рецензент:
Г. Р. Доброва, доктор филологических наук, профессор (РГПУ
им. А. И. Герцена)
А 64 Английский язык для учителей. Профессионально-ориентирован-
ное обучение / В. Л. Погосян, Т. Г. Васильева, И. В. Вронская, М. Г. Ма-
цибора: учеб, пособие. - СПб.: ООО «Книжный Дом», 2012. - 76 с.
ISBN 978-5-94777-270-8
Учебное пособие предназначено для профессионально-ориентированного
обучения английскому языку студентов, обучающихся по направлению «Педа-
гогическое образование», разработано с учетом Государственного образователь-
ного стандарта подготовки бакалавров по дисциплине «Иностранный язык».
Пособие состоит из 15 уроков, включающих базовую лексику, оригинальные
тексты о проблемах образования и развития детей, а также из системы заданий
на развитие умений в письменной и устной речи на английском языке.
Может быть полезно, студентам педагогических колледжей, аспирантам, слу-
шателям факультетов повышения квалификации и переподготовки, обуча-
ющимся по различным направлениям педагогического образования, препода-
вателям и специалистам, работающим в различных психолого-педагогических
областях, при подготовке выступлений, докладов на семинарах, конференциях,
а также при подготовке к вступительным экзаменам по английскому языку в
аспирантуру.
ISBN 978-5-94777-270-8
© Авторы, 2012
© Оформление
ООО «Книжный Дом», 2012
Содержание
Методические рекомендации................................4
Урок 1...................................................7
Урок 2...................................................И
Урок 3..................................................17
Урок 4................................................  20
Урок 5................................................  26
Урок 6..................................................33
Урок 7..................................................38
Урок 8..................................................43
Урок 9..................................................46
Урок 10.................................................50
Урок 11.................................................54
Урок 12.................................................58
Урок 13.................................................62
Урок 14.................................................67
Урок 15.................................................71
Литература...............................................75
3
Методические рекомендации
Учебное пособие предназначено для профессионально-ориентиро-
ванного обучения английскому языку студентов, обучающихся по
направлениям педагогического образования.
Пособие включает 15 уроков, объединенных единой тематикой.
Тематика всех уроков взаимосвязана и касается педагогических про-
блем, что создает возможность на протяжении всего периода обуче-
ния обращаться к уже освоенному материалу, активизируя и закре-
пляя его.
Работа над языковым материалом в уроках проводится в контексте
тематики профессионального общения. Кроме того, языковой мате-
риал в уроках распределен таким образом, что каждый последующий
урок предусматривает обращение к учебному материалу, освоенному
ранее, обеспечивая повторение и закрепление языковых навыков в
коммуникативной деятельности.
Структура урока строится вокруг определенного текста. Отбор
текстов осуществлен на основе их профессиональной значимости для
будущих педагогов: тексты взяты из англоязычных периодических
изданий, публикаций органов управления образованием, научных
и учебных публикаций. Их содержание отражает проблемы, обсуж-
даемые учителями, родителями, сотрудниками управления образо-
ванием. Таким образом, отобранные для изучения тексты знакомят
студентов с актуальными проблемами современного образования, с
зарубежными подходами к обучению и воспитанию детей, с тем, что
волнует и беспокоит педагогов и родителей, с тем, какие предлагают-
ся пути решения проблем, с 1 ем опытом, которым делятся учителя со
страниц периодических англоязычных изданий. Студенты получают
возможность нс только ознакомиться с этими проблемами, но и срав-
нить их с положением дел в российском образовании и в педагогике,
выявить общность и различия не только в обсуждаемых вопросах, но
и в предлагаемых способах их решения, оценить их с позиций отече-
ственной педагогической теории и практики, высказать собственное
4
мнение, предложить собственные пути решения проблем. Все это спо-
собствует тому, что содержание текстов пособия расширяет профессио-
нальный кругозор студентов, развивает критическое мышление.
Аутентичность отобранных текстов и тот факт, что они носят не ис-
ключительно дескриптивный, а проблемный характер, вызывает у сту-
дентов познавательный интерес и создает мотивацию для их обсуждения,
что, с одной стороны, создает условия для активной коммуникативной
практики в английском языке, способствуя развитию иноязычной ком-
муникативной компетенции, с другой стороны, эти обсуждения модели-
руют ситуации профессионального межкультурного общения, подготов-
ка к которому является основной целью обучения иностранному языку
в вузе. Кроме того, тематическая направленность отобранных текстов
способствует созданию взаимосвязи дисциплины «Иностранный язык»
с дисциплинами общепрофильной подготовки, тем самым играет опре-
деленную роль в развитии их профессиональной компетенции, а также
развивает ключевую информационную компетенцию.
В связи с тем, что структура каждого урока строится вокруг текстов,
в ней выделяются предтекстовые и послетекстовые задания, а занятие,
соответственно, состоит из предтекстового, текстового и послетектово-
го этапов.
Предтекстовые задания направлены на подготовку к чтению текста,
они содержат лексический материал урока, который планируется для
активного или пассивного усвоения на данном занятии и необходим
для понимания текста. Введение новой лексики максимально облегче-
но для восприятия и понимания: слова даются с транскрипцией и пере-
водом па русский язык, кроме того, рекомендуется прочитать их вслух
хором вслед за преподавателем. Такой прием позволяет предупредить
одну из типичных ошибок, которая заключается в том, что специалисты,
владеющие навыками использования профессионального вокабуляра в
чтении и письме, овладевают лишь графическим образом слов и не рас-
познают их на слух или неверно произносят в устной речи.
Предлагаемый в пособии способ введения новой лексики имеет еще
одну особенность: отказ от типичного домашнего задания, предваряю-
щего чтение нового текста, - найти в словаре новые слова, записать и
выучить их значение. Мы полагаем, что подобные задания развивают
умение работать со словарем, однако мало способствуют его активиза-
ции и усвоению, в то же время они предполагают, что неподготовив-
шийся студент (то есть не ознакомившийся с новой лексикой) не смо-
жет активно принимать участие в аудиторной работе.
5
Работа с текстом направлена на развитие умений в различных видах
чтения - ознакомительного, поискового, выборочного, чтения с пол-
ным пониманием содержания прочитанного. Овладев данными видами
чтения, студент будет способен ориентироваться в англоязычной про-
фессиональной информационной среде, осуществлять поиск, выбирать
нужную ему профессионально-значимую информацию на английском
языке.
Помимо формирования умений в различных видах чтения, после-
текстовые задания направлены на развитие следующих умений в чте-
нии: определять основную идею текста и замысел автора, отличать
факты от мнений, понимать, как взаимосвязаны части текста. Кроме
того, послетекстовые упражнения направлены на развитие лексико-
грамматических навыков и умений, в частности, на расширение профес-
сионального вокабуляра, на развитие умения понимать значения незна-
комых слов по контексту и на основе словообразования, на активизацию
грамматического материала в речи.
Основной целью аудиторной работы является активизация исполь-
зования языковых средств, необходимых для осуществления професси-
онального общения по теме модуля, в связи с этим большая значимость
на послетекстовом этапе придается развитию иноязычных коммуника-
тивных умений, поэтому используются задания, направленные на раз-
витие умений в устной речи, а письменные задания имеют творческий
характер.
Настоящее пособие содержит компоненты, необходимые для учебно-
методического обеспечения овладения студентами английским языком,
а также способствует такой организации учебного процесса, которая
гарантирует эффективную аудиторную и самостоятельную работу сту-
дента. Пособие реализует личностно ориентированный подход к обу-
чению, базирующийся на гуманитарных технологиях, подразумевает
самые разнообразные формы управления учебной деятельностью, в то
же время развивает самостоятельность студента, его ответственность за
учение, создавая тем самым условия для его личностного роста. Посо-
бие может быть рекомендовано для использования в подготовке бака-
лавров по направлению «Педагогическое образование» по дисциплине
«Английский язык».
6
Урок 1
1.	Прочитаете слова и ознакомьтесь с их переводом на русский язык:
attribute [' xtrlbjHt] - характерный признак, атрибут
belong to [bi' loN] - принадлежать
code [' kqud] - кодекс, законы чести; моральные нормы
educator ['edju(:)keltq] - педагог, воспитатель
ethics [' eTIks] - этика
introduction ['Intrq'dAkSqn] - введение, нововведение
leadership [' UdqSIp] - руководство
provide [prq'vaid] - обеспечивать
regulatory ["regjuleitqrl] - регулирующий
skill [' skil] - навык, умение
socialize ['squSqlalz] - подготавливать к жизни в коллективе, обществе
vocabulary [vq' kxbjulqri] - словарь, запас слов
2.	Прочитайте следующие слова и догадайтесь об их значении:
profession, professional, program, train, training, regular, regulate, concept,
group, focus
3.	Переведите на русский язык следующие словосочетания:
professional attributes, public school programs, to be soc lalized into profes-
sion, to become a professional, to be a babysitter, an early childhood profes-
sional, to provide someone with the concepts, to belong to a group of profes-
sionals, to have strong leadership, a code of ethics, a regulatory organization,
to work in child care programs for young children
4.	Прочитайте предложения, обращая внимание на употребление стра-
дательного залога:
1.	It is very important for every early childhood educator to be soc'alized
into profession.
7
2.	A code of ethics, regulatory organizations and a proud history are taken up
by all early childhood professionals.
3.	Different child care programs are offered in the field of early childhood
education.
4.	Necessary skills, vocabulary and concepts are provided by special educa-
tion and training.
5.	A training program for future teachers is focused on professional skills and
a code of ethics.
5.	Прочитайте и переведите текст, определите основную идею текста:
Text 1
(by Janet Gonzales-Mena)
The early childhood educator belongs to a group of professionals that has
strong leadership, a proud history, a code of ethics, regulatory organizations,
and other professional attributes. “I'm not a babysitter” is the proud cry of
early childhood educators, whether they work in child care programs for
young children, public school programs, or other kinds of programs.
To become an early childhood professional, you will need education and
training to provide you with the necessary skills, vocabulary, and concepts,
but to enter the field of early childhood education, you will also need to
know something about its history. Because history is an important part of
being socialized into profession.
(from Foundations. Early Childhood Education in a Diverse Society)
The main idea of the text is that
a)	the early childhood educator belongs to a group of professionals.
b)	it is very important for the early childhood educator to be socialized into
profession.
c)	it is necessary to know something about a proud history of early childhood
education.
6.	Закончите следующие высказывания:
1.	The early childhood educator belongs...
2.	A group of professionals has strong leadership ...
3.	To become an early childhood professional..
4.	To enter the field of early childhood education...
5.	History is an important part...
8
7.	Вставьте в пропуски слова из рамочки, подходящие по смыслу:
provide attributes socialized саге education babysitters
1.	In early education there are different kinds programs, for example, child...
programs for young children, public school programs and others.
2.	These are the professional... of early childhood educators: strong leader-
ship, a proud history, a code of ethics and some regulatory organizations.
3.	Education and training... the teacher with the necessary skill, vocabulary,
and concepts.
4.	Educators are proud of being not... but professionals in the field of early
childhood education.
5.	To be... into profession every educator will need to know its history.
8.	Прочитайте предложения и догадайтесь по контексту, о чем идет
речь:
1.	We use this word to name a small boy or a girl.
2.	It is the time when you are a child.
3.	It is a person who gives lessons, especially in school.
4.	It’s a person who is paid to care for a child when the child’s parents are away.
5.	It’s a specialist in education; a person who educates.
6.	It means to care for a child while his or her parents are away.
7.	It’s a special document that provides the teacher with the necessary infor-
mation on educational concepts.
8.	It means the study of things that happened in the past.
9.	It means all the words you know in a language.
10.	It is a person who belongs to one of the professions.
9.	Ответьте на вопросы:
1.	What will you need to become an early childhood professional?
2.	What kinds of programs do early childhood educators work in?
3.	What group does an early childhood educator belong to?
4.	Do you agree that an early childhood educator is not a babysitter? Prove it.
5.	What does the group of early childhood professionals have?
6.	What is a person who is paid to care for a child when the child’s parents
are away?
7.	What do you need to become a good professional?
8.	Is history or psychology an important part of being socialized into pro-
fession?
9
9.	What is an important part of being socialized into profession?
10.	What do you need to know to enter the field of early childhood edu-
cation?
10.	Выполните перевод предложений с русского языка на английский,
используя данные предложения:
1.	Many theories or philosophies, such as those of Socrates, St. Augustine,
Rousseau, and Dewey, have influenced education.
Кто оказал влияние на образование?
2.	Piaget’s theory is a psychological theory.
Чья теория является психологической теорией?
3.	Empiricists (such as Locke, Berkeley, and Hume) in essence argued that
knowledge has its source outside the individual.
Что доказали эмпирики?
4.	When a teacher plans to use a game in class she must realize its cognitive
value well.
Какую ценность игры должен осознавать учитель, когда планирует за-
нятие?
5.	Adult power must be reduced because the child can construct moral rules
and knowledge only when he is free to come to his own decision autono-
mously.
Власть взрослого должна быть сокращена, не так ли?
11.	Ситуация «I am an early childhood educator»:
•	Вы представляете педагогический университет на ярмарке професси-
онального образования. Подготовьте презентацию о профессии препо-
давателя и расскажите о том, что необходимо для того, чтобы стать про-
фессионалом в этой области, и какими чертами обладают специалисты-
педагоги.
•	Вы - студент педагогического университета и принимаете участие в
международной конференции, посвященной вопросам дошкольного и
школьного образования и воспитания. Расспросите зарубежного колле-
гу о том, что требуется для того, чтобы стать специалистом в области
раннего обучения детей.
10
Урок 2
1.	Прочитайте слова и ознакомьтесь с их переводом на русский язык:
array [q' rel] - ряд
define [di' fain] - давать определение
increase [In' kri:s] - увеличивать, поднимать
issue L'ISH] - вопрос, проблема
motivate [' mqutlvelt] - побуждать
nap [nxp] - короткий сон
observe [qb' zWv] - наблюдать, замечать
origin ['OrIGIn] - происхождение
please [plJz] - доставлять удовольствие
pursue [pq'sjH] - заниматься
reassure [rjq' Suq] - заверять
space [' Spels] - пространство, место
term [tWm] - термин
vary [' vFqrl] - разнообразить, различаться
2.	Переведите на русский язык следующие словосочетания:
health-improvement exercises, to remain unchanged, a regular classroom,
to reassure parents, to be created for children, to design lessons, to bring
children to school, to introduce children to the world, an array of organized
activities, to observe nature, to be greeted with a smile, to pursue music
lessons
3.	Прочитайте предложения вслух, обращая внимание на употребле-
ние страдательного залога:
1.	Musical skills are developed throughout a school year.
2.	This space will be created for the baby.
3.	A child is brought to school by a parent or a grandparent.
4.	Each class is grouped together by age.
5.	The lessons were designed to develop math and communication skills.
6.	The lessons are designed to introduce the children to nature and the
world.
7.	The teacher was greeted with a smile.
8.	The array of organized activities was not changed.
9.	These health-improvement exercises are being designed by the teacher
who organizes all the sport activities in the kindergarten.
