1. Прочитать текст одного из вариантов и перевести.

Мышление

Мышление — это целенаправленное умственное манипулирование словами и образами. Мышление зависит от концепций, которые представляют собой категории объектов, событий, качеств или отношений, где есть определенные особенности. Логическое понятие формируется путем выявления специфических особенностей, которые присущи всем участникам понятия. Обычное понятие формируется на основе повседневного опыта, а лучший представитель понятия называется прототипом.

Одним из наиболее важных применений понятия является решение проблем, мыслительный процесс, который позволяет нам преодолевать препятствия для достижения целей. Самым простым методом решения проблем является метод проб и ошибок, который подразумевает возможные решения, идущие друг за другом до тех пор, пока не будет найдено подходящее решение. Стратегия решения проблем, называемая пониманием, зависит от умственного манипулирования информацией.

Творчество — это форма решения проблем, для которой характерны новые, полезные решения проблем. Творческие люди, как правило, обладают интеллектом выше среднего и способны к разным видам мышления. Творчество также зависит от расхождений в мышлении, при котором человек свободно рассматривает различные возможные решения проблемы.

Принятие решений — это форма решения проблем, когда мы стараемся сделать лучший выбор среди альтернативных суждений или действий. На наши решения влияют факторы полезности и вероятности. Мы также подвержены влиянию эффекта фрейминга, который представляет собой наличие предвзятости, вносимой в процесс принятия решений, и тогда ситуация представляется определенным образом.

2. Найти английский вариант русского термина в задании после текста.
3. Дать примеры на словообразование.

Purpose — purposeful

Logic — logical

To represent — representative

To think — thought

To manipulate — manipulation

To decide — decision

To create — creativity

4. Выписать все нестандартные глаголы, выучить их основные формы.

To be – was/were — been

To overcome – overcame — overcome

To have – had — had

 

5. Образовать степени сравнения от прилагательных и наречий.

purposeful – more purposeful – the most purposeful

specific – more specific – the most specific

good – better – the best

much – more – the most

simple – simpler — the simplest

possible – more possible – the most possible

useful – more useful – the most useful

Creative – more creative – the most creative

different – more different – the most different

 

6. Найти сказуемые во вр. гр. Simple Tenses, Active Voice. Образовать вопросительную и отрицательную формы.

Thinking is the purposeful mental manipulation of words and images.

Thinking depends on concepts, which are categories of objects, events, qualities, or relations whose members share certain features.

One of the most important uses of concepts is in problem solving, the thought process that enables us to overcome obstacles to reach goals.

The simplest method of solving problems is trial and error which involves trying one possible solution after another until finding one that works.

The problem-solving strategy called insight depends on the mental manipulation of information.

Creativity is a form of problem-solving characterized by novel, useful solutions to problems. Creative people tend to have above average intelligence and are able to integrate different kinds of thinking.

Creativity also depends on divergent thinking, in which a person freely considers a variety of potential solutions to a problem.

Decision making is a form of problem solving in which we try to make the best choice from among alternative judgments or courses of action.

We are also subject to framing effects, which are biases introduced in the decision-making process by presenting a situation in a certain manner.

 

 

Thinking isn’t the purposeful mental manipulation of words and images.

Thinking doesn’t depend on concepts, which are categories of objects, events, qualities, or relations whose members share certain features.

One of the most important uses of concepts isn’t in problem solving, the thought process that doesn’t enable us to overcome obstacles to reach goals.

The simplest method of solving problems isn’t trial and error which involves trying one possible solution after another until finding one that works.

The problem-solving strategy called insight doesn’t depend on the mental manipulation of information.

Creativity isn’t a form of problem-solving characterized by novel, useful solutions to problems.

Creative people don’t tend to have above average intelligence and aren’t able to integrate different kinds of thinking.

Creativity also does not depend on divergent thinking, in which a person freely doesn’t consider a variety of potential solutions to a problem.

Decision making isn’t a form of problem solving in which we don’t try to make the best choice from among alternative judgments or courses of action.

We aren’t also subject to framing effects, which aren’t biases introduced in the decision-making process by presenting a situation in a certain manner.

 

 

 

Is thinking the purposeful mental manipulation of words and images?

