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Translate the following sentences into Russian.

1. She made me sit down and listen to her. 2. Harry expected her to obey his orders. 3. Let me give you a piece of advice. 4. They considered Samantha to be a unique case because of her intelligence. 5. People think this scientist to be a genius. 6. Did they wish him to marry her? 7. We’ll get her to sit unassisted and hold objects by herself. 8. I wanted Samantha’s life was ordered. 9. I know them to spend countless hours in the library. 10. I heard her talking to someone.

 

Ex. 2

Change the sentences according to the pattern:

 

Their good care made me feel happy.

- I was made to feel happy by their good care.

1. I heard even the best of speakers be dysfluent when they hesitate in the middle of sentences. 2. The psychologist saw the child acquiring articulation skills in a normal manner. 3. We always made her feel as just another member of the family. 4. A professional notices a speech impairment occur.

Ex. 3

Translate the sentences and analyze forming of the

Complex Subject in them.

 

1. They happened to be dining at the Pattersons’ that day. 2. The play writer doesn’t seem to have written anything new. 3. She appeared to be enjoying our company. 4. The boy felt somebody put the hand into his pocket. 5. He was unlikely to take any effort to improve the situation. 6. Wolves were aid to be hidden away in the deepest forests. 7. The Zookeepers are expected to take care of the animals. 8. The film is thought to be the first demonstration. 9. Most British people seem to want to make a difference between consuming other people’s imaginative ideas and creating one’s own.

 

Ex. 4

Analyze the degrees of comparison in the abstract and

Underline them.

The poll reveals that, while men are using their mobile phones a lot more, women are actually spending less time on the phone. Slightly fewer women take a mobile phone, and the survey shows that the average amount of time they spend on the phone on a weekday has gone down from 63 minutes before they got a mobile to 55 minutes now. The explanation might lie in the fact that men love to play with techno toys while women may be more conscious of the bills they are running up.

Obviously, the rich have been buying phones faster than the poor. But as mobile phones become cheaper and more powerful, they might prove to be more successful in bridging the gap between the rich and the poor than expensive computers.

 

Ex. 5

Put the missing articles in the text and explain their usage.

 

My uncle is … shopkeeper. He has … shop in … small village by … River Thames near Oxford. … shop sells almost everything from … bread to … newspapers. It is also … post office. … children always stop to spend … few pence on … sweets or … ice cream on … way to and from … school. My ... doesn’t often leave … village. He doesn’t have … car, so once … month he goes by … bus to … Oxford and has … lunch at … Grand Hotel. He is one of … happiest men I know.

 

DEVELOPMENT

Use the texts from the Reader. Think of the speech problems of grown-up businessmen and politicians.

 

UNIT 6

THE DEAF WORLD AND THE PROBLEMS

OF HARD-OF-HEARING INDIVIDUALS

6.1 Before you start reading the text, try to guess the meaning of the following words and word combinations if necessary use the dictionary:

Repetition, corrective instruction, rhythm, structure, grammatical components, standardized, stimuli, integrating, problematic, manipulate, concepts, basic, socialization, facilitator, intervention programs.

WARMING UP

6.2 Before you start reading the text explain the term “deaf” in English.

READING

 

6.3 Read the text making use of the active terminological vocabulary.

Text l

 

CHARACTERISTICS OF CHILDREN AND YOUTH

WITH HEARING IMPAIRMENT

Children with hearing handicaps represent a heterogeneous group. The effect of hearing dysfunction on individual functioning varies greatly depending on a number of factors: the type and degree of hearing loss, the child's age when the loss occurred, the child's IQ, the ability of the child's family and community to cope with the hearing impairment, and the child's linguistic and educational experiences.

Speech and Language

The most handicapping aspect of hearing impairment is related to the obstacles created in the child's ability to communicate using the language of the community at large. Children whose hearing losses occur before they have the opportunity to develop expressive skills in the language spoken by their families often have difficulty mastering oral language skills. Thus, an 8-year-old child with a profound hearing loss who became handicapped after her second or third birthday may have better speech, language, reading, and writing skills than a classmate with a milder hearing loss that occurred shortly after birth.