10.	They will be given advice on their children-raising issue.
11
4. Ознакомьтесь с описаниями типов детских дошкольных учреждешш:
creche, day nursery, kindergarten, nursery school, play group
creche - this word of French origin, is defined in the Shorter Oxford English
Dictionary (SOED) as follows: “a public nursery for infants, where they are
taken care of while their mothers are at work, etc.” In modern English, how-
ever, it more often denotes something temporary, arranged to fulfill a specific
need. For example, a creche is sometimes organized while a meeting is being
held, to enable both parents to attend.
day nursery - day nurseries take children from two months to five years,
and are run by the local health authority. Day nurseries are normally open
for longer then nursery schools, and remain open virtually all the year round.
A day nursery meets a social need: it minds children while their parents are
at work.
kindergarten - this term of German origin is defined by the SOED as fol-
lows:" a school for developing the intelligence of young children by ob-
ject-lessons, toys, games, singing, etc., according to the method devised by
Friedrich Froebel”. It is now used in England only of certain private schools,
nursery school being the usual term. It is sometimes used by English people
in a wider sense than given in the SOED, to mean any school for young chil-
dren. In this case, it often refers to foreign countries, for example, the USA or
Australia, where there are establishments called kindergartens.
nursery school - this is a school for children under five, mainly, from three
to five. The children spend most of their time in some sort of play activ-
ity, as far as possible of an educational kind. Most nursery schools are state
institutions provided by the local education authority, but there are also
some independent nursery schools. Nursery schools operate during normal
school hours (approx. 9 a.m. - 4 p.m.) and observe normal school holidays.
A nursery school is an educational establishment and is concerned with the
children's development.
play group - this is a small group organized on a voluntary basis, usually by
the parents themselves, for children under five who cannot get into a nursery
school or day nursery.
(from An English Teacher’s Handbook of Educational Terms')
Какое из приведенных определений детских дошкольных учреждений
наилучшим образом соответствует понятию «детский сад» в русском
языке?
12
5. Прочитайте текст и выберите суждения, соответствующие его со-
держанию:
DAILY LIFE IN A REGULAR RUSSIAN
KINDERGARTEN
(by O. Melnik and O. Sidlovskaya)
This kindergarten is known as “The Sun.” Almost 160 children, ages
2 to 7, make up eight classes of children. Each class is grouped together
by age.
In the kindergarten, there are spaces created just for children: an art
room, a gym, a music room, a game room, and a “museum” for professionals’
and children’s paintings. In addition to the regular classrooms, there are bed-
rooms, cloakrooms, and bathrooms for each group.
The kindergarten opens at 7:00 a.m.; however, the majority of the young
children are brought to school by their parents anywhere from 8:00 a.m.
until 9:00 a.m. Whenever the child arrives, she or he is always greeted
with a smile. From 8:00 a.m. until 9:00 a.m., the children do their morning
exercises, then wash their faces and brush their teeth. Next, they cat their
breakfast.
Around 9:00 in the morning, the game activities begin. These activities
vary - young children have one lesson a day, while older children have two to
three lessons. The lessons are designed to develop math and communication
skills, and to introduce the children to nature and the world. In addition,
the children might pursue ecology, music, theater, drawing, modeling, appli-
que work, design, sports, and English lessons. During the winter, children as
young as 5 skate and ski. In summer, they ride their bicycles.
As soon as the lessons, which vary during the week, are over, the children
go for a walk. They observe nature, play, and go on excursions to theaters,
museums, and expositions. Young children have a lunch break at noon; an
hour later, the older children have their lunch. The children take a nap af-
ter lunch, which usually lasts 2-1/2 to 3 hours for the young children and
1-1/2 hours for the older children.
After the nap, the children do breathing and health-improvement exercis-
es, as well as gymnastics. After these health-improvement exercises, children
have their midday meal. They drink milk or juice, and eat stewed fruit. Then,
the children play. They can choose from an array of organized activities, such
as art class, crafts club, and so on.
13
Children also eat dinner in the kindergarten. While parents can take the
children home at any time, the majority of the children go home between
5:00 p.m. and 6:00 p.m. The kindergarten is open until 6:30 p.m.
The following specialists work in the kindergarten: kindergarten teach-
ers, two for each group; kindergarten teachers’ helpers, who are responsible
for making all the meals, keeping everything clean, and helping the teachers
in the classroom; a psychologist; a teacher who organizes all the sport ac-
tivities; teachers who develop aesthetic and musical skills; and the English
teacher. Once a week, the psychologist gives advice to the parents on child-
raising issues.
Each Russian kindergarten has its own unique features and differenc-
es, and each day differs from the previous one. But one thing remains un-
changed: all the people who work in the kindergarten do their best to help
develop healthy, creative, smart, and happy children and to reassure parents
that their children are in good hands.
(from Childhood Education, International Focus Issue,
2002, Vol. 78, N 6, p. 341)
1)	In the kindergarten there are spaces created just for:	/
a)	parents
b)	children
c)	teachers
2)	The games activities include:
a)	making meals
b)	helping the teachers
c)	drawing pictures
3)	Older children have a lunch break at:
a)	half past twelve
b)	noon
c)	one o’clock
4)	The children have their midday meal after:
a)	their nap
b)	their gymnastics
c)	their health-improvement and breathing exercises
5)	The game activities lessons are designed:
a)	to help children to become better
b)	to help parents to bring up their children
c)	to help children to develop communication skills
14
6)	The following specialists work in the kindergarten:
a)	two psychologists for each group
b)	two epistemologists for each group
c)	two kindergarten teachers for each group
7)	Each Russian kindergarten has its own:
a)	building
b)	playground
c)	unique features
6.	Закончите предложения:
1.	Each class is grouped together...
2.	There are spaces created just for children...
3.	The majority of the young children are brought to school by...
4.	They observe nature...
5.	The children take a nap after...
6.	After these health-improvement exercises....
7.	They can choose from an array ...
8.	The majority of the children go home...
9.	The psychologist gives advice to ...
10.	One thing remains unchanged...
7.	Вставьте в пропуски словосочетания из рамочки, подходящие по
смыслу:
are being designed, are grouped, are made, are developed, are given,
were greeted, will be designed, was brought, is being kept, was helped
1	All the classes... by age.
2.	The children ... with smiles.
3.	These game activities... by our new colleague.
4.	Sue... to school yesterday?
5.	Willy ... by his older friend.
6.	What purposes the lessons... for?
7.	All the meals... by kindergarten teachers’ helpers?
8	Musical or aesthetic skills... by kindergarten teachers?
9.	Everything always... clean by kindergarten teachers’ helpers.
10.	Their parents... good advice once a week.
15
8. Прочитайте предложения и догадайтесь по контексту, о чем идет
речь:
1.	It is a suggestion about what someone should do.
2.	This is a large room that is used for doing exercises or training.
3	It is the pleasant sounds made by voices oi by nstruments.
4.	It is a time when you learn things in school.
5.	It is something you learn to do.
6.	It is an activity in which you follow certain rules in order to get points and
defeat another person or team.
7	It is a game or competition where you use your body.
8.	It is the world and everything in it which people have not made, for ex-
ample weather, plants, etc.
9	It is the Earth on which we live.
10.	It is a father or a mother.
9.	Ответьте на вопросы:
1.	How long does a kindergarten day last?
2.	Why are the children greeted with a smile at the beginning of each day?
3.	What is the main puipose of working in the kindergarten?
4.	What way should kindergarten specialists use in their everyday work?
5.	What thing remains unchanged in each Russian kindergarten? What for?
6.	What activities are used m the kindergarten?
7.	What skills are developed by the kmdergaiten teachers?
8.	What lessons can be pursued by children?
9	Why do the children do breathing and health-improvement exercises?
10.	What meals are given to the children?
11.	Who are kindergarten teachers helped by? What are their duties?
12.	What time do the children have their midday meal?
13.	What time are children taken home? What time can children be taken
home? What time should children be taken home?
14.	What forms of organized activities can be chosen?
15.	Why do children have a nap in kindergartens? How long does the nap
last?
10.	Выполните перевод предложений с русского языка на английский,
используя данные предложения:
1.	This kindergarten is based on Christian traditions and beliefs.
Этот детский сад основан па христианских традициях?
16
2.	This child care center is attended by children daily.
Кто посещает этот детский центр ежедневно?
3.	Making rules contributes to the development of logical thinking.
Что вносит вклад в развитие логического мышления?
4.	In the teacher’s presence the child remained meek and inactive.
В чьем присутствии ребенок остается пассивным?
5.	A teacher must be always ready to help children and encourage them to be
alert and confident.
Что всегда должен быть готов сделать учитель?
11. Составьте развернутый план текста и подготовьте на его основе
презентацию для родителей о детском саде.
УрокЗ
1.	Прочитайте слова и ознакомьтесь с их переводом на русский язык.
assault [q'sO:lt] - нападение, атака; нападать
barb [bQ:b] - колкость, колкое замечание
defense (defence) [dT fFns] - защита, оборона
destructive [dis'trAktlv] - разрушительный, губительный, сокруши-
тельный
divert dal' vWt] (to) - отводить, отвлекать
devise [di' valz] - разрабатывать
failure [' felljq] - провал, неудача
frustration [frAs'treISqn] - досада
insulate ['Insjulelt] - изолировать, отгородиться
insult [In'suit] - оскорблять; ['Insult] - оскорбление
intimidating [In' tlmldeltlN] - устрашающий, пугающий
profess [prq' fEs] - открыто признавать, претендовать на
shrink [SrINk] - садиться, сокращаться
sling [slIN] - швырять
tease [tlz] - дразнить, поддразнивать
verba [vWbl] - устный
2.	Переведите на русский язык следующие словосочетания:
to insulate oneself from stress, to determine the degree, to experience success
in school, to rate each item, to provide opportunity, to demonstrate knowl-
edge, to accommodate a variety of interests, to maintain an appropriate level,
to build resistance of failure
17
3.	Прочитайте и переведите текст, определите цель автора:
CREATE A CARING CLASSROOM
(by Jane Bluestein)
Part 1
On my very first day as a teacher, one of my new students approached
me, looked me squarely in the eye, and announced: “I don’t do reading.” Only
a few hours into my career, and here was a child telling me that I need not
bother teaching her reading - she’s tried it and had enough.
Like this child, all of my students had experienced various degrees of
failure and frustration m their school careers, and all devised a variety of
techniques to insulate themselves from further stress and discomfort. Some
shrank into seats in the back, making themselves as small as possible. Oth-
ers appeared unapproachable and intimidating. I had students who already
knew everything, and others who professed helplessness in the face of even
the most uncomplicated tasks. For each, the goal was the same: safety. So
much energy and instructional time are diverted to dealing with these “sur-
vival” behaviors in the course of a teaching day. Wouldn’t it be more efficient
to establish classrooms that are caring and emotionally safe places, where
these self-protective measures are unnecessary?
(from The Scholastic Instructor, September2000, p. 35)
The purpose of the author is
a)	to describe his first day as a teacher
b)	to give recommendations on teaching reading
c)	to describe failure and frustration experienced by children at school
d) to list the techniques devised by children to insulate themselves from
stress and discomfort
e) to suggest a solution to the problem of children’s failure and frustration
4. Задайте вопросы к выделенным в тексте словам.
5. Закончите следующие высказывания:
1.	She doesn’t do reading because she has tried it...
2.	All her students devised ...
3.	This boy professes helplessness ...
4.	For each student the goal was ...
5.	A lot of instructional time is diverted to...
6.	It is more efficient to establish safe classrooms where...
7.	As a teacher you will deal with the “survival”...
18
6.	Ответьте на вопросы:
1.	Who had experienced various degrees of failure and frustration in school
careers?
2.	What is more efficient: to establish classrooms that are caring and emo-
tionally safe places or to use self-protective measures?
3.	Why do some students make themselves as small as possible, but others
appear unapproachable and intim dating? What is the reason for that?
4.	Why do children devise a variety of self-protective techniques?
5.	Who professed helplessness in the face of even the most uncomplicated
tasks?
6.	What techniques can students devise as self-protective measures?
7.	What is the goal of the “survival” behaviors?
7.	Вставьте в пропуски слова из рамочки, подходящие по смыслу:
careers measures caring through care prevent
1.	A preschool teacher spends plenty of energy and instructional time to ...
“survival” behaviors in the classroom.
2.	Children learn.. their own daily experiences.
3.	Some teachers profess helplessness in the face of these self-protective ...
of their students.
4.	To become a good professional in the field of early childhood education
means to be able to establish .. and emotionally safe classrooms.
5.	She teaches her students not to be afraid of failure and frustration in their
school....
8.	Найдите в тексте эквиваленты следующих словосочетаний:
разнообразие приемов, отгораживаться от стресса, определять степень
чего-либо, различные степени неудачи, казаться недоступным, быть бо-
лее эффективным, меры самозащиты, отводить учебное время, неслож-
ные задания, взглянуть прямо в глаза, в течение учебного дня, знать все,
самый первый день
9.	Выполните перевод предложений с русского языка на английский,
используя данные предложения:
1.	Two main currents developed over the centuries in answer to these ques-
tions: the empiricist and rationalist currents.
Какие течения развились на протяжении столетий?
v 19
2.	For young children there is no distinction between work and play.
Какое различие существует для детей между работой и игрой?
3.	The game should provide a stimulating context for children’s mental
ability.
Что должна обеспечивать игра?
4.	Russian preschool education is concerned with balancing young children’s
physical and intellectual development.
Какой проблемой обеспокоено дошкольное образование?
5.	Some readers were surprised by the description of a typical day in a Japa-
nese 3rd-grade classroom.
Описанием чего были удивлены читатели?
10. Составьте резюме прочитанного текста (5-7 предложений).
11. Используя тексты уроков 1-5, составьте развернутый план беседы
с родителями о правильном выстраивании отношений между:
а) учителем и учениками
б) детьми
Урок 4
1.	Прочитайте следующие слова и ознакомьтесь с их переводом на
русский язык:
nature [' neiCq] - природа, сущность
knowledge [' nOUG] - знание
to develop [di' velqp]- развивать
source ['sLs] - источник
sense [' sens] - чувство
experience [iks' piqrlqns] - опыт
study [' stAdl] - изучение, исследование
to find out [faind] - узнавать, выяснять, понимать
relationship [ri'leiSqnSIp] - отношение, взаимосвязь
same [seim] - тот же самый, одинаковый
different [' dlfrqnt] - различный, другой, не такой
to exist [ig'.zlst] - существовать
environment [In'vaiqrqnmqnt] - окружающая среда
interaction [' Intqr' xkSn] - взаимодействие
framework [' frelmwWk] - каркас, рамки, структура
20
2.	Прочитайте следующие интернациональные слова и догадайтесь об
их значении:
theory, physical, objects, materially, mentally, reality, person, construct, situ-
ation, result, creation, organize.
3.	Назовите суффикс, с помощью которого следующие существитель-
ные образованы от глаголов. Поясните значение данных слов, учиты-
вая, какими частями речи они являются:
to educate - education
to express - expression
to observe - observation
to convince - conviction
to distinct - distinction
to demonstrate - demonstration
to interact - interaction
to act - action
4.	Прочитайте текст и выберите суждения, соответствующие его со-
держанию:
PIAGET’S THEORY
(by Kamii C., DeVries R)
Many theories or philosophies, such as those of Socrates, St. Augustine,
Rousseau, and Dewey, have influenced education. Piaget’s theory is a psy-
chological theory which helps to understand the nature of intellectual and
moral development of children.
Piaget is often believed to be a psychologist, but he actually was an epis-
temologist. Epistemology is the study of the nature and origins of knowledge
expressed in questions such as How do we know what we think we know and
How do we know that what we think we know is true? Two main currents de-
veloped over the centuries in answer to these questions: the empiricist and
rationalist currents.