Does thinking depend on concepts, which are categories of objects, events, qualities, or relations whose members share certain features?

Is one of the most important uses of concepts in problem solving, the thought process that enables us to overcome obstacles to reach goals?

Is the simplest method of solving problems trial and error which involves trying one possible solution after another until finding one that works?

Does the problem-solving strategy called insight depend on the mental manipulation of information?

Is creativity a form of problem-solving characterized by novel, useful solutions to problems?

Do creative people tend to have above average intelligence and are able to integrate different kinds of thinking?

Does creativity also depend on divergent thinking, in which a person freely considers a variety of potential solutions to a problem?

Is decision making a form of problem solving in which we try to make the best choice from among alternative judgments or courses of action?

Are we also subject to framing effects, which are biases introduced in the decision-making process by presenting a situation in a certain manner?

 

7. Найти сказуемые во вр. гр. Simple Tenses, Passive Voice. Образовать вопросительную и отрицательную формы.

A logical concept is formed by identifying specific features possessed by all members of the concept.

A natural concept is formed through everyday experiences and the best representative of a concept is called a prototype.

Our decisions are influenced by the factors of utility and probability.

 

A logical concept isn’t formed by identifying specific features possessed by all members of the concept.

A natural concept isn’t formed through everyday experiences and the best representative of a concept isn’t called a prototype.

Our decisions aren’t influenced by the factors of utility and probability.

 

 

Is a logical concept formed by identifying specific features possessed by all members of the concept?

Is a natural concept formed through everyday experiences and the best representative of a concept is called a prototype?

Are our decisions influenced by the factors of utility and probability?

 

8. Найти пример модального сказуемого, проанализировать. Одно предложение изменить по временам и образовать вопросительную и отрицательную формы.

Creative people tend to have above average intelligence and are able (Present Simple) to integrate different kinds of thinking.

 

Creative people tend to have above average intelligence and were able to integrate different kinds of thinking.

 

Creative people tend to have above average intelligence and will be able to integrate different kinds of thinking.

 

Creative people tend to have above average intelligence and have been able to integrate different kinds of thinking.

 

Creative people tend to have above average intelligence and had been able to integrate different kinds of thinking.

 

Creative people tend to have above average intelligence and aren’t able to integrate different kinds of thinking.

 

Do creative people tend to have above average intelligence and are able to integrate different kinds of thinking?

9. Найти Present and Past Participles, определить их функцию в предложениях.

 

A logical concept is formed (часть сказуемого) by identifying specific features possessed (определение) by all members of the concept.

A natural concept is formed (часть сказуемого) through everyday experiences and the best representative of a concept is called (часть сказуемого) a prototype.

Our decisions are influenced (часть сказуемого) by the factors of utility and probability.

We are also subject to framing (определение) effects, which are biases introduced (определение) in the decision-making process by presenting a situation in a certain manner.

 

10. Поставьте сказуемое одного из предложения во все времена гр. Continuous (Progressive) Tenses, в Active and Passive Voices.

 

Our decisions are influenced by the factors of utility and probability.

Our decisions are being influenced by the factors of utility and probability.

Our decisions were being influenced by the factors of utility and probability.

 

The factors of utility and probability are influencing our decisions.

The factors of utility and probability were influencing our decisions.

 

Are our decisions being influenced by the factors of utility and probability?

Were decisions being influenced by the factors of utility and probability?

 

Our decisions aren’t being influenced by the factors of utility and probability.

Our decisions weren’t being influenced by the factors of utility and probability.

 

 

Thinking depends on concepts, which are categories of objects, events, qualities, or relations whose members share certain features.

 

Thinking is depending on concepts, which are categories of objects, events, qualities, or relations whose members share certain features.

Thinking was depending on concepts, which are categories of objects, events, qualities, or relations whose members share certain features.

 

Thinking isn’t depending on concepts, which are categories of objects, events, qualities, or relations whose members share certain features.

Thinking wasn’t depending on concepts, which are categories of objects, events, qualities, or relations whose members share certain features.

 

Is thinking depending on concepts, which are categories of objects, events, qualities, or relations whose members share certain features?

Was thinking depending on concepts, which are categories of objects, events, qualities, or relations whose members share certain features?

