Робота з текстом за професійним спрямуванням: Piaget - « Mr . Child Psychologist »

 Task: read the text; translate, be ready to answer the questions and retell the text

Piaget, a most prolific writer. He is considered by more and more psychologists and educators to be «Mr. Child Psychologist». He was preoccupied especially with nature of cognitive and intellectual development in the growing child. His theory affirms the development of new cognitive structures in a series of age-related stages. Summarized, these are: the period of sensory - motor intelligence (0-2 years); the period of preoperational thought (2-7 years) characterized by the development of language and concept-development, the period of concrete operations (7-11 years), and the period of formal operations (11-15 years) in which the individual's cognitive structures are most highly developed (enabling the adolescent ( под­росток) to apply logic to abstract as well as concrete thinking).

Though Piaget does believe the role of the environment in developing is strategic, he assumes that the child's intellectual potential is determined biologically. In other words, certain functions must mature and development must reach a certain stage before the school can begin teaching knowledge and skills effectively. In the relationship between learning and development it is learning that lags behind.

According to Vygotsky, the founder of the Cultural-Historical theory of a person's psychological development, the mental develop­ment of the human being continues right through his education and rearing as a universal form of assimilating the socio-historical abilities of his time. Vygotsky believed that school learning contributes something qualitatively new to the child's development, that it stimulates processes of development which would not occur without it.

Traditionally, in non-socialist countries, the child must do tests to evaluate mental development without help from others. But Vygotsky believed that what the child can do with help to-day, he will be able to do indepen­dently to-morrow. Vygotsky stressed potential and called the difference between what the child knows and what he can learn with help «the zone of proximal develop­ment». In the matter of the relationship between learning and development Vygotsky differed from other learning theorists in that he believed that development «results» from learning.

Література:

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

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

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

Модуль самостійної роботи:

Прийменник.

Індивідуальне читання за фахом

1. Дайте визначення прийменника.
2. На які групи поділяються прийменники за значенням?
3. Назвіть якомога більше прийменників та їх значення. Наведіть приклади.
4. Дайте характеристику багатозначності прийменників в англійській мові.
5. Назвіть прийменники, які у поєднанні з дієсловами утворюють сталі вирази. Запишіть 5 речень з прийменниками в сталих словосполученнях та перекладіть їх.

Вправа 1. Вставте прийменники on, in або into .

1. There are many people … the park today.
2. There is a girl standing … the bridge. Why is she crying? – She has dropped her doll … the water.
3. There is no tea ... my cup.
4. Pour some tea … my cup.
5. Put these flowers … the windowsill.
6. I saw many people … the platform waiting for the train.
7. We went … the garden and sat down … a bench.
8. The teacher hung a picture … the black-board.
9. He put his hand … his pocket, took out a letter and dropped it … the mailbox which hung … the wall of the house. Then he got … his car and drove off.
10.  Where is the book? – It is … the table.

Вправа 2. Вставте прийменники to або of.

1. The young scientist was trying to prove … the professor the necessity … the experiment.
2. London is the capital … Great Britain.
3. It is clear … me that you don’t know your lesson.
4. He was devoted … his friend.
5. I explained … the teacher that by the end … the lesson I had not finished the translation … the text and that’s why I had not handed it … him. The surprise … the teacher was great. My explanation seemed strange … the teacher.
6.  He bought a book … English poems and gave it … his sister.
7. I wrote … him asking to send me a box … chocolates.
8. There is a monument … Pushkin in the Square … Arts.

Вправа 3. Вставте прийменники with або by.

1. He was taken to hospital … an ambulance.
2. He was treated … very effective drugs.
3. The boy cut his finger … a knife.
4. The boat was carried … the waves into the open sea.
5. He wrote his latter … a pencil.
6. America was discovered … Columbus.
7. We eat soup … a spoon.
8. He was killed … a knife.
9. He was killed … the robbers.
10. He was knocked down … a big stick.
11. He was knocked down … a car.

Вправа 4. Вставте прийменник, якщо це необхідно.

1. We tried to speak … him, but he did not want to listen … us. He did not even look … us and did not answer … our questions.
2. Your brother complains … you. He says you always laugh … him, never speak … him and never answer … his questions.
3. When I entered … the room, everybody looked … me with surprise: they had not waited … me.
4. At the end … the street she turned … the corner, walked … the bus stop and began waiting … the bus.
5. My mother is afraid … rats.
6. “What do you complain …?” asked the doctor.
7. Turn … the corner … the house and look … the flowers grown … my mother: aren’t they beautiful?
8. He was an excellent pupil, and the teacher never complained … him.
9. She complained … the feeling bad and could not answer … the question … the teacher.

Література:

1. Верба Л.Г., Верба Г.В Граматика сучасної англійської мови. Посібник. – Логос, 1997.- 341 с.

2. Каушанская В. Л. Грамматика английского языка. – М., 2000. – 320с.

3. Голицынский Ю.Б. Грамматика: Сборник упражнений. – 3-е изд. - СПб.: Каро, 2001. – 512 с.

4. Гордон Е.М., Крылова И.П. Грамматика современного английского языка: Учебник для институтов и факультетов иностранных языков. – 2-е изд., испр. и доп. – М.: Высшая школа, 1980. – 335 с.

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