Empiricists (such as Locke, Berkeley, and Hume) in essence argued that
knowledge has its source outside the individual and that it is internalized
through the senses. They further argued that the individual at birth is like a
clean slate on which experiences are “written” as he grows up.
Rationalists such as Descartes, Spinoza, and Kant did not deny the impor-
tance of sensory experience, but they insisted that the reason is more pow-
21
erful than sensory experience because it enables us to know with certainty
many truths which sensory observation can never ascertain.
Piaget saw the elements of truth and untruth in both camps. As a scientist
trained in biology, he was convinced that the only way to resolve epistemo-
logical problems was to study them scientifically and decided that the best
way to study the nature of empirical knowledge and reason in man was to
study the development of knowledge in children.
Piaget makes a fundamental distinction between physical knowledge and
logico-mathematical knowledge. Physical knowledge refers to knowledge
of objects which are out there and observable in external reality. The
source of physical knowledge is mainly in objects. The only way the child
can find out the physical property of objects is by acting on them mate-
rially and mentally and finding out how objects react to his action. For
example, by dropping a ball and a glass on the floor, the child finds out
how the objects react differently to the same action. While the source of
physical knowledge is partly in objects, the source of logico-mathematical
knowledge is in the child.
This can be clarified by the example of the simplest relationship between
two objects, such as a red bead and a green one of the same size, both made
of wood. The two beads can be considered “different”. This relationship “dif-
ferent” exists neither in the red bead nor in the green one, nor anywhere else
in external reality. This relationship exists in the head of the person who
puts the objects into relationship, and if she did not put the objects into this
relationship, the difference would not exist for that person. Thus, the source
of logico-mathematical knowledge is in each child.
The same beads can be also considered “the same”. In this case, the same-
ness exists neither in one bead nor in the other, but in the head of the person
who puts the objects into this relationship. A third example of a relationship
created by the child is “two”. Logico-mathematical knowledge is constructed
by coordinating these relationships that have their origins in the mental ac-
tions of the child.
Piaget’s theory can be called interactionist because, according to him,
knowledge comes not directly from the environment as claimed by empiri-
cists but, rather, through the interaction between the objects in the environ-
ment and the knowledge that the subject brings to the situation.
His theory can also be called constructivist. By demonstrating that each
child constructs the basic framework of knowledge in interaction with the
environment, he proved that reason is not innate* in man but the result of
his creation. The better these frameworks are structured, the more accurate
22
and elaborate the information is that a person can get from reality. More
accurate, elaborate and well organized information in turn constitutes better
structured logico-mathematical frameworks.
(*reason - разум, рассудок, соображение; здесь — знание
innate - врожденный, природный)
(from Group Games in Early Education. Implications of Piaget’s Theory.
National Association for the Education of Young Children,
Washington D.C., 1996}
1)	Psychology helps to understand
a)	nature
b)	biology
c)	intellect
d)	philosophy
2)	Epistemology is a part of
a)	philosophy
b)	psychology
c)	biology
d)	knowledge
3)	Empiricists claim that
a)	people learn through experience
b)	people “write” their experience on slates
c)	the origin of knowledge is in the brain
d)	knowledge is internalized by reason
4)	Rationalists assume that
a)	sensory experience is not important
b)	sensory experience enables us to learn the truth
c)	sensory experience is less powerful than reason
d)	empiricists are absolutely wrong
5)	Piaget believed that
a)	empiricists were light
b)	rationalists were right
c)	both empiricists and rationalists were right
d)	both empiricists and rationalists were wrong
6)	According to Piaget,
a)	physical and logico-mathematical knowledge have the same source
b)	the source of physical knowledge is in the child
c)	the source of logico-mathematical knowledge is in the objects
) the source of physical knowledge is mainly in objects
23
5.	Ответьте на вопросы:
1.	What is this text about?
2.	What does Piaget’s theory help us to understand?
3.	What is epistemology?
4.	What is the difference between empiricists and rationalists?
5.	How does the child get physical knowledge?
6.	If the child compares two objects and considers their difference and their
sameness what kind of knowledge does he construct?
7.	What actions are the most important in creating logico-mathematical
knowledge?
8.	Why is it important for a teacher to select and structure the information
that a person can get from reality?
6.	Подтвердите правильность предложений или исправьте ошибочные
утверждения, используя следующие выражения согласия/несогласия:
I agree... -1 disagree...
I think it’s true. - I don’t think it’s true. /1 think it’s false.
1.	We cannot say exactly what influences education.
2.	Psychology is the study of the nature and origins of knowledge.
3.	Empiricists Locke, Berkeley, and Hume argued that knowledge has its
source outside the individual and that it is internalized through the senses.
4.	Rationalists such as Descartes, Spinoza, and Kant denied the importance
of sensory experience
5.	The only way the child can find out the physical property of objects is by
acting on them materially and mentally and finding out how objects react to
his action.
6.	The source of logico-mathematical knowledge is in every object.
7.	Mental actions of the child help him to coordinate relationships between
different objects and develop logico-mathematical knowledge.
8.	Each child constructs the basic framework of knowledge in interaction
with the environment.
7.	Заполните пропуски в предложениях, используя словосочетания
в рамочке:
of intellectual and moral development // a psychologist // knowledge
of objects// relationship between two objects // well organized infor-
mation // a fundamental distinction // the result of his creation // the
interaction between the objects
24
J
1.	Piaget’s theory is a psychological theory which helps to understand the
nature... of children.
2.	Piaget is often believed to be..., but he actually was an epistemologist.
3.	Piaget makes ... between physical knowledge and logico-mathematical
knowledge.
4.	Physical knowledge refers to ... which are out there and observable in ex-
ternal reality.
5.	The examples of the simplest... (a red bead and a green one of the same
size, both made of wood) are as follows: 1) the two beads can be considered
“different”; 2) The same beads can be considered “the same”. 3) A third ex-
ample of a i elationship created by the child is “two”.
6.	Knowledge comes through .. in the environment and the knowledge that
the subject brings to the situation.
7.	The basic framework of knowledge is constructed in interaction with the
environment, he proved that reason is not innate in man but....
8.	More accurate, elaborate and ... in turn constitutes better structured log-
ico-mathematical frameworks
8.	Выполните перевод предложений с русского языка на английский,
используя данные предложения:
1.	All of my students devised a variety of techniques to insulate themselves
from further stress and discomfort.
Для чего дети разработали эти техники?
2.	So much instructional time is diverted to dealing with these “survival”
behaviors in the course of a teaching day.
На что отводится столько много учебного времени?
3.	The theory helps to understand the nature of intellectual and moral devel-
opment of children.
Что помогает понять его теория?
4.	Piaget was an epistemolog st.
Пиаже был эпистемологом, не так ли?
5.	Epistemology is the study of the nature and origins of knowledge expressed
in questions such as How do we know what we think we know and How do we
know that what we think we know is true?
Эпистемология - это паука о природе знания?
9. Прочитайте пример, объясняющий, как ребенок осмысливает ре-
зультаты опыта по определению того, какие объекты тонут, а какие
остаются на поверхности воды. К какому выводу приходит ребенок?
25
Какой вид знания, согласно теории Пиаже, формируется у ребенка в
ходе данного опыта? Обоснуйте свою точку зрения, используя слова
и выражения, изученные в ходе занятия.
Изначальное убеждение ребенка: Большие объекты более тяжелые, а
маленькие более легкие.
Сравниваемые объекты: большой деревянный шар и железный ключ
помещаются в воду.
- (The teacher:) Tell me about that ball
- (The child:) It stays on top. It’s wood. Its light (легкий).
- (T) And this key?
- (Ch) Goes down. It’s iron. It’s heavy.
- (T) Which is heavier, the key or the ball?
- (Ch) The ball
- (T) Then why does the ball float and the key sink?
- (Ch) The key is heavy. It’s heavier. It’s iron, and iron always goes under.
Урок 5
1.	Прочитайте следующие слова и ознакомьтесь с их переводом на
русский язык:
ability [q'bllltl] - способность, умение
to intervene [Intq(:)'vjn] - вмешиваться, вступаться
objective [qb' Gektlv] - цель
adult [' xdAIt] - взрослый
peers [plqz] - сверстники
alert [q' IWt] - живой (проворный, активный)
curious [' kjuqrlqs] - любопытный, любознательный
confident [' kOnfldqnt] - уверенный
to figure out [' flgq aut] - понимать (постигать, разгадывать)
recreation [rekrF eSqn] - развлечение, отдых
budding [' bAdIN] - подающий надежды, многообещающий
to foster [' fUstq] - воспитывать, поощрять, благоприятствовать
negotiation [пГ gquST eISqn] - переговоры, обсуждение условий
to contribute to [kqn' trlbjHt] - содействовать, способствовать
to convince [kqn' vlns] - убеждать, уверять
voluntarily [' vOlqntqrlll] - добровольно
26
2.	а) Прочитайте слова и ознакомьтесь с их переводом на русский
язык:
insight - проницательность, понимание
relation - отношение, связь, зависимость
amusement - развлечение
significance - значение
desire - желание
decision - решение (принятое человеком)
solution - решение (проблемы, вопроса)
rule - правило
circumstances - обстоятельства
respect - уважение
б) Составьте словосочетания, установив соответствие между данны-
ми словами и выражениями, в которых они могут употребляться:
1. 2.	a deep... to lose smb’s...	insight relation
3.	to make a...	amusement
4.	an ..park	significance
5.	to be of great...	to desire
6.	an intense...	decision
7.	to formulate a...	solution
8.	a... between	rule
9.	to find a...	circumstances
10. difficult...		respect
3.	Прочитайте следующие интернациональные слова и догадайтесь об
их значении:
unique, to stimulate, autonomy, critical, initiative, function, special, regula-
tion, to characterize, intellectual, emotional, seriously
4.	а) Образуйте по цепочке от следующих существительных прилага-
тельные при помощи суффикса “-al” и от прилагательных - наречия
с помощью суффикса “-1у”, объясните их значение. Объясните, в ка-
ких случаях в наречиях пишется одно “1”, а в каких - два.
Model:politics - political -politically
nature -
physics -
mathematics -
27
emotion -
origin -
intellect -
б) Образуйте от следующих прилагательных наречия с помощью суф-
фикса “-1у”, объясните их значение:
fundamental, material, mental, actual, special
5.	Заполните пропуски, используя глаголы can/could. Прочитайте и
переведите предложения:
1.	At the previous lesson you... learn some new statements of Piaget’s theory.
2.	How ... teachers of young children use ... Piaget’s theory in the class-
room?
3.	The most significant question is how we ... help children to become alert,
curious, initiative, and confident.
4.	Every teacher., increase children’s activity at her lessons by using group
games.
5	The autonomous individual ... regulate his or her desires, negotiations,
and work out decisions... that seem right to everyone.
6.	Children... develop autonomy in group games if these... games correspond
to the three objectives for early education
7.	In the beginning of the previous century objectives for early education ...
were different and group games... be hardly used at the lessons.
8.	When the child only... obeys the rules made by someone else, he or she ...
not become completely autonomous.
9.	The game broke down and the teacher asked the group what... be done
about the problem, and the children... made a series of suggestions.
10.	The teacher didn’t... propose the solution of the problem from the begin-
ning, and the children ... have these experiences that contributed to their
emotional development.
6. Переведите следующие словосочетания:
to develop autonomy through relationships, to have a different significance,
a complete freedom to do anything, to participate in the decision-making
process, to obey the rules made by someone else, to make a series of sugges-
tions, to suggest the solution, to give up the desire voluntarily or under or-
der, to be necessary and desirable, to be carefully considered, to be capable of
coping with the problem, to propose the solution, to contribute to emotional
development
28
7. Прочитайте текст и определите его основную идею:
WHY USE GROUP GAMES?
(Kamii C., DeVries R)
Part 1
How can teachers of young children
use Piaget’s theory in the classroom?
Group games stimulate children’s
development in unique ways
if used with the insights
gained from Piaget’s theory.
Children can learn in group games and the teacher can intervene in ways
that maximize children’s learning if these games correspond to the following
three objectives for early education:
1.	In relation to adults, we would like children to develop their auton-
omy through secure relationships in which adult power is reduced as much
as possible.
2.	In relation to peers, we would like children to develop their ability to
dccenter and coordinate different points of view.
3.	In relation to learning, we would like children to be alert, curious,
critical, and confident in their ability to figure thing out and say what they
honestly think. We would also like them to have initiative; come up with in-
teresting ideas, problems, and questions; and put thing into relationships.
Many parents and school administrators object to group games and other
types of classroom play. Some parents say “Why should I send my child to
school if all he does there is play?” These parents are often more pleased when
their children bring worksheets home as evidence of work and learning. To
people who believe that learning is proved by reading tests, play seems to be
only for amusement and recreation. Group games have a different signifi-
cance for young children then for older children and adults, and that young
children often learn more in group games than in lessons and in exercises.
Games have a special function for young children for whom group games
are a new form of activity never possible before. The budding ability to play
group games is a major cognitive and social achievement of 5-year-olds which
must be fostered before age 5 and further promoted after this age. The pur-
pose of using group games is to foster the development of autonomy, not to
teach children how to play these games.
Autonomy was originally a political term which meant self-governing.
Autonomy is not the same thing as a complete freedom to do anything one
29
pleases. It involves the mutual regulation of desires, or negotiations, to work
out decisions that seem right to all concerned.
Autonomy is sometimes confused with independence as the ability to
hold a job, pay one’s bills, and live in society as a responsible citizen. The au-
tonomous individual goes beyond conventions as a set of rules among many
other possibilities, and adopts conventional rules only under certain circum-
stances when they make sense to him. In homes characterized by high adult
power, the child cannot develop autonomy. In homes in which the child can
participate in the decision-making process, his autonomy has a chance of de-
veloping.
Autonomy has not only intellectual, moral aspects but also an emotional
aspect. Without a strong self, there can be no autonomous individual. When
the child only obeys the rules made by someone else, he or she became un-
differentiated from that person. The child’s will is only an extension of that
person’s will In conflicts involving rules, if the teacher intervenes in ways
that foster the development of autonomy she also contributes to the child’s
development of a strong sense of self.
This can be clarified by the following example: the game broke down
because two players wanted to be “It”. The teacher asked the group what
could be done about the problem, and the children made a series of sugges-
tions. Each one was considered seriously, and the search for a solution took
so much time that the children did not have much time to play the game.
The solution came in the end when one of the two children decided to give
up wanting to be “It”. The teacher could have suggested the same solution
from the beginning, but that would have helped neither the development of
autonomy nor the emotional development of the children From the child’s
viewpoint, a large difference exists between giving up a desire voluntarily
and giving it up under order. The child’s ego was not violated because she
gave up her desire voluntarily. She could convince herself that this was nec-
essary and desirable to do under the circumstances All the other children
had an experience in which they were respected as indiv duals Every idea
suggested by individual children was carefully considered, and each child’s
idea was respected. Above all, the teacher communicated to the children that
she believed they were capable of coping with the problem. If the teacher had
proposed the solution from the beginning, the children would not have had
these experiences that contributed to their emotional development.
(from Croup Games in Early Education. Implications of Piaget’s Theory.