 

 

Concepts are being depended on thinking, which are categories of objects, events, qualities, or relations whose members share certain features.

Concepts were being depended on thinking, which are categories of objects, events, qualities, or relations whose members share certain features.

 

 

Concepts aren’t being depended on thinking, which are categories of objects, events, qualities, or relations whose members share certain features.

Concepts weren’t being depended on thinking, which are categories of objects, events, qualities, or relations whose members share certain features.

 

 

 

Are concepts being depended on thinking, which are categories of objects, events, qualities, or relations whose members share certain features?

Were concepts being depended on thinking, which are categories of objects, events, qualities, or relations whose members share certain features?

 

Образовать вопросительную и отрицательную формы.

 

Variant 2

Thinking

Thinking is the purposeful mental manipulation of words and images. Thinking depends on concepts, which are categories of objects, events, qualities, or relations whose members share certain features. A logical concept is formed by identifying specific features possessed by all members of the concept. A natural concept is formed through everyday experiences and the best representative of a concept is called a prototype.

One of the most important uses of concepts is in problem solving, the thought process that enables us to overcome obstacles to reach goals. The simplest method of solving problems is trial and error which involves trying one possible solution after another until finding one that works. The problem-solving strategy called insight depends on the mental manipulation of information.

Creativity is a form of problem-solving characterized by novel, useful solutions to problems. Creative people tend to have above average intelligence and are able to integrate different kinds of thinking. Creativity also depends on divergent thinking, in which a person freely considers a variety of potential solutions to a problem.

Decision making is a form of problem solving in which we try to make the best choice from among alternative judgments or courses of action. Our decisions are influenced by the factors of utility and probability. We are also subject to framing effects, which are biases introduced in the decision-making process by presenting a situation in a certain manner.

Match the terms:

умственная обработка чего-л. понятие — thinking

особые признаки прототип – a prototype

мыслительный процесс — trial and error

преодолевать препятствия – to overcome obstacles

причина недовольства или ошибки – a problem

решение – decision

проникновение в сущность чего-л. — insight

ранее неизведанное – novel solutions to problems

средние умственные способности – average intelligence

вид мышления  — kind of thinking

дивергентное мышление – divergent thinking

принятое решение – decision making

альтернативное мнение – alternative judgment

процесс действия – course of action

утилитарность и вероятность – utility and probability

предубеждение – framing effect

 

 

Text for reading and translations:

Communication Disorders

There are two general categories of communication disorders: speech disorders and language disorders. Speech disorders are impairments in the production of oral or spoken language. Disfluency, voice disorders, and articulation disorders are classified as speech disorders. Language disorders are deviant or delayed development of comprehension or the use of the signs or symbols applied to express or receive ideas in a spoken, written, or symbol system. The absence of language, delayed language, deviant and interrupted development of language, and post language development disorders are examples of language disorders. Children may demonstrate receptive (receiving and interpreting), expressive (developing and sending), or mixed (both receiving and sending) language disorders.

Children who are disfluent. Fluency refers to the smooth flow and rhythm of speech. Disfluency includes repetitions or prolongations of sounds, words or phrases; hesitations or long pauses; struggle behaviors including distortions of lips and mouth, facial grimaces, eye blinks and extraneous body movements. Stuttering and cluttering are examples of disfluency. Stuttering is a disruption in the timing of speaking. Cluttering is a running together in rapid, jumbled speaking of sounds, words and phrases.

Children with Voice Disorders. Voice disorders are present when a leaner has difficulty modulating the resonant quality of speech. Voice vary widely in pitch, volume and timbre. Moods, emotional states and attitudes can be identified by the listener through voice quality. Great variations in voice quality are tolerable. Some voice qualities interfere with effective communication. Children may have too much nasality in the voice (hypernasal) or too little nasality (denasal). Children may use an unnaturally high pitch (falsetto), or be harsh, breathy, or throaty.

Children with Articulation Disorders. Articulation disorders or phonologic disorders occur when the child has difficulty with the sound system of oral language or speech. Articulation disorders are a consequence of the faulty production of phonemes or the sounds of language. Articulation disorders are the most common of speech disorders served by communication specialists in the schools. There are four types of articulation errors:

1. substitution of one phoneme for another;
2. disorder of a phoneme;
3. omission of a sound;
4. additions, an extra sound inserted within a word.

