III. Translate from English into Russian

 

1. Everybody knew this boy to be born with the Down syndrome.

__________________________________________________________________

2. Doctors didn’t let the family take a baby, suffering from a serious disease, home from the hospital.

__________________________________________________________________

3. Young parents wanted the doctor to determine the cause of their child’s disease.

__________________________________________________________________

4. Some diseases are considered to be infectious.

__________________________________________________________________

5. The scientists proved chromosomes to contain the genetic code which is called deoxyribonucleic acid or DNA.

__________________________________________________________________

Правильное выполнение заданий I соответствует пороговому уровню освоения материала аудиторного занятия, оценка «3»

Правильное выполнение заданий I и II соответствует диффузному уровню освоения материала аудиторного занятия, оценка «4»

Правильное выполнение заданий I, II и III соответствует продвинутому уровню освоения материала аудиторного занятия, оценка «5»

 

 

UNIT 5

WHY USE GROUP GAMES?

The Infinitive

1. Прочитайтепредложенныесловаиознакомьтесьсихпереводомнарусскийязык:

toimpose – налагать (обязательства, правила)

toinvolve – включать в себя, повлечь за собой

toacquire – приобретать, овладевать (навыком и т. д.)

attitude – отношение

responsibility – ответственность

toremain – оставаться

toencourage – поощрять, поддерживать

toinvent – изобретать, придумывать

turn – очередь

advantage – преимущество

value – ценность

to achieve – достигать

tocheat – обманывать

meek – кроткий, мягкий

feedback – обратная связь

judge – судья, судить

2. Прочитайте и догадайтесь о значении следующих интернациональ­ных слов. Переведитеихнарусскийязык:

to cooperate, to motivate, a context, cognitive, opposite, sanction, modify, version, potential

3. Прочитайтетекст.

TEXT 5

WHY USE GROUP GAMES?

(Kamii C., DeVries R)

Children develop not only socially, morally, and cognitively but also politically, emotionally through games involving rules. A game cannot be­gin unless the players agree on the rules. Once it begins, it cannot continueunless 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 chil­dren 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 inci­dent: 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 re­sponsibility. 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 ini­tiative, alertness, and confidence to say what one honestly thinks. The re­sponsibility of enforcing rules also leads to the invention of sanctions, chil­dren 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 а 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.

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 version 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 chil­dren, for whom winning was irrelevant.

Aside from the advantage of involving rules, group games also have the advantage of involving physical actions that encourage children to be men­tally active. Young children can often learn more in group games than in les­sons 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 work­sheets, 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, Washington D.C., 1996)

4. На основе текста подтвердите или опровергните приведенные ниже высказывания:

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.

4. Arguing is a cognitive process that contributes to the development of logi­cal 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, mid confidence to say what one honestly thinks.

7. In the example in the text 5-year-old children 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 rules 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.

5. Составьте предложения: подберите к началу подходящее по смыс­лу окончание предложения:

1. Children develop socially,          a) encourages the development

cognitively and emotionally            of initiative     

2. Games constitute a natural         b) through games involving rules
context in which                             c) for the teacher to take care of  

3. In this cooperation, children use the situation             

4. Making rules is an activity          d) children to be mentally active         

5. The child was passive and          e) its value will disappear
waited for                                       completely

6. The responsibility of enforcing rules f) to become more inventive

7. Enforcing rules helps children    g) children are motivated to

8. Involving physical actions          cooperate
encourage                                        h) involving making decisions

9. Children are motivated to supervise i) previously acquired knowledge

10.If a game is taught to teach children k) what others are doing

how to play it “correctly”               from one moment to the next

6. Обоснуйте следующие утверждения, опираясь на содержание про­читанного 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.

7. Выполните перевод предложений с русского языка на английский

1. Piaget makes a fundamental distinction between physical knowledge and logico-mathematical knowledge.

________________________________________________________________

2. The source of physical knowledge is mainly in objects.

________________________________________________________________

3. The source of logico-mathematical knowledge is in each child.

________________________________________________________________

4. Неproved that reason is not innate in man but the result of his creation. ______________________________________________________________

5. Each Russian kindergarten has its own unique features and differences, and each day differs from the previous one.

________________________________________________________________

TheInfinitive