National Association for the Education of Young Children,
Washington D C., 1996)
30
The main idea of the text is that
a)	autonomy has many aspects
b)	group games foster children’s development
c)	there are three objectives for using group games
d)	many parents object to group games
8. Найдите в тексте предложения со словом will. Какой частью речи
является это слово в данном контексте?
9. Закончите следующие высказывания:
1.	Group games stimulate...
2.	Group games should correspond to...
3.	Adult power should...
4.	Children should be able to...
5.	Children should have ...
6.	Many parents are pleased when...
7.	The major cognitive and social achievement of 5-year-olds is ...
8.	The purpose of using group games is not...
9.	The purpose of using group games is...
10.	In politics autonomy means
11.	Autonomy involves...
12.	Independence means...
13.	Autonomy should not be confused with...
14.	The child cannot develop autonomy in homes with...
15.	The child can develop autonomy in homes in which...
16.	An autonomous individual is ...
17.	Independence is the ability...
10. Вставьте в пропуски слова, подходящие по смыслу:
purpose // points of view // to foster // significance // objectives //
decision-making // adults // different // intervene // contributed to //
respected // decisions
The following 1)... for early education are to develop children’s autonomy
through secure relationships with 2) ..., to develop their ability to decenter
and coordinate different 3) ... in relation with peers, and to have initiative;
come up with interesting ideas, problems, and questions.
31
Group games have a different 4) ... for young children then for older
children and adults, and that young children often learn more in group games
than in lessons and in exercises.
Games have a special function for young children. The 5)... of using group
games is 6) ... the development of autonomy. Autonomy means self-govern-
ing. It is neither a complete freedom nor independence. It involves the mu-
tual regulation of desires, or negotiations, to work out 7) ... that seem right to
all concerned. Autonomy can be developed only if adult power is reduced as
much as possible. Besides if in homes the child can participate in the 8) ... pro-
cess, his autonomy has a chance of developing.
Autonomy has many 9) ... aspects but only with a strong self, there can
be autonomous individual. The teacher should 10) ... in ways that foster the
development of autonomy and a strong sense of self.
If children have experiences in which they are 11)... as individuals, their
ideas are carefully considered, and the teacher believes children to be ca-
pable of coping with problems the children will not have experiences that
12) ... their intellectual, moral and emotional development.
11. Ответьте на вопросы:
1.	What are the main objectives for early education?
2.	In what relations are these objectives considered?
3.	Why are parents often more pleased when their children bring worksheets
and tests from school?
4.	How would you explain what the budding ability is?
5.	What is the purpose of using group games?
6.	What are the aspects of autonomy?
7.	What is the significance of autonomy for young children?
8.	How can we characterize the autonomous individual?
9.	Describe the teacher’s actions in the example in the text.
10.	What experiences that contributed to emotional development did the
children in the example in the text have?
12. Выполните перевод предложений с русского языка на английский,
используя данные предложения:
1.	The child must be free when he is making his own decision.
Кто должен быть свободен, когда принимает решение?
2.	Rationalists such as Descartes, Spinoza, and Kant insisted that the reason
is more powerful than sensory experience.
На чем настаивали рационалисты?
32
3.	Piaget saw the elements of truth and untruth in both camps.
Что увидел Пиаже?
4.	He was convinced that the only way to resolve epistemological problems
was to study them scientifically.
Как Пиаже решил эти проблемы?
5.	Не decided to study the development of knowledge in children.
Что он решил изучить?
Урок 6
1.	Прочитайте предложенные слова и ознакомьтесь с их переводом на
русский язык:
to impose [Im' pquz] - налагать (обязательства, правила)
to involve [In' vOlv] - включать в себя, повлечь за собой
to acquire [q' kwaiq] - приобретать, овладевать (навыком и т. д.)
attitude [' xtltjHd] - отношение
responsibility [rls' pOnsq' bllltl] - ответственность
to remain [гГ mein] - оставаться
to encourage [In' kArIG] - поощрять, поддерживать
to invent [In' vent] - изобретать, придумывать
turn [tWn] - очередь
advantage [qd'vRntIG] - преимущество
value ['vxljl l] - ценность
to achieve [q' CJv] - достигать
to cheat [CJt] - обманывать
meek [mjk] - кроткий, мягкий
feedback ['fjdbxk] - обратная связь
judge [GAG] - судья, судить
2.	Прочитайте и догадайтесь о значении следующих интернациональ-
ных слов. Переведите их на русский язык:
to cooperate, to motivate, a context, cognitive, opposite, sanction, modify,
version, potential
3.	При помощи суффикса “-ly” от следующих прилагательных обра-
зуйте наречия и переведите их:
previous (предыдущий), cognitive (познавательный), usual (обычный),
social (общественный), final (конечный), probable (вероятный), honest
33
(честный), sharp (резкий, отчетливый), blind (слепой), correct (правиль-
ный), incorrect (неправильный), serious (серьезный), careful (осторож-
ный, заботливый)
4.	При помощи суффикса “-ty” образуйте существительные от сле-
дующих прилагательных и переведите их:
passive, active, able, responsible
5.	Прочитайте следующие предложения и определите, в каких из них
модальный глагол выражает значение «разрешения/запрещения»,
а в каких - «предположения»:
1.	“Here we have some sticks. Now you may pick up anyone you like. When
picking it up try your best not to move the others”, - the teacher explained
to the child.
2.	Children may not leave the classroom without permission.
3.	The game is interesting but the players may wish to change the rules.
4.	The children may argue a great deal, but finally they may accept each
other’s ideas and invent another game.
5.	The rule is: you may not cheat anyone.
6.	If the child is passive and showing no initiative and sense of responsibility
he may wait for the teacher to take care of the situation.
7.	Go on, now you may say honestly what you think!
8.	Working only on worksheets children may start thinking that truth can
come only out of the teacher’s head and that the learner’s task is to give the
“right” answer the teacher wants.
9.	The result of common education may prevent the child from developing
autonomy and in the teacher’s presence he may remain meek and inactive.
10.	We are playing Pick-Up Sticksl Now you may take your turn!
6.	Прочитайте текст и па его основе подтвердите или опровергните
приведенные после текста высказывания:
WHY USE GROUP GAMES?
(Kamii C., DeVries R)
Part 2
Children develop not only socially, morally, and cognitively but also
politically, emotionally through games involving rules. A game cannot be-
gin unless the players agree on the rules. Once it begins, it cannot continue
34
unless the players agree on how to interpret the rules. Because young
children usually want to play group games, games constitute a natural
context in which children are motivated to cooperate to make rules and
live by them.
If the teacher proposes rules rather than imposing them, children have
the possibility of making rules. Making rules is a political activity, involving
making decisions. The coordination of points of view is a cognitive process
that contributes to the development of logical thinking. In this cooperation,
children use previously acquired knowledge to contrast new rules. The chil-
dren may argue a great deal, but finally they may accept each other’s ideas
and invent one game after another, together.
Let us go on to the enforcement of rules. Once while playing the card
game of War with to 6-year-olds the teacher observed the following inci-
dent: she noticed that one of the children was getting away with taking the
cards, even though he knew that he had the smaller of the two numbers.
The teacher turned to the other child and asked, “ Are YOU going to let
so-and-so cheat you like That?” The child sat there looking at her as if to
say, “Of course, because YOU are the adult, and YOU are in charge.” The
teacher understood this attitude as the result of an education that hadn’t
made him autonomous. The child showed no initiative and no sense of re-
sponsibility. He was passive and waited for the teacher to take care of the
situation. He was probably quite tough outside the classroom, but inside,
in the teacher’s presence he remained meek and inactive. This passivity
is the opposite of what we would like children to learn by playing group
games.
The responsibility of enforcing rules encourages the development of ini-
tiative, alertness, and confidence to say what one honestly thinks. The re-
sponsibility of enforcing rules also leads to the invention of sanctions, chil-
dren become more inventive. ,
Sometimes children decide to modify a rule rather than enforce it. In a
room of 5-year-olds, for example, the teacher introduced Pick-Up Sticks in
the usual way, demonstrating how each player was to pick up one stick after
another, trying not to make any other stick move. If a player made another
stick move, that ended his turn. The person who picked up more sticks than
anybody else would be the winner. After playing this game for a while, the
teacher left the room for a few minutes, and when she returned, she found the
children playing by different rules.
They were taking short turns, each child picking up only one stick each
time. When a player made another stick move, he put that one down and
picked up another one.
35
This example contrasts sharply with the previous one. Instead of blindly
obeying the teacher, the 5-year-olds initiated a modification of the game.
They had cooperated among themselves because otherwise there would not
have been such agreement about this modification. Their veision maximized
the potential of the game for their development. Short turns permitted each
player to be more active, and the token penalty made better sense to the chil-
dren, for whom winning was irrelevant.
Aside from the advantage of involving rules, group games also have the
advantage of involv ng physical actions that encourage children to be men-
tally active. Young children can often learn more in group games than in les-
sons and worksheets. Furthermore, in a game, the players are mentally more
active than when they are working on worksheets. They are motivated to
supervise what others are doing from one moment to the next With work-
sheets the child works alone, and the feedback comes from the teacher much
later. For example, when a child is missing his action or doing it incorrectly,
and the others are aware of the right variant they can hardly keep quiet, they
often yell, “We can do it!”
In lessons and exercises, the teacher knows everything and is the only
judge of right and wrong. In games, by contrast, truth comes from the
children. Piaget’s theory shows that in logico-mathematical knowledge
truth does not to come out of the teacher’s head. Lessons and worksheets
give to children the message that truth can come only out of the teacher’s
head and that the learner’s task is to give the “right" answer the teacher
wants. This message undermines children’s confidence in their own ability
to figure thing out
So, if a game is taught to teach children how to play it “correctly,”
its value will disappear completely. If, in contrast, the game is used to
achieve three broad objectives of early education discussed earlier, it can
contribute to children’s social, political, moral, cognitive, and emotional
development.
(from Group Games in Early Education. Implications of Piaget's Theory.
National Association for the Education of Young Children,
WashingtonD.C., 1996)
1.	A game can easily begin if the players do not agree on the rules.
2.	To play group games it is necessary for children to cooperate, to make
rules and interpret them the same way.
3.	If the teacher imposes rules rather than proposing them, children have the
possibility of making rules.
36
4.	Arguing a cognitive process that contributes to the development of logi-
cal thinking.
5.	Passivity is what we would like children to learn by playing group
games.
6.	Autonomy, initiative, and responsibility encourage the development of
initiative, alertness, and confidence to say what one honestly thinks.
7.	In the example in the text 5-year-old childien were playing Pick-up
sticks. The teacher left the room for a few minutes, and when she returned,
she found that the children had modified the rules.
8.	These children (in the example) hadn’t cooperated among themselves and
decided to obey the teacher blindly.
9.	Involving niles and physical actions group games encourage children to
be mentally active and learn more than in lessons.
10.	The message that truth can come only out of the teacher’s head and that
the learner’s task is to give the “right” answer the teacher wants develops
children’s confidence in their ability to figure thing out.
7. Прочитайте 3-й абзац и догадайтесь о значении термина the enforce-
ment of rules, исходя из контекста.
8. Составьте предложения: подберите к началу подходящее по смыс-
лу окончание предложения:
1.	Children develop socially,
cognitively and emotionally
2.	Games constitute a natural
context in which
3.	In this cooperation, children use
4.	Making rules is an activity
5.	The child was passive and
waited for
6.	The responsibility of enforcing rules
7.	Enforcing rules helps children
8.	Involving physical actions
encourage
9.	Children are motivated to supervise
10-	If a game is taught to teach children
how to play it “correctly”
a)	encourages the development
of initiative
b)	through games involving rules
c) for the teacher to take care of
the situation
d)	children to be mentally active
e)	its value will disappear
completely
f)	to become more inventive
g)	children are motivated to
cooperate
h)	involving making decisions
i)	previously acquired knowledge
k) what others are doing
from one moment to the next
37
9. Обоснуйте следующие утверждения, опираясь на содержание про-
читанного текста:
1.	Games constitute a natural context in which children are motivated to
cooperate to make rules.
2.	Making rules contributes to the development of logical thinking.
3.	Inside, in the teacher’s presence the child remained meek and inactive.
4.	Group games also have the advantage of involving physical actions that
encourage children to be mentally active.
5.	In lessons and exercises, the teacher knows everything and is the only
judge of right and wrong.
10. Выполните перевод предложений с русского языка на английский,
используя данные предложения:
1.	Piaget makes a fundamental distinction between physical knowledge and
logico-mathematical knowledge.
Между чем делает Пиаже фундаментальное различие?
2.	The source of physical knowledge is mainly in objects.
Где находится источник физического знания?
3.	The source of logico-mathematical knowledge is in each child.
Источник логико-математического знания находится в ребенке?
4.	Не proved that reason is not innate in man but the result of his creation.
Результатом чего является знание?
5.	Each Russian kindergarten has its own unique features and differences,
and each day differs from the previous one.
Почему каждый день отличается от предыдущего?
11. Составьте развернутый план текста и подготовьте на его основе и
на основе предыдущего текста презентацию для учителей и родителей
о пользе групповых игр.
Урок 7
1.	Прочитайте слова и ознакомьтесь с их переводом на русский язык:
approach [q'prouC] - подход
appropriate [q' prouprllt] - подходящий, соответствующий
available [q' vellqbl] - доступный
care [kFq] - забота, попечение, уход
emerge [Г mWG] - появляться
38
emphasize ['emfqsalz]- придавать особое значение, подчеркивать
facility [fq~ sllltl] - оборудование, средства обслуживания
major [' melGq] - больший, более важный
nurture [' nWCq] - воспитание, обучение
physical [' flzlkl] - физический, материальный
quality [' kwOUtl] - качество
2.	Переведите следующие слова, обращая внимание на словообразо-
вательные суффиксы и приставки:
a)	child, childhood, childless, childlike, childish
b)	educate, education, educational, educator, educationist
c)	develop, development, developmental, developmentally
d)	appropriate, appropriateness, appropriately, inappropriate, inappropri-
ately
e)	secondary, postsecondary
f)	emphasize, emphasis
3.	Приставка “mis-” имеет значение «неверное действие». Переведи-
те следующие слова:
misuse, misunderstand, misinterpret, misconception
4.	Переведите следующие словосочетания:
early childhood education, early childhood programme, high quality early
childhood programme, developmentally appropriate programme, develop-
mental needs of children, part-day group programme, full-day group pro-
gramme, early childhood center, child care center, child development, play-
oriented approach
5.	Прочитайте текст 1 и определите поставленную в нем проблему:
Text 1
(1	) The quality of childhood education has come under intense public
attention. While much of the attention has been directed at secondary and
postsecondary education, the field of early childhood education must also
examine its practices in light of current knowledge of child development and
learning.
(2	) An early childhood programme is any part-day or full-day group
Programme in a centre, school or other facility that serves children from
39
birth through age 8. Early childhood programmes include child care cen-
tres, private and public preschools, kindergartens, and primary grade
schools.
(3	) Tn recent years, a trend toward increased emphasis on formal in-
struction in academic skills has emerged in early childhood programmes.
This trend toward formal academic instruction for younger children is based
on misconception about early learning. Despite the trend among some edu-
cators to formalise instruction, there has been no evidence of change in
what young children need for optimal development or how they learn.
In fact, children learn most effectively through a concrete, play-oriented
approach.
(4	) Programmes have changed in response to social, economic, and politi-
cal forces; however, these changes have not always taken into account the ba-
sic developmental needs of young children, which have remained constant.