Children with Language Disorders. There is a broad range of language disorders which interfere with a child’s development and communication. Among the most common are the absence of language, delayed language, deviations and interruptions in language development, and language disorders acquired after language has been developed. Children with language disorders have more problems in coding, memory, hypothesis generation and evaluation, deduction. They may have difficulty in sustaining and manipulating nonlinguistic symbols as well as linguistic symbols.

НАРУШЕНИЯ РЕЧИ

Существуют две основные категории нарушений речи: нарушения речи и языковые нарушения. Нарушения речи — это нарушения в процессе в устной или устной речи. Нарушения в голосе и нарушения в артикуляции классифицируются как нарушения речи. Языковые нарушения — это отклонение или задержка развития понимания или использования знаков или символов, применяемых для выражения или получения идей в устной, письменной или символической системе. Отсутствие формулировок, задержка развития речи, развитие речи с отклонениями, а также расстройства в развитии речи являются примерами языковых расстройств. У детей могут проявляться рецептивные (получение и интерпретация), выразительные (развитие и ответ) или смешанные (как получение, так и ответ) языковые расстройства.

Дети с потерей беглости речи. Свободное владение относится – это свободный темп и ритм речи. Потеря беглости речи включает в себя повторения или продолжения звуков, слов или фраз; колебания или длинные паузы; поведение, связанное с борьбой, включая искажения губ и рта, гримасы на лице, моргание глаз и посторонние движения тела. Заикание и неупорядоченная речь являются примерами потери беглости речи. Заикание — это нарушение времени произнесения звуков. Неупорядоченная речь — это быстрое проговаривание звуков, слов и фраз.

Дети с нарушениями голоса. Голосовые расстройства присутствуют тогда, когда у человека возникают трудности с модуляцией резонансного качества речи. Голос широко варьируется по высоте, громкости и тембру. Настроения, эмоциональные состояния и отношения могут быть определены слушателем по качеству голоса. Допустимы большие различия в качестве голоса. Некоторые голосовые качества мешают эффективному общению. У детей может быть слишком много носовых звуков в голосе (гиперназальный) или слишком мало носовых звуков (деназальный). Дети могут говорить неестественно высоким голосом (фальцет) или резким и хриплым.

Дети с нарушениями артикуляции. Нарушения артикуляции или фонологические нарушения возникают тогда, когда у ребенка появляются проблемы со звуковой системой устной речи или говорения. Нарушения артикуляции являются следствием неправильного произнесения фонем или звуков языка. Нарушения артикуляции являются наиболее распространенными нарушениями речи, с которыми работают логопеды в школах. Существует четыре типа ошибок артикуляции:

а) замена одной фонемы на другую;

б) расстройство фонемы;

в) пропуск звука;

г) дополнения, дополнительный звук, вставленный в слово.

Дети с языковыми нарушениями. Существует много видов языковых расстройств, которые препятствуют развитию ребенка и общению. Среди наиболее распространенных – это отсутствие говорения, задержка речи, отклонения и перерывы в развитии языка, а также языковые приобретенные. У детей с языковыми расстройствами больше проблем с кодированием, памятью, образованием и оценкой гипотез, дедукцией. Им может быть трудно поддерживать и оперировать неязыковыми символами, а также лингвистическими символами.

Tasks to the text:

1. Read, translate and analyze the given text independently.

 

2. Copy out special terms, translate and learn.

language disorders – языковые расстройства

Disfluency – потеря беглости речи

voice disorders – голосовые нарушения

articulation disorders – нарушения артикуляции

disfluent – с потерей беглости речи

Fluency – беглость речи

prolongations of sounds, words or phrases – продолжение звуков, слов или фраз

hesitations — колебания

long pauses – длинные паузы

Stuttering — заикание

Denasal — деназальный

Hypernasal — гиперназальный

Falsetto – фальцет

phonologic disorders – фонологические расстройства

disorder of a phoneme – нарушения в произношении фонемы

omission of a sound – пропуск звука

substitution of one phoneme for another – замена одной фонемы на другую

extra sound – дополнительный звук

delayed language, deviations and interruptions – задержка в развитии языка, отклонения и перерывы