The English and speech skills of children with hearing impairment often lag far behind those of their able-bodied peers. Whereas most children are able to use their hearing to learn both the language and speech patterns of their community, children with hearing handicaps must often be taught these skills directly through much painstaking repetition and corrective instruction. These students' speech problems often include the omission or substitution of some sounds, problems with speech intonation and pitch, and difficulties with the normal rate and rhythm of spoken English. Speech may sound nasal, guttural, or breathy. In general, individuals with mild to moderate hearing losses may have more intelligible speech than do those with severe to profound losses.

In addition to speech and oral articulation impairments, hearing loss can make it difficult for children to learn the vocabulary, structure, and rules of the oral language in their community. Children with hearing impairment usually have limited vocabularies as compared to nonhandicapped students. These students may omit grammatical components of English such as plurals, prepositions, articles (a, the), tenses, and a variety of "little" words or word endings. These children tend to use short and simple sentences and rely often on subject-verb-object word order. Students with hearing impairment may lack an understanding of alternative meanings for words and figurative language.

Instructional Implications

Because of the language difficulties that can accompany hearing loss, a hearing disability may affect how well a student is able to hear spoken language and other stimuli in the average classroom as well as influence performance in language related subjects such as reading and writing. Standardized achievement test scores reported for students with hearing impairment in the United States lagged significantly behind those of their hearing peers. The average level of literacy for individuals with hearing handicaps was reported to be between the third- and fifth-grade levels.

The impact of the language difficulties commonly experienced by children with hearing handicaps may extend beyond the expected subject areas of language arts and reading. Classes that rely heavily on students' reading and integrating printed material from texts and that require written products such as essays and reports can also be problematic for deaf children. Likewise, problem solving in so- called language-free subjects such as math and science depend on the use of language to manipulate and communicate concepts.

Social-Emotional Development

The social-emotional development of children with hearing impairment follows the same basic patterns found among nonhandicapped peers. Few differences are noted among very young deaf and hearing children, who often develop friendships based on mutual play interests that are not impeded by their communication differences. With age, however, language becomes an increasingly important facilitator of friendships, socialization, and social-emotional growth. Thus, communication problems can make it more difficult for older children with hearing difficulties to interact and develop close friendships with hearing peers with whom communication is difficult.

Children with hearing impairment must often be directly taught subtle social mores and attitudes that normally hearing children seem to pick up incidentally by overhearing and observing conversations in the world around them. Thus, older students may appear more "naive" or less well socialized than hearing students their age.

Communication difficulties and issues related to parental acceptance of the child's deafness can have a negative impact on the parent-child relationship, which in turn may influence the child's social-emotional development. Families of children with hearing impairment report they must work harder to encourage strong relationships between family members who do not sign and the child who does. Recent efforts of early intervention programs have focused on assisting families in learning to adapt to these challenges and their child's special needs.

Vocabulary notes

hard-of-hearing –тугоухость

hearing loss –потеря слуха

hearing handicap –слуховая недостаточность

hearing impairment –поражение слуха

heterogeneous –разнородный

occur –случаться, происходить

painstaking –старательный

pitch –высота (звука)

rhythm –ритм

effort –усилие

nasal –носовой

guttural –гортанный (звук), горловой

moderate –умеренный, средний

profound –глубокий

figurative –образный, переносный

implication –вовлечение, причастность, смысл

require –требовать

facilitate –облегчать, содействовать

interact –взаимодействовать

6.4 Comprehension questions:

1. What are the main characteristics of children with hearing

impairments? Give a list of them.

2. What are the main factors that effect hearing dysfunction?

3. What psychological problems can deaf people face in schools

and life?

 

6.5 Use the expressions in the sentences of your own on the base of the text and use them in the retelling of the text:

Child's social-emotional development; the impact of the language difficulties; an increasingly important facilitator; the child's ability to communicate; oral articulation impairments; omit grammatical components; the average level of; to adapt to their child's special needs.

 

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