(5	) A high quality early childhood programme provides a safe and nurtur-
ing environment that promotes the physical, social, emotional, and cogni-
tive development of young children while responding to the needs of fami-
lies. Although the quality of an early childhood programme may be affected
by many factors, a major determinant of programme quality is the extent to
which knowledge of child development is applied in programme practices -
the degree to which the programme is developmentally appropriate. High
quality, developmentally appropriate programmes should be available to all
children and their families.
(from NAEYC Position Statement on Developmentally Appropriate
Practice in Early Childhood Programmes Sewing
Children. From Birth through Age 8, p. 1)
The text raises the following problem:
a)	the quality of childhood education is very high.
b)	formal academic instruction is necessary for children.
c)	early childhood programmes include child care centres, public and pri-
vate preschools, kindergartens, and primary grade schools.
d)	there are many factors influencing the quality of early childhood educa-
tion programmes.
e)	early childhood education programmes have changed.
f)	a high quality early childhood education programme should be based on
the developmental needs of children.
g)	the basic developmental needs of children have not changed.
40
6.	На основе содержания текста выразите согласие или несогласие со
следующими утверждениями:
1	At present the quality of education is in the focus of public attention.
2	The quality of early childhood education does not get so much attention
as the quality of secondary and post secondary education.
3	. Formal instruction of young children has become very popular
4	Social, economic, and political factors influence educational programmes.
5	A developmentally appropriate programme should respond to the desires
of parents.
6	A high quality developmentally appropr ate programme should take into
account child development.
7	High quality developmentally appropriate programmes should be avail-
able at any facilities serving children from birth through primary grade
schools.
8	. Formal academic instruction does not take into account developmental
needs of young children.
9	Not all educators support training children in academic skills.
10	. Children learn most effectively when they play.
7.	Текст 1 содержит 3 основные части: введение (Introduction), рас-
суждение (Rationale), формулировка позиции (Position statement).
Определите, какие абзацы относятся к данным частям текста:
Introduction: paragraphs N
Rationale paragraphs N
Position statement: paragraphs N
8.	Ознакомьтесь co значениями следующих слов. Найдите эти слова в
тексте, выберите перевод, соответствующий контексту:
a)	current:
1.	п. 1) струя; поток; 2) течение, ход (событий и т. д.); 3) электрический
ток; 4) течение, поток;
2.	adj. 1) ходячий, находящийся в обращении; 2) текущий; 3) скоро-
писный.
Определите, какой частью речи является это слово в тексте, выберите
перевод, соответствующий контексту:
b)	grade:
п- 1) градус; 2) степень, ранг, класс; 3) качество, сорт; 4) (амер.) класс
(в школе); 5) (амер.) отметка, оценка.
41
c)	degree:
п. 1) ступень, степень; 2) уровень; 3) положение, ранг; 4) звание, ученая
степень; 5) градус; 6) качество, достоинство, сорт.
Найдите в тексте синоним этого слова.
9.	а) Найдите в тексте и переведите все словосочетания со словами:
1)	education 2) programme 3) quality
b)	Найдите в тексте и переведите предложения, в которых глаголы
употреблены в страдательном залоге.
с)	Найдите в тексте и переведите предложения, в которых глаголы
употреблены в Present Perfect.
d)	Найдите в тексте предложения, в которых содержится противопо-
ставление, определите слова, указывающие на противопоставление, а
также факты, идеи, явления или события, которые противопоставля-
ются в тексте.
10.	Выполните перевод предложений с русского языка на английский,
используя данные предложения:
1.	Children develop their ability to decenter and coordinate different points
of view.
Зачем дети развивает свою способность децентрироватъея?
2.	Children can figure thing out and say what they honestly think.
Дети могут честно говорить, что они думают, не так ли?
3.	Many school administrators object to group games.
Против чего возражают многие школьные руководители?
4.	The purpose of using group games is to foster the development of au-
tonomy.
В чем заключается цель использования групповых игр?
5.	Autonomy involves the mutual regulation of desires, or negotiations, to
work out decisions that seem right to all concerned.
Что включает в себя самостоятельность?
11. На основе текста заполните пропуски (от 1 до 3 слов в каждом про-
пуске):
Early childhood ... programmes are offered at.... These programmes serve ....
These programmes have recently changed in ... to ...,..., and ... factors. There
has... a tendency to formal... in skills in early childhood .... This trend is... on
misconception about.... The emphasis on formal instruction does not take ...
42
current knowledge of child ... and learning. Formal instruction is not.. ap-
propriate for young children because children learn most effectively through
a... approach. The quality of early childhood programmes is determined by
the... to which the programme is.... A ... quality early childhood programme
promotes the...,..., and ... development of children.
Урок 8
1.	Прочитайте следующие слова:
challenge ['CxlinG] - вызов, вызывать, бросать вызов
comprehend [.kOmprFhend] - понимать, постигать, охватывать
conventional [kqn'venSqnl] - общепринятый, традиционный
explore - исследовать, изучать
multiply [' niAltlplai] - увеличивать(ся), умножать
penalize [' pjnqlaiz] - наказывать
2.	Переведите следующие слова, обращая внимание на словообразо-
вательные суффиксы и приставки:
a)	comprehend, comprehensive, comprehendible, incomprehensible
b)	mean, meaning, meaningless
c)	relevant, irrelevant, relevance
d)	solve, solution, solvable, unsolvablc
e)	long, length, lengthen, prolong
f)	penalize, penalty
g)	agree, agreement, disagreement
h)	explore, exploration, explorer
i)	convene, convention, conventional, unconventional
3.	Прочитайте текст и выберите предложение, которое выражает
основную цель автора:
WE LOVE MATH!
Innovative, multiple-intelligence math practices
(by Jennifer O. Prescott)
All students can and should learn math - every good teacher of math-
ematics believes this. But how individual students learn, and what fires their
imaginations, is a complex and challenging question.
43
Angela Andrews, a multi-grade teacher at the Scott Elementary School
in Naperville, Illinois, proves that it is possible for someone who hated math
as a student to become an excellent math teacher. Andrews had always found
math irrelevant and incomprehensible.
“My whole school career was filled with meaningless mathematics,” she
says Andrews compares one of her favourite classroom activities to the Japa-
nese “open approach” to problem solving. “At the beginning of the year, I ask
my students to fill out a card with information about their families, hobbies,
sports, talents, pets, and so on,” she explains. “Then I use this information
to design challenging math problems which arc open-ended and solvable
through a variety of methods.” One example of such a problem: “Bobby got
a $1.00 birthday check from his grandma. Before his mom would cash it, he
had to tell her all the different ways she could give him $1.00 if she only had
coins. How many ways can you think of?”
Students and teacher come to an agreement: The students will not ask for
any help from parents or peers, and the teacher will not penalize them in any
way for incorrect answers. “This arrangement builds an atmosphere of safety,
and allows students the freedom to solve the problem in an unconventional
manner,” says Andrews.
On “Challenge Day”, when the students must present their ideas, students
and teacher spend the class hour discussing the problem and its possible so-
lutions. Students commonly present several different strategies, including
charts, drawings, or “guess and check” method. Andrews sits back and allows
the class to respond to the presentation. If they agree, they must offer a posi-
tive comment about the student’s solution method. If they see an error, they
must phrase their disagreement in the form of a question, such as, “Why did
you multiply the length by 4 when you wanted to find the area?”
Since Andrews has told the class that mistakes are avenues for under-
standing, any mistakes are welcomed and explored as much as correct solu-
tions. Students often ask their teacher: “Can I share my mistake? It’s really
interesting”.
(from The Scholastic Instructor, April2001, USA p. 25-26}
1.	The purpose of the author is to prove that all students should love
mathematics.
2.	The author’s purpose is to give an example of appropriate instruction of
children
3.	The author wants to describe how to handle students’ mistakes.
44
4.	Найдите в тексте словосочетания со словом method и переведите их.
5.	Ознакомьтесь со значениями слова area. Найдите это слово в тек-
сте 4 и переведите его.
area - 1) площадь пространство; 2) район, зона край, область; 3) раз
мах, сфера.
6.	Найдите в тексте предложения с модальными глаголами и переве-
дите их.
7.	Найдите в тексте предложения в прямой речи, переведите их в кос-
венную речь.
8.	На основе текста
а)	дайте ответы на следующие вопросы:
1.	What does every good teacher of mathematics believe?
2	Did Angela Andrews like math when she was a student?
3.	What does Angela Andrews do at the beginning of the academic year?
4.	Why does she do it?
5.	Which problem did she design about Bobby’s birthday check?
6.	What agreement do students and teacher come to?
7.	What is the purpose of this agreement?
8.	What presentation strategies do students use?
9	Hoe do students respond to the presentations when they agree and disa-
gree?
10.	What does Angela Andrews think of students’ mistakes?
11.	What do students often ask their teacher?
б)	передайте даш!ые вопросы и ответы на них в косвенной речи, ис-
пользуя следующие вводные фразы:
We were asked .... and N. said ....
The lecturer asked..., and T. replied....
9.	Выполните перевод предложений с русского языка на английский,
используя данные предложения:
1-	But one thing remains unchanged: all the people who work in the k n-
dergarten do their best to reassure parents that their children are in good
hands.
Что остается неизменным в детском саду?
45
2.	The children had developed the atmosphere of mutual respect.
Кто развил атмосферу взаимного уважения?
3.	The other kids crowded around Butch.
Вокруг кого столпились дети?
4.	Over the summer, Butch abandoned his aggressive behavior.
Когда мальчик отказался от своего агрессивного поведения?
5.	Children develop their autonomy through secure relationships in which
adult power is reduced as much as possible.
Что развивают дети посредством надежных взаимоотношений?
10. а) Представьте, что вы Анжела Эндрюс. Подготовьте выступление
с докладом, в котором вы описываете свою методику.
б) Представьте, что вы участник конференции. Задайте вопросы Ан-
желе Эндрюс.
в) В качестве корреспондента студенческой газеты опишите высту-
пление Анжелы Эндрюс и последующую дискуссию.
Урок 9
1.	Прочитайте следующие слова:
amaze - изумлять, поражать	к
board [' bLd] - доска
bulletin [' bulltln] - бюллетень
chatter - болтать
circle [' sWkl] - круг, окружность
inspire [In' spalq] - внушать, вдохновлять, воодушевлять
mural [' mjuqrql] - стенной
quadrant [' kwOdrqnt] - четверть круга
roll - катить
soccer ['sOkq] - футбол
thumb ['TAm] - большой палец руки
2.	Переведите следующие слова, обращая внимание на словообразо-
вательные суффиксы:
a)	space, spatial
b)	innovate, innovation, innovative
46
c)	add, addition
d)	subtract, subtraction
e)	multiply, multiplication
f)	amaze, amazement
g)	colour, colourful, colourless
3.	Переведите следующие словосочетания:
bulletin board, price tag, hotel price, airline fees, back and forth, addition
and subtraction questions, Chinese dragon, geometric shape, soccer ball, to
calculate costs, to share the results, to break the class into groups
4.	Прочитайте текст и определите, какое утверждение выражает цель
автора:
MATH ALL DAY AND EVERYWHERE
(by Jennifer O. Prescott)
Everywhere you look in Jackie Howes’s second-grade classroom, you
see math. Howes’s classroom emphasizes the visual and spatial aspects of
math - a tactic that inspires her students to think about math all days in
innovative ways. Bulletin boards show objects grouped and labelled with
price tags. Colourful math murals run up and down the hallways. Geometric
shapes decorate any available wall space.
Howes, who has been teaching at the F.M. Kearns School in Granby,
Connecticut for 15 years, begins the day with a math-oriented greeting,
Children pair up to ask addition and subtraction questions, then share
their results.
With the kids in a circle, Howes rolls out a “math ball” - a soccer ball
with a math problem taped to each quadrant. The ball is rolled from one
child to another, back and forth across the circle. When your thumb touches
a problem, you must solve it, then pass the ball to someone else. Says Howes,
“Over the years many children have made comments such as, ‘We didn’t do
any work this morning.’ They are amazed when T remind them that they did
math and reading all morning long!”
Outside classroom there are four math murals. They provide more than
85 different activities for the students. Howes will break up the class into
groups, sending some kids to the murals with worksheets, while others turn
to the Multicultural Stockroom - an interactive, holiday-themed bulletin
board showing groups of objects such as Chinese dragons. These objects can
47
be moved to present different mathematical challenges. At each station, chil-
dren puzzle over solutions and interact with each other. “I have a great strat-
egy for this!” one child offers.
Later, children head to different centers around the room. Inside
the “Kearns Travel Agency” - really a tent decorated with photos from
around the world - a group of four plans excursions to Egypt and China,
they calculate costs for food, hotel prices, and airline fees. They chat-
ter like kids playing on the playground, but the conversation is all about
mathematics.
After work is complete at the centers, children relax for some free time to
do... more math. "Our teacher,” says one girl, “wants us to think that math is
fun - like a special treat.”
(from Instructor, April2001, Scholastic, USA, p. 26-27)
The purpose of the author is
a)	to inspire the reader to think about math.
b)	to share appropriate practices for teaching math.
c)	to describe a game with a “math ball”.
d)	to describe math murals.
e)	to explain how to emphasize visual and spatial aspects of math.
5.	Найдите в тексте предложения со словами puzzle и head, разберите
их по членам предложения, определите, какими частями речи являют-
ся данные слова в этих предложениях, переведите предложения.
6.	Ознакомьтесь со следующими значениями существительного treat.
Найдите это слово в тексте. Какое его значение реализуется в данном
контексте?
treat - 1) угощение; 2) удовольствие, наслаждение; 3) (школ.) пикник,
экскурсия.
7.	Найдите в тексте предложения в прямой речи, переведите их в кос-
венную речь.
8.	Закончите предложения на основе содержания текста:
1.	Bulletin boards in Howes’s second-grade classroom ...
2.	Colourful math murals...
3.	Geometric shapes...
48
4.	The “math ball” is ...
5.	Math murals outside classroom...
6.	Multicultural Stockroom is...
7.	“Kearns Travel Agency” is ...
9.	Вставьте пропущенные глаголы, обращая внимание на видо-времен-
ные формы и залог:
Ms. Howes’s presentation
I...	at the F.M. Kearns School for 15 years. In my classroom I... the visual
and spatial aspects of math. I am sure that this tactic... my second-grade stu-
dents to think about math all day long in innovative ways.
There. bullet boards that... various objects with price tags. One of the bul-
letin boards is called Multicultural Stockroom. This bulletin board ... groups
of objects. When these objects..., different mathematical challenges.... I... the
class into groups, and children ... with each other when they... over solutions.
There ... also many geometrical shapes in my classroom, they ... all the
available wall space. Besides, there . many colourful murals in the hallways.
These murals ... many different activiti ss for children.
One of the learning centers in my classroom, “Kearns Travel Agency”,...
really a tent which I... with photos from around the world. Here a group of
four children often ... excursions to different countries. For instance, they ...
costs for food, hotel prices and airline fees.
The favourite game of my children is that of “math ball ’. I... math prob-
lems to each quadrant of a soccer ball. The ball... from one child to another.
When a child ... a quadrant, he ... to solve the problem, then he... the ball to
someone else.
All day long children ... like kids on the playground. They think they ...
any work They... when I tell them that they... math and reading all the time.
They believe that math... fun. One girl... it... like a special treat.
10.	Ответьте на вопросы:
1.	Did you like math as a primary-grade student?
2.	Do you like it now?
3.	What do you think of Angela Andrew’s and Jackie Howes’s practices of
teaching math to primary grade children*? Are they age and developmentally
appropriate?
4.	What do you think of the way you were taught math in primary school?
Was it age and developmentally appropriate?
49
11.	Выполните перевод предложений с русского языка на английский,
используя данные предложения:
1. Autonomy has not only intellectual, moral aspects but also an emotional
aspect.
Самостоятельность имеет только эмоциональный и моральный аспекты?
2. The purpose of using group games is not to teach children how to play
these games.
Цель использования групповых игр заключается в том, чтобы научить
детей, как играть в эти игры, не так ли?
3.	In this cooperation, children use previously acquired knowledge to con-
trast new rules.
Зачем дети используют ранее приобретенные знания?
4.	Children may not leave the classroom without permission.
Дети могут покидать класс без разрешения?
5.	The game is interesting but the players may wish to change the rules.
Что можно изменять детям?
12. а) Составьте перечень игр, упоминаемых в тексте;
б) опишите эти игры;
в) расскажите о наглядно-методических пособиях, которые Джеки
Хауз использует для обучения детей математике.
Урок 10
1.	Прочитайте слова и переведите их на русский язык:
easily, eventually, finally, hardly, naturally, importantly, sufficiently, verbally
2.	Образуйте прилагательные, используя наречия из упражнения 1.
3.	Образуйте наречия от следующих прилагательных:
unusual, typical, clear, direct, frequent, direct, certain
4.	Переведите слова и словосочетания на русский язык:
mother tongue, the acquisition of the mother tongue, a natural learning at-
mosphere, a typical foreign language classroom, to perceive language, recep-
tive skills, productive skills, to facilitate the development, a new-born child,
constant repetition, stress-free play-like learning atmosphere, frequent posi-
tive reinforcement, repetitive reading, to encourage sb to do sth
50
5.	Прочитайте и подтвердите или опровергните высказывания, приве-
денные после текста:
HOW DO CHILDREN LEARN
TO TALK IN THE MOTHER TONGUE?
(by Herbert Puchta)
It is not unusual for children who live in areas (or homes) where two or
more languages are spoken to learn each of these languages easily. Such a
natural learning atmosphere can hardly be compared with that of the typical
foreign language classroom...
The acquisition of the mother tongue begins at birth, with the develop-
ment of receptive language skills (listening) coming before productive skills
(speaking). Children can understand words long before they begin to speak.
The new-born child first perceives language as a torrent of sounds. He/
she then learns to filter words and their meaning out of this torrent. It is only
then, when the listening skills are sufficiently developed, that the child will
begin to express himself/herself verbally.
Adults naturally behave with young children in a way that facilitates the
development of listening skills Most importantly, we speak with them in such
a way that they can understand what we are saying. The language we use must
be clear and concrete and have a direct connection to the child s world. No one
would even think of talking about abstract topics with a young child
Constant repetition, a stress-free, play-like learning atmosphere and fre-
quent positive reinforcement are the most significant characteristics of this
early phase of receptive learning.
Picture books, stories, rhymes and songs also play an important part in
the acquisition of language. For example, the mother or father through a pic-
ture book with the child and reads the words while the child points at the
corresponding pictures. Eventually children start to repeat words, phrases
and then whole sentences. The repetitive reading of the same stories encour-
ages the child (with the help of the pictures m the book) to learn the text
with the parent, and finally, to recite parts of the text or the whole text by
heart. The result is that, even adults can still remember certain stories, which
they heard over and over again in their childhood.
(from Gemgross, G, Puchta, H: Do and Understand. Longman, 2000, p. 4)
1-	Children usually can speak two or more languages.
2.	Learning mother tongue can be compared with learning a typical foreign
language.
3-	Speaking is a receptive language skill.
51
4.	Adults usually help children to develop their listening skills.
5.	Speaking about abstract topics help children to develop their listening
skills.
6	Stress-free atmosphere is necessary in early childhood education
7.	Books, stories and rhymes play an important role in language acquisi-
tion.
8	When children listen to new words they immediately can repeat them.
9.	The repetitive reading is a part of language acquisition.
10.	Adults can remember stories and rhymes they heard in their childhood.
6. Подберите синонимы или близкие по смыслу слова и фразы:
area, home,...
usual,...
mother language,...
a new-born child,...
to express verbally,...
phase,...
eventually,...
to recite by heart,...
7. Составьте предложения, используя слова и словосочетания из
упражнений 4 и 6:
1.	begins at birth / the acquisition / with the development of receptive lan-
guage skills (listening) / of the mother tongue.
2	perceives language / as a torrent of sounds / the new-born child.
3.	when the listening skills / the child will begin to / are sufficiently devel-
oped / express himself verbally.
4.	adults naturally behave / in a way that facilitates / with young ch Idren /
the development of listening skills.
5.	frequent positive reinforcement / of the early phase of receptive learning/
play-like learning atmosphere/ are the most significant characteristics/ con-
stant repetition.
6.	reads/ while/ book/ the mother or father / with the child/ the child points
at / and/ the corresponding pictures/ the words/ a picture/ through.
7.	eventually children / phrases and then / whole sentences / start to repeat
words.
8.	of the same stories / the repetitive reading /encourages the child / to re-
cite the whole text by heart / to learn the text and.
52
8.	Какие абзацы текста относятся к введению, основной части, заклю-
чению?
-	introduction (paragraph N )
-	main body (paragraph N )
-	conclusion (paragraph N )
9.	Найдите предложения в каждом абзаце, передающие его основной
смысл.
10.	Ответьте на вопросы:
1 Is it usual in Russia for children to speak two or more languages?
2.	Have you ever had a nurse speaking foreign language?
3.	Have you ever lived in an area where two or more languages are spoken?
4.	When does the acquisition of the mother tongue begin?
5	Receptive language skills are:
6.	Productive language skills are:
7.	Can children understand before they begin speak?
8.	Can you understand English better than speak?
9.	How can adults behave with their children to develop their listening
skills?
10.	What are the most significant characteristics of the early phase of lan-
guage learning?
11	What plays an important part in the acquisition of language?
12	How can repetitive reading help children to memorize texts and
rhymes?
13.	Can you still remember stories or rhymes you heard in your childhood?
Tell us one of them.
И. Выполните перевод предложений с русского языка на английский,
используя данные предложения:
1-	The children may argue a great deal, but finally they may accept each oth-
er’s ideas and invent another game.
Детям разрешается спорить?
2.	If a game is taught to teach children how to play it “correctly,” its value
will disappear completely.-
Когда исчезает ценность игры?
3.	A healthy classroom is set up and maintained by a preschool teacher.
Кем поддерживается класс?
53
4.	Daily opportunities for young children will be provided by their pre-
school teacher.
Чьи ежедневные возможности будут обеспечиваться учителем?
5.	All of my students had experienced various degrees of failure and frustra-
tion in their school careers.
Что испытали ее ученики в своих школьных карьерах?
12. На основе прочитанного текста выделите этапы освоения ребен-
ком языка. Составьте презентацию для родителей об освоении ребен-
ком языка.
Урок 11
1.	Прочитайте и переведите слова на русский язык:
ability, achievement, attempt, behavior, challenge, checklist, commitment,
cooperation, dignity, goal, humiliation, improvement, intelligence, opportu-
nity, prejudice, responsibility, ridicule, to accommodate, to adjust, to assess
to avoid, to contribute, to eliminate, to encounter, to improve, to increase, to
rate, to strive.
2.	Образуйте существительные от следующих глаголов и прилагатель-
ных. Переведите их на русский язык:
to determine, to contribute, to achieve, possible, able, to demonstrate, to en-
courage, to accommodate, to move, to eliminate
3.	Переведите следующие словосочетания:
on-task behavior, emotionally safe community, student responsibility, learning
preferences, a sense of self-worth, to avoid using humiliation, to eliminate
double standards, to set the bar at just the right level, to maintain an appro-
priate level of, to build interpersonal skills, a range of abilities, dimension of
safety, a variety of ways, resistance of failure.
4.	Ответьте на вопросы:
1.	Is it important to be successful at school?
2.	Do teachers have to encourage students?
3.	How can students demonstrate their knowledge?
4.	Should teachers always help students?
5.	What does ‘double standards’ mean?
54
5.	Прочитайте текст и выберите предложения, соответствующие или
не соответствующие его содержанию. Если вы не согласны с мнением
автора текста, выскажите свое мнение:
CREATE A CARING CLASSROOM
(by Jane Bluestcin)
Part 2
Following checklist can help you determine the degree to which your
classroom (or school) practices the kinds of beliefs and behavior that con-
tribute to an emotionally safe community. Increase the level of agreement
with any item and you are likely to see improvements in achievement, learn-
ing, on-task behavior, commitment, cooperation, and student responsibility
The Need for Success
Eveiy child has the right to experience success in school. And yet, given the
range of abilities, intelligences, and learning preferences we encounter with any
group of children, this goal can become quite a challenge. The “success” dimen-
sion of safety means that we assess the students that come to us and reach out to
them, wherever they are, instructionally. We set the bar at just the right height
to challenge each student at a level at which success is, indeed, a possibility.
Use the following scale to rate each item:
1	- Always Do
2	- Sometimes Do
3	- Rarely Do
4	- Never Do
•	I provide opportunities for success to each child in the classroom, encour-
aging growth from wherever they start.
•	I assess student ability and adjust instruction to maintain an appropriate
level of challenge for each.
•	I offer students a variety of ways to demonstrate their knowledge, intel-
ligence, and mastery.
•	I attempt to build interpersonal skills, positive social behaviors, character
skills, and resistance of failure.
•	I attempt to accommodate a variety of interests, motivators, modality
strengths, and learning preferences in my directions, instructions, and as-
signments.
•	I attempt to accommodate tactile, kinesthetic, visual, verbal, and auditory
Earners.
55
•	I make sure kids have ample opportunities to move around and help them
learn to maintain an appropriate level of alertness without disturbing others.
The Need for Belonging, Dignity, and Respect
How many conflicts and outbursts that we see in school are the result of
our students’ inability to meet their needs for identity, belonging, respect, or
dignity m healthy ways? This component means eliminating double standards,
being conscious of how our students are treated, and holding kids accountable
for their behavior without violating their dignity or sense of self-worth.
•	I avoid using humiliation, sarcasm, ridicule, anger, impatience, or mani-
festations of disappointment in dealing with students.
•	I honor students’ needs for respect, dignity, purpose, success, accep-
tance, attention, and motivation.
•	I model standards of behavior, language, and tone of voice that I expect
from my students.
•	I work to eliminate prejudice toward students based on racial or cultural
background; physical appearance; academic, artistic, or athletic competence.
•	I strive to stay aware of put-downs or slurs expressed by students or
staff, responding immediately.
(from Scholastic Instructor, September, 2002, p. 36)
1.	Every child has to feel success at school.
2.	Teachers have to encourage students.
3.	We can rate the success of the classroom using this test.
4.	If students want to feel success they shouldn’t demonstrate their knowl-
edge, intelligence, and mastery.
5.	If the teacher wants to create a caring classroom he/she has to know how
to approach to tactile, kinesthetic, visual, verbal, and auditory learners.
6.	Students don’t have to interact with each other.
7.	Students are usually unable to meet other students needs.
8.	Teachers can’t be angry and impatient.
6. Найдите в тексте слова с отрицательными приставками и переве-
дите их.
7. Закончите предложения:
1.	If you want to determine the degree of your classroom as an emotionally
safe community, you can...
2.	If you want to increase the level of agreement in you class, you can...
3.	Every child will get success in school, if...
56
4.	If you want to rate success level of each student, you have to...
5.	If you encourage every student in your class,...
6.	Students can demonstrate their knowledge, if...
7.	If the teacher moves around and helps students, they ...
8	If there is a conflict in a class, the teacher can ...
9.	If the teachers don’t respect their students, they...
10	If somebody is prejudiced toward students based on racial or cultural
background, it...
8. На основе текста составьте 10 высказываний о том, как следует по-
ступать учителю (используйте модальные глаголы, выражающие со-
вет, рекомендацию).
9. Ответьте на вопросы:
1.	How can you determine the degree of your classroom as an emotionally
safe community?
2.	I low can you encourage your students?
3.	Is it. easy to rate the success of the classroom?
4.	How can you provide opportunities for success to each child in the class-
room?
5	Were you successful m school?
6.	What ways can you suggest to demonstrate knowledge, intelligence, and
mastery?
7.	What are your learning preferences?
8	Do teachers have to avoid using humiliation, sarcasm, ridicule, anger and
impatience in class?
9.	Did teachers in your schoo always avoid using humiliation, sarcasm, ridi-
cule, anger and impatience in class?
10.	Поставьте письменно вопросы к выделенным словам:
1	The game broke down because two players wanted to be “It”.
2.	The solution came in the end when one of the two children decided to
give up wanting to be “It”.
3.	From the child’s viewpo nt, a large difference exists between giving up a
desire voluntarily and giving it up under order.
4-	The child showed initiative and sense of respons bility.
5.	He was passive and waited for the teacher to take care of the situation.
И. Как вы относитесь к обсуждаемой в тексте проблеме? Подготовьте
эссе, опираясь на собственный опыт и мнение автора статьи.
57
Урок 12
1.	Прочитайте и переведите слова на русский язык:
access, anticipate, assignment, benefit, bulling, collaborate, conscious, con-
sequence, defiance, feedback, harassment, immense, inaugurate, outcome, re-
belliousness, reinforce, renegotiate, threat upset, violate, warning, win-win
approach
2.	Переведите следующие словосочетания:
to struggle to survive, to set limits and offer choices, to violate limits, to allow
sb to renegotiate assignments, to be personally meaningful, through access to
positive outcomes, avoidance of negative outcomes, positive consequences
of cooperation, to anticipate consciously, to avoid warnings and threats, to
reinforce positive behavior, to respond to incidents, to inaugurate a dramatic
and positive change
3.	Прочитайте текст и определите, какие высказывания соответствуют
или не соответствуют его содержанию. Если вы не согласны с мнением
автора текста, выскажите свое мнение:
CREATE A CARING CLASSROOM
(by Jane Bluestein)
Part 3
The Need for Power, Structure, and Positivity
We all need a combination of structure (limits) and autonomy (power
and control) in our lives. Much of the defiance, rebelliousness, and acting out
I see in the classroom reflects our students’ struggle to survive. When teach-
ers use their authority to set limits and offer choices, and follow through
consistently and immediately when limits have been violated, this win-win
approach can reduce conflict and increase commitment and cooperation.
•	I sometimes allow and encourage students to make decisions about
their learning (what, where, with whom, how, or how much).
•	I sometimes allow students to create, design, or renegotiate assign-
ments to make them personally meaningful.
•	I motivate through access to positive outcomes, rather than avoid-
ance or fear of negative outcomes. I emphasize the positive consequences of
cooperation.
•	I consciously anticipate what students, teachers, and parents will need
in various situations in order to prevent problems from occurring.
58
•	I follow through immediately, avoiding warnings and threats.
•	I make students and their parents aware of changes in behavior or per-
formance that could affect grades or promotion.
•	I utilize parents, administration, and staff for feedback and support
(not for punishing students).
Need for Recognition, Attention, and Emotional Safety
Are your students unable to function effectively when they get angry,
frustrated, or sad? Have you ever had a student explode after holding in
feelings about an upsetting experience? In an emotionally safe environment,
teachers stay on top of the emotional energy in the classroom. They listen
to (or refer) students in need and support kids in their ability to solve their
problems peacefully.
•	I attempt to meet students’ needs for attention in positive, construc-
tive, and proactive ways.
•	I reinforce positive behavior with positive outcomes.
•	I communicate with parents, regularly and frequently, about what their
children are doing well
•	I respect, students’ affective needs and am committed to listening and
supporting their feelings and problem-solving skills in positive ways.
•	I respect confidentiality to the degree that doing so will not put any-
one in danger.
•	I immediately respond to incidents involving any form of bulling, ha-
rassment, or threat to safety.
Each goal statement has immense implications for how we structure our
classrooms, our relationships, and our priorities. One hopes this checklist
will challenge us all to collaborate in new ways and avail ourselves of re-
sources, disciplines, technologies, and strategics we may previously have not
considered, or which may not have been available to us in the past. So many
people in the education community stand to benefit when we keep the big
picture in mind, working our way through the smaller goals to inaugurate a
dramatic and positive change.
(from Scholastic Instructor, September2002, p. 37)
E Students’ bad behavior is a sign of struggle for survival.
2.	Using authority in classroom can increase commitment and cooperation.
3. Sometimes students can make decisions about their education.
4.	Preventing problems is impossible that’s why teachers shouldn’t try to
anticipate them.
59
5.	Warnings and threats are necessary in class.
6.	Changes in behavior can help students to get promotion.
7.	Parents’ feedback and support is necessary for students and teachers.
8.	Students can function effectively when they angry or sad.
9	Only parents have to protect their children from bulling and harassment.
10.	Most of teachers stand to benefit when they keep the big picture in mind,
working their way through the smaller goals.
4. К словам из первой колонки подберите синонимы или близкие по
смыслу слова из второй колонки. Составьте с ними предложения:
to respond collaboration struggle to anticipate sad benefit to reinforce regularly	to fight to answer, to react unhappy cooperation positive outcome to predict, to expect consistently to support
5. Укажите, какие из следующих словосочетаний определяют про-
блемное поведение детей (negative behavior), а какие - действия учи-
теля, направленные на создание благоприятной атмосферы в детском
коллективе (win-win approach):
1	to explode after holding sb’s feeling about an upsetting experience.
2.	to violate limits.
3.	to respond immediately to incidents involving any form of bulling, harass-
ment, or threat to safety.
4.	to set limits and offer choices, and follow through consistently.
5.	much of defiance, rebelliousness, and acting out reflects students’ struggle
to survive.
6.	to make assignments personally meaningful.
7.	to emphasize the positive consequences of cooperation.
8	to be unable to function effectively.
9.	to listen and support feelings and problem-solving skills in positive ways.
10.	to utilize parents, administration and staff for feedback and support.
11.	to be angry, sad, or frustrated.
12.	to create an emotionally safe environment and meet students’ needs for
attention in positive ways.
60
6.	Закончите предложения:
1.	If a teacher uses his/her authority in class,...
2	When students struggle to survive, they...
3.	If a teacher wants to reduce conflict and increase cooperation in class,
he/she...
4.	If a teacher allows the students to create, they...
5.	If a teacher tries to anticipate what students and parents need, he/she...
6	If you try to prevent other people pioblcms, you ..
7.	If a teacher wants to have feedback, he/she ...
8.	If your students are angry, frustrated, or sad, you ...
9.	If a teacher observes incidents involving any form of bulling, harassment,
or threat to safety, he/she...
7.	Ответьте на вопросы:
1.	Did your teachers use authority in class when you were in school?
2.	Did you struggle to survive when you were in school9
3.	Did your teachers try to reduce conflict and increase cooperation in your
class when you were in school?
4	Did your teachers encourage you to make decisions about your learning
(what, where, with whom, how, or how much) when you were in school?
5	Did your teachers allow you to create when you were in school?
6.	Have you ever tried to anticipate your students’ or classmates’ problems?
7. What does feedback mean?
8.	Can you work effectively when you are angry, frustrated, or sad?
9.	Did you teachers protect you from bulling when you were in school?
10. Can the checklist from the text help you in your future profession?
8.	Вставьте в пропуски слова или словосочетания, подходящие по
смыслу:
acting out // reduce conflict // positive behavior // get angry // an
upsetting experience // to prevent problems their feelings // motivate
through access // threats // an emotionally safe environment
Much of the defiance, rebelliousness, and 1) ... reflects our students’
struggle to survive. Students are unable to function effectively when they
2)..., frustrated, or sad. A student may explode after holding in feelings about
3) .... To meet students’ need for. recognition, attention, and safety teachers
should use their authority to set limits and offer choices and create 4) ....
v
61
To 5) . and increase commitment and cooperation the teacher can en-
courage students to make decisions about their learning, 6) ... to positive out-
comes, and emphasize the positive consequences of cooperation It is also impor-
tant that the teacher consciously anticipate students’ needs m various situations
in order 7)... and follow through immediately, avoiding warnings and 8)....
To create an emotionally safe environment the teacher can use such strat-
egics as the following: reinforce 9) ... with positive outcomes, communicate
with parents regularly and frequently, respect students’ affective needs and
support 10)....
Most of teachers will stand to benefit and inaugurate positive change if they
keep the big picture in mind, working their way through the smaller goals.
9.	Поставьте письменно вопросы к выделенным словам:
1.	This passivity is the opposite of what we would like ch Idren to learn by
playing group games.
2.	This example contrasts sharply with the previous one.
3.	Their version maximized the potential of the game for their development.
4. Piaget’s theory shows that in logico-mathematical knowledge truth does
not to come out of the teacher’s head.
5.	The game is used to achieve three broad objectives of early education
and contributes to children’s social, political, moral, cognitive, and emotion-
al development
10.	Выразите свое отношение к обсуждаемой проблеме. Приведите
примеры из собственного опыта. Расскажите, испытывали ли вы по-
требность в признании, внимании и эмоциональной безопасности,
когда учились в школе. Какие действия в связи с возникшими пробле-
мами предпринимал учитель (классный руководитель).
Урок 13
1.	Прочитайте следующие слова и словосочетания:
a quick wit - сообразительность
affection [q fekSqn] - привязанность, любовь
apparent [q pxrqnt] confidence - явное/очевидное доверие
outburst ['autbq:st] of temper - вспышка гнева, раздражительность
reassuranace [,ri:q'Suqrqns] - уверение, заверение
sibling ['slbllN] - брат/сестра (дети одних родителей)
statement f 'steltmqnt] - заявление
62
to affirm [q'f q;m] - утверждать, подтверждать
to overestimate ['quvqr'estlmlt] - переоценивать
vulnerable ['vAlnqrqbl] - ранимый, уязвимый
2.	Догадайтесь о значении следующих слов:
proclamation, overaggressive, protective, regular, secure, temper, to criticize,
to reply
3.	Выберите правильный суффикс (“-al” или “-ive”) и образуйте при-
лагательные от следующих слов. Помните, что суффикс “-al” добав-
ляется к существительным, а суффикс “-ive” - к глаголам. Составьте
словосочетания с полученными прилагательными:
1) to create; 2) emotion; 3) herb; 4) to communicate; 5) physics; 6) experi-
ment; 7) electric; 8) to communicate.
4.	Прочитайте предложения и подчеркните те из них, в которых со-
держится инфинитив. Определите, какие функции выполняет инфи-
нитив в предложениях:
1.	Mother is the center of the child’ world. He not only wants to please her,
he wants to be near her.
2.	Five-year old isn’t smug, but he is secure. This means that he uses much
less energy than earlier in resisting others in order to prove to himself that
he is own boss.
3.	Fives, in spite of all their, do need quite a bit of reassurance from mother.
They like her to tell them, and frequently, how much she loves them.
4.	Five often gets on best with children outside his immediate family, es-
pecially children his own age. But even a five-year-old can have trouble at
times, and two children tend to play together better than do three.
5.	The child usually likes his teacher very much. But the relationship tends to be
less intimate than it was when he was in nursery school, or than it will be later.
5.	Прочитайте текст и выпишите из него слова, выражающие различ-
ные чувства и эмоции, сгруппируйте эти слова по категориям: любовь,
радость, гнев:
THE CHILD AND OTHERS
(by Louise Bates Ames, Frances L. Ilg)
Person number one m the life of any Five-year-old is his mother. He loves
her best. He wants to please her most. “My own best mummy’’ is what he
often calls her.
63
I
Fives, in spite of all their, do need quite a bit of reassurance from mother
The}? like her to tell them, and frequently, how much she loves them. So,
though they can affirm “I like you and you like me,” they still often question,
“Do you love me?”
What mother says is as good as law to them. One kindergartner we know,
when criticized by his teacher, replied calmly, “I’m not a bad boy. My Mum-
my says I’m a good boy.” It is very important to him that his mother should
make such a statement.
Fives feel so close to their mothers that they sometimes overestimate her
ability to read their minds They are often quick and a little impatient and
don’t always give all the necessary clues as to what they are talking about.
Then they tend to be quite angry if she doesn’t pick up on their story at once.
It takes a quick wit to be a mother.
And, admittedly, as they move toward Five-and-a- half, if things go wrong,
children will sometimes take things out on mother. So, when Beth’s mother
came to pick her up one day at kindergarten, Beth greeted her not with her
usual shout of joy but with a frown and the proclamation, “I don’t like you.”
Mother, wisely, asked her daughter calmly, “What happened?” “There
was a birthday party and all the other girls were dressed and you made me
wear my overalls,” Beth replied.
The fact that Five adores his mother by no means implies that Father is
out in the cold. Most Fives are very fond of their fathers, proud of them, and
love their company. Fathers do not as a rule receive as much affection from
their children but, on the other hand, if the child does have an outburst of
temper, it is more likely to be against his mother than his father. And in the
insecurity of the night, it is Mother whom he wants most.
Grandparents are extremely important to the Five-year-old We know
how warm and responsive the relationship can be. However, when you ask a
Five-year-old about his or her grandparents, he often sounds as if he is more
interested in what they give him than in how they feel about him. So, when
asked what the best thing about their grandmother is, Fives often say, “She
makes us good food and gives us things.”
A Five-year-old’s relationship to his siblings is apt to improve somewhat
now. Many Fives play reasonably well with older siblings and tend to be ex-
tremely kind and protective to those who are younger. Some girls are regular
little mothers to their younger siblings and especially to any baby in the fam-
ily. It is important to appreciate that their instinct for mothering may exceed
their ability to take responsibility. So, a Five-year-old needs to be supervised
when holding or caring for a baby.
64
Five often gets on best with children outside his immediate family, es-
pecially children his own age. With his natural desire to please and to have
things go smoothly, he is a much easier playmate than he was at Four or than
he may be at Six. But even a five-year-old can have trouble at times, and two
children tend to play together better than do three.
With older children, the Five-year-old may be quite docile and may for
instance even be willing to play the role of a baby when children are playing
house.
However, even the friendly Five-yeai-old sometimes runs into a child
with whom he just cannot get along. Whose fault this is not the question.
Since Five, with his gentleness and good will, tends to be quite vulnerable
socially, he should be protected from the company of an overaggressive or
incompatible child.
With strangers or when visiting, a Five-year-old can be a polite and
friendly little person If he is not tired it can be a real pleasure to have him
along. In many cases his manners and his stamina are now adequate so that
he is no longer a menace on a train or plane, in restaurant or downtown shop-
ping If plans are made with his tender age in mind, it can often be more fun
to have him with you than not.
The child usually likes his teacher very much. But the relationship tends
to be less intimate than it was when he was in nursery school, or than it
will be later. He does depend on her, when he wants something or for atten-
tion, but sometimes complains at home, “The teacher makes me do things.”
In general, however, the relationship is a pleasant one. If it is not going well,
often having the teacher visit the child’s home helps out a lot. Parents should
realize how much this could mean to the child. The visit doesn’t have to be
long or formal. We have seen a child’s whole attitude toward school and his
teacher improve after even one short visit.
(from “Your Five-year-Old. Sunny and Serene”. Chapter II, p. 12-17)
6.	Прочитайте текст еще раз. Выпишите слова и словосочетания, ха-
рактеризующие отношения между людьми.
7.	Найдите в тексте предложения в прямой речи, передайте их содер-
жание в косвенной речи.
8.	Основываясь на содержании текста, докажите, что следующие
утверждения верны:
1.	Person number one in the life of any Five-year-old is his mother.
65
2.	Most Fives are very fond of their fathers, proud of them, and love their
company
3.	Many Fives play reasonably well with older siblings and tend to be ex-
tremely kind and protective to those who are younger.
4.	With strangers or when visiting, a Five-year-old can be a polite and friend-
ly little person
5.	Most Fives usually like their teachers very much.
6.	Grandparents are extremely important to the Five-year-old.
9. Прочитайте предложения и заполните пропуски словами и словосо-
четаниями из рамки:
siblings, a statement, less intimate, responsive, impatient, supervised,
much affection, demands, runs into, a nursery-school experience
1.	It is very important to Five that his mother should make such ...
2.	Fives are often quick and a little...
3.	Fathers do not as a rule receive as... from their children.
4.	Wc know how warm and ... the relationship can be.
5.	Some girls are regular little mothers to their younger... and especially to
any baby in the family.
6.	A Five-year-old needs to be... when holding or caring for a baby.
7.	The friendly Five-year-old sometimes ... a child with whom he just cannot
get along
8	Nowadays many children have already had... by Five
9.	Most Fives are quite up to the... made, and most Five-year-olds like their
teacher.
10.	The relationship tends to be ... than it was when he was in nursery
school.
10.	Составьте предложения, используя следующие слова и словосо-
четания:
1.	birth/ the/ а/ slate/ individual/ at/ clean/like/ is
2.	like/ to/critical/ be/ we/ also/ would/ them
3.	often/ with/ autonomy/ confused/ independence/ is
4.	following/ example/ it/ by/ clarified/ the/ is
5	In/ teacher/ the/ j udge/ only/ the/ and/ right/ wrong/ lessons/is/of
66
11. Прочитайте высказывания детей о своих бабушках и дедушках.
Выразите свое мнение о том, какую роль играют бабушки и дедушки в
воспитании пятилеток:
1. “She’s nice, gives us candy.” 2. “They are nice to me.” 3. “They take me to
get ice cream.” 4. “Give us lots of presents.” 5. “Lets us stay up late.” 6. “Nice -
gives me good presents at Christmas.” 7. “The treat me nice.”
12. Каковы были ваши суждения в дошкольном возрасте об отношении к
вам ваших родственников? Опишите, каково было ваше отношение к ва-
шим ближайшим родственникам, когда вы были в дошкольном возрасте.
Урок 14
1.	Прочитайте следующие слова и словосочетания:
bib - детский нагрудник
chicken pox [' Cikqn pOks] - ветряная оспа
disease [dl'zi:z] - болезнь
gravy ['grelvl] -подливка, соус
intake flntelk] - потребление
measles ['mi:zlz] - корь
perseverance [.pqzsl'vlrqns] - настойчивость, упорство
prevalent [’prevqlqnt] - преобладающий
whooping cough [' hurpINkOf] - коклюш
wriggles [TIgl] - изгибаться, извиваться
2.	Догадайтесь о значении следующих интернациональных слов:
assistance, comfort, cooperative, enthusiastic, food preferences, hyperactivity,
mattress, polished, poor diet, toileting routines
3.	Прочитайте предложения. Найдите в них формы причастия I и II.
Определите, какие функции в предложениях они выполняют:
L Some Fives will still wear a bib though most prefer a napkin tucked in at
the neck.
2.	The typical five-year-old is pretty good about washing his hands before
meals, especially if reminded.
3.	Bath for many can be a pleasant, relaxing occasion.
4.	If a household has exacting standards, the child of this age may still fall short.
5.	Food preferences of Fives arc still rather marked.
6.	Five really likes to do what is expected of him.
67
4.	Прочитайте текст и определите, из каких частей он состоит. Под-
берите соответствующие заголовки к каждой части текста:
ROUTINES AND HEALTH
(by Louise Bates Ames, Frances L. Ilg)
(1)	By the time a child is five, one might suppose that he should know
how to eat. And of course he does, as far as actually getting food into himself
goes. But if a household has exacting standards, the child of this age may still
fall short. He dawdles, talks too much, may even toward the end of a meal ask
to be fed. He wriggles in his chair, though he doesn’t as a rule have to leave
the table to go to the bathroom as he did at Four. And most do not fall out of
their chairs as they may at Six.
(2)	Appetite has usually improved. In fact it is usually quite adequate,
though some meals may be better than others. Not all eat three “good” meals
a day. But with their interest in finishing things, their normal perseverance,
and their wish to do what other people want them to, Fives often manage
to clean up their plates, even though it may seem to you as if it is taking
forever.
(3)	Food preferences are still rather marked. Five likes plain, simple cook-
ing, and may thus like best meat, potatoes, a raw vegetable, milk, and fruit.
Gravies, casseroles, puddings, cooked root vegetables, anything complicated
or with a strong taste, may be refused. The child especially dislikes stringy
and lumpy foods.
(4)	Most Fives need little help, unless they are tired or it is the end of a
long meal. Most can use a knife for spreading even though they are not yet
ready to cut their meat.
(5)	Five’s table manners are not yet too polished, but fortunately many
parents still do not expect as much as they may in another year. So, often a
meal with the whole family can go quite happily. Five still does tend to talk
too much and also to talk with his mouth full. There is some spilling. Some
at this age will still wear a bib though most prefer a napkin tucked in at the
neck. But in general, mealtimes go reasonably well. Five really likes to do
what is expected of him, at the table as well as everywhere else.
(6)	The typical five-year-old is pretty good about washing his hands be-
fore meals, especially if reminded. That is, he does not as a rule think of it
himself; on the other hand, he makes no major objection and even does a
pretty good job.
(7)	A total bath is something else again. He likes his bath and will partici-
pate as much as he can, but his abilities are limited.
68
(8)	In fact, the child may be best at cleaning his hands and knees, and he
will probably need quite a bit of help with other parts of his body. He may get
stuck on one knee, washing it over and over and needing encouragement to
shift even to his second knee. Of course, mother still needs to draw the bath
water.
(9)	So it cannot be said that Five is an accomplished bather, but he is co-
operative and enthusiastic, and bath for many can be a pleasant, relaxing oc-
casion. (10) Mothers of Five-year-olds tend to report, “He can but doesn’t.”
That is, he has most of the abilities needed, expect for tying shoelaces or but-
toning difficult buttons, but he often fails to use even the abilities he has.
(11)	Some mothers find that it helps if clothes are laid out singly, in
the right order, or on the floor. Otherwise the child is apt to get them on
backward.
(12)	How much help the mother gives depends, of course, on how skillful
the child is, and some Fives do take on quite a bit of responsibility. Some are
able to choose two or three days of the week when they will be (mostly) re-
sponsible for dress ng. Others really prefer to leave much of it up to Mother
Undressing is still easier than dressing.
(13)	Regardless of how much responsibility they themselves show about
getting garments on and off, few take very good care of their clothes. Even
those girls who are clothes-conscious and want to look nice do not yet take
good care of their dresses.
(14)	For the most part, assuming that your child is of a relatively healthy
temperament, his health at this age will be pretty good, except for the com-
municable diseases he or she may catch. Whooping cough and chicken pox
take the lead. Measles, once very prevalent, is now under better control.
(15)	Some Fives have only one or two colds a winter in contrast to their
greater prevalence at Four and especially at Six. Stomachaches, which are
fairly common, may be related to either the too-speedy intake diseases a bib
of food or to the need to have a bowel movement, a need that may have been
put off too long.
(from “Your Five-year- Old. Sunny and Serene”. Chapter III, p. 18-26)
HEALTH (paragraphs N________)
BATH (paragraphs N________)
EATING (paragraphs N________)
DRESSING (paragraphs N )
SPEAPING (paragraphs N)
69
5.	Выделите в каждом разделе текста предложения, выражающие его
основную идею.
6.	Найдите в тексте абзацы, которые позволяют ответить на следую-
щие вопросы:
1.	What kind of cooking does Five like?
2.	What foods do children especially dislike?
3.	Can Fives use a knife for spreading and cutting their meat?
4.	Why will some children at this age still wear a bib?
5.	Are Fives good at cleaning their hands and other parts of their bodies?
6.	Fives like their bath, don’t they?
7.	Shall we remind our five-year-olds to wash their hands before meals?
8	What is easier for Fives dressing or undressing?
9.	Do girls of this age take good care of their dresses?
10	What communicable diseases may Fives catch?
7.	Подтвердите или опровергните следующие утверждения:
1.	Fives often manage to clean up their plates, even though it may seem to
you as if it is taking forever.
2.	Five does tend to talk too much and also to talk with his mouth full.
3.	Five doesn’t like plain, simple cooking.
4.	Most Fives need little help, unless they are tired or it is the end of a long
meal
5.	In general, mealtimes go reasonably well.
6.	It can be said that Five is an accomplished bather
7.	The typical five-year-old is pretty good about washing his hands before
meals, especially if reminded
8.	Some Fives have only one or two colds a winter.
8.	Составьте предложения, используя следующие слова и словосоче-
тания:
1.	years/ through/ programs/ school/ should/ the/ continue/ the/ elemen-
tary.
2.	you/ were/ at/ also/ the/ number/ of/ parents/ surprised/ who/ had/
been/ involved.
3.	that/ develop/ teachers/ effective/ programs/ encourage/ participation/
parent.
70
4.	all/ programs/ must/ families/ include.
5.	not/ between/ parents/ relationships/ teachers/ and/ arc/ simple.
9. Подготовьте презентацию выступления на родительском собрании
в детском саду о том, с какими проблемами могут столкнуться роди-
тели пятилетних детей. Начните с развернутого плана презентации.
10. Напишите заметку для журнала «Parents», выражая свое мнение
о том, как должны вести себя родители в случае, если их ребенок от-
казывается самостоятельно есть и одеваться. Объем заметки не дол-
жен превышать 100 слов.
Урок 15
1.	Прочитайте следующие слова и словосочетания:
accomplishments [q' kOmplISmqnts] - достоинства, воспитание
accustomed [q kAstqmd] - приученный
anxious [’xNkSqs] - озабоченный, беспокойный
application [.xplI'kelSqn] - заявление
carpentry ['kRpIntrlj - плотничное дело
carriage [ kxrIG] - коляска
clutter [' klAtq] - суматоха, беспорядок
gross ['grqus] - большой, крупный
sewing [squINl - шитье
snip [snip] - обрезок, кусок
to swing [swIN] - качаться на качелях
tracing ['trelsIN] - обводка по контуру
2.	Объясните значение следующих слов:
occasion, chances, repertoire, balance, control, tunnel, tent houses, acrobat-
ics, trapeze, tricks, magnet, roller-skate
3.	Объясните, в соответствии с какими правилами образованы следу-
ющие группы слов:
to sleep - sleeping, to greet - greeted, to arrive - an iving, to adopt - adopted,
to relate - related, to accustom - accustomed, to pick - picking, to require -
required, to solve - solved, to play - playing
71
4.	Прочитайте текст и сформулируйте его основную идею:
GENERAL INTERESTS
(by Louise Bates Aines, Frances L. Ilg)
When your child is an infant, each new accomplishment or ability can
be the occasion for excitement and rejoicing. That first word, that irst step,
that first tooth tend to be greeted as if no such thing had ever happened
before.
By the time he is five, chances are you have become more accustomed to
the fact that he has continued to do remarkable things and add new abilities
to his repertoire. You enjoy his enjoyment in these new abilities, but you are
a little less anxious if they are late, a little less proud if they are early.
By five the usual boy or girl has arrived at a good balance between what
he would like to do and what he can do. And what he likes most of all to do
is play. Most Fives play very well indeed. The body is now under a more
smooth and skillful control, and therefore most Fives can play without too
much adult help or guidance.
Five fits well into the usual kindergarten because he loves the usual kin-
dergarten activities. Cutting, tracing, drawing, pasting stringing beads, mak-
ing things with small pieces of paper and cloth - all activities that leave quite
a clutter of little snips and pieces - give the Five-year-old a chance to prac-
tice his increasing constructive and creative abilities.
Both girls and boys love blocks - little blocks and big blocks - though
they tend to use them in somewhat different ways. Girls build houses for
their dolls, whereas boys are more likely to build roads, tracks, bridges, tun-
nels, trucks, planes, and fire engines.
However, both sexes like to build big houses with big blocks, or tent houses
made of chairs draped with blankets, and then they love to snuggle inside
these structures. Often they do not do much once inside, except perhaps talk
about how they are now “nice and safe” from whatever they may imagine
threatens them on outside.
Dolls, too, are of great interest to Fives. Naturally they pretend these
dolls arc babies, and both boys and girls like to play house with their dolls,
dressing them, feeding them, putting them to bed or taking them for rides in
their carriage. All of this fits into their general love of playing “house,” with
one or the other of the supposed parents going out to work, the other staying
at home to take care of the “housework.”
Hospital or doctor play is not as strong as it was at Four, and playing
school usually waits till Six.
72
Both boys and girls enjoy all sorts of gross motor play, with tricycle-riding
a general favorite. And five loves to swing, climb, skip, roller-skate, and jump
from heights. If climbable trees are available, he loves to climb. Jump rope is
coming in as well as attempted acrobatics, trapeze tricks, or even walking on
stilts. Roller skates and ice skates are favorites with many.
Most play activities are enjoyed by both boys and girls, though girls are
likely to prefer sewing, boys, and carpentry. Jigsaw puzzles arc fun for both,
and those children who are spatially well oriented can sometimes master
rather complicated patterns.
Others enjoy use of such simple science materials as the magnet, magnify-
ing glass, flashlight, and stethoscope. And still others spend a lot of time with
games in which they match pictures or forms, or greatly enjoy copying letters
and numbers.
Imaginative play, especially playing house, as mentioned, is still very
strong but Five is a factual age and many Five-year-olds like best of all to
work with materials, to actually make things, solve puzzles, play games that
require a certain application of the intellect. Five is growing up.
(from “Кшг Five-year-Old. Sunny and Serene”. Chapter V, p. 32-35)
5.	а) Найдите в тексте предложения, содержащие глаголы в страда-
тельном залоге, и переведите их.
б)	Найдите в тексте предложения, содержащие конструкции с инфи-
нитивом, переведите их.
в)	Найдите в тексте предложения, в которых глаголы заканчиваются
на “-ing”. Разберите их по членам предложения, переведите.
6.	Ответьте на вопросы:
1.	What do Five-year-olds like most of all to do?
2.	Why does Five fit well into the usual kindergarten?
3.	What sorts of motor play do boys and girls enjoy?
4.	What activities give Five-year-olds a chance to practice his increasing
constructive and creative abilities?
5.	What materials do Five-year-olds like best of all to work with?
7.	Выполш1те перевод следующих предложений на английский язык:
1	. Дети развивают свою автономию через взаимоотношения, (to develop)
2. Кто предложил это решение? (to suggest the solution)
3	. Что вносит вклад в эмоциональное развитие ребенка? (to contribute to)
73
4	Учителя используют теорию Пиаже в классе? (Piaget’s theory)
5	Что стимулируют групповые игры*? (to stimulate)
8.	Опровершите данные утверждения:
1.	By Five the usual boy or girl has never arrived at a good balance between
what he would like to do and what he can do.
2.	Most Fives cannot play without too much adult help or guidance.
3	Neither girls noi boys love to play with blocks very much.
4	Girls don’t like to build houses for their dolls; they are more likely to build
roads, tracks, bridges, tunnels, trucks, planes, and fire engines
5.	Boys like to play house with dolls, dressing them, feeding them, putting
them to bed or taking them for rides in their carriage.
6.	Doll is not of great interest to Fives.
7.	Hospital or doctor play is as strong as it was at four.
8	Fives also like best of all playing school.
9	Most play activities are enjoyed by both boys and girls, though girls are
likely to prefer carpentry, boys, and sewing.
10.	Fives enjoy matching pictures and copying letters but they don’t like to
swing or skip.
9.	Составьте 10 вопросов анкеты для родителей детей 5-летнего воз-
раста о том, в какие игры любят играть их дети.
Литература
1.	Ames, L. В., Ilg, F. L. Your Five-year-Old. Sunny and Serene. The Gesell
Instutute of Child Development. New York, 1999.
2.	Beaty, J J Skills for Preschool Teachers. Prentice Hall, New Jersey,
2000.
3.	Childhood Education. International Focus Issue 2002. Vol. 78. N 6.
4.	Developmentally Appropriate Practice in Early Childhood Programs
Serving Children From Birth Through Age 8. Expanded Edition. NAYAC:
Washington, D.C. 1990.
5.	Foundations. Early Childhood Education in a Diverse Society, 2003.
6.	Fuchs, M, Bonner, M. Focus on Grammar: A high-intermediate Course
for Reference and Practice. Longman, 1995.
7.	Gemgross, G, Puchta, H. Do and Understand. Longman, 2000.
8.	Hornby A 5. Oxford Advanced Learner’s Dictionary of Current Eng-
lish. OUP, Oxford, 1989.
9.	Journal of the Association for Childhood Education International.
Child Education. Infancy Through Early Adolescence. International Focus
Issue, 2002.
10.	Kamii C., DeVries R. Group Games in Early Education. Implications
of Piaget’s Theory. National Association for the Education of Young Chil-
dren, Washington D C., 1996.
11.	NAEYC Position Statement on Developmentally Appropriate Prac-
tice in Early Childhood Programmes Serving Children From Birth Through
Age 8. NAYAC: Washington, D.C. 2005.
12.	Povey,J Walshe, I. An English Teacher’s Handbook of Educational
Terms, 2nd Edition, “VYSSHAJA SIIKOLA”, Moscow, 1982.
13.	The Collins Concise Dictionary The Authority on Cui rent English.
New-Revised Edition (3rd edition), Harper Collins Publishers, The UK,
1995.
14.	The Scholastic Instructor, April, USA, 2001.
15.	The Scholastic Instructor, September, USA, 2000.
16.	The Shorter Oxford English Dictionary, 3rd edition, London, 1970.
17.	Мюллер В.К Англо-русский словарь. 23-е изд., стер. М.: Рус. яз.,
1990. 848 с.
18.	Щукин АЛ. Обучение иностранным языкам: Теория и практика:
учеб, пособие для преподавателей и студентов. М.: Филоматис, 2006.
480 с.
75
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АНГЛИЙСКИЙ ЯЗЫК ДЛЯ УЧИТЕЛЕЙ
Профессионально-ориентированное обучение
Учебное пособие
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