 

 

3. Find examples of words-buildings and define their parts of speech.

Disorders- существительное с помощью приставки dis

communication  — существительное с помощью суффикса ion

development  — существительное с помощью суффикса ment

disfluent — прилагательное с помощью приставки dis

production — существительное с помощью суффикса ion

interruptions  — существительное с помощью суффикса ion

substitution  — существительное с помощью суффикса ion

 

 

4. Analyse the predicates:

• There are two general categories … Present Simple Active от глагола to be
• … articulation disorders are classified … Present Simple Passive от глагола to classify
• Children may demonstrate … Модальный глагол в Present Simple Active+ инфинитив
• Fluency refers to the smooth … Present Simple Active
• … and attitudes can be identified by … Модальный глагол в Present Simple Passive + инфинитив
• Children may have too much … Модальный глагол в Present Simple Active + инфинитив
• Children with language disorders have more … Present Simple Active

 

5. Look through the text and find sentences about:
6. speech disorders — There are two general categories of communication disorders: speech disorders and language disorders. Speech disorders are impairments in the production of oral or spoken language. Disfluency, voice disorders, and articulation disorders are classified as speech disorders.
7. language disorders — There are two general categories of communication disorders: speech disorders and language disorders. Speech disorders are impairments in the production of oral or spoken language. Disfluency, voice disorders, and articulation disorders are classified as speech disorders. Language disorders are deviant or delayed development of comprehension or the use of the signs or symbols applied to express or receive ideas in a spoken, written, or symbol system. The absence of language, delayed language, deviant and interrupted development of language, and post language development disorders are examples of language disorders. Children may demonstrate receptive (receiving and interpreting), expressive (developing and sending), or mixed (both receiving and sending) language disorders.
8. voice disorders — Voice disorders are present when a leaner has difficulty modulating the resonant quality of speech. Voice vary widely in pitch, volume and timbre. Moods, emotional states and attitudes can be identified by the listener through voice quality. Great variations in voice quality are tolerable. Some voice qualities interfere with effective communication. Children may have too much nasality in the voice (hypernasal) or too little nasality (denasal). Children may use an unnaturally high pitch (falsetto), or be harsh, breathy, or throaty.
9. articulation disorders — Articulation disorders or phonologic disorders occur when the child has difficulty with the sound system of oral language or speech. Articulation disorders are a consequence of the faulty production of phonemes or the sounds of language. Articulation disorders are the most common of speech disorders served by communication specialists in the schools. There are four types of articulation errors:
10. a) substitution of one phoneme for another;
11. b) disorder of a phoneme;
12. c) omission of a sound;
13. d) additions, an extra sound inserted within a word.

 

6. Explain the problems of children:
7. who are disfluent — Children who are disfluent. Fluency refers to the smooth flow and rhythm of speech. Disfluency includes repetitions or prolongations of sounds, words or phrases; hesitations or long pauses; struggle behaviors including distortions of lips and mouth, facial grimaces, eye blinks and extraneous body movements. Stuttering and cluttering are examples of disfluency. Stuttering is a disruption in the timing of speaking. Cluttering is a running together in rapid, jumbled speaking of sounds, words and phrases.
8. with voice disorders — voice disorders are present when a leaner has difficulty modulating the resonant quality of speech. Voice vary widely in pitch, volume and timbre. Moods, emotional states and attitudes can be identified by the listener through voice quality. Great variations in voice quality are tolerable. Some voice qualities interfere with effective communication. Children may have too much nasality in the voice (hypernasal) or too little nasality (denasal). Children may use an unnaturally high pitch (falsetto), or be harsh, breathy, or throaty.
9. with language disorders — There is a broad range of language disorders which interfere with a child’s development and communication. Among the most common are the absence of language, delayed language, deviations and interruptions in language development, and language disorders acquired after language has been developed. Children with language disorders have more problems in coding, memory, hypothesis generation and evaluation, deduction. They may have difficulty in sustaining and manipulating nonlinguistic symbols as well as linguistic symbols.
10. with articulation errors — Articulation disorders or phonologic disorders occur when the child has difficulty with the sound system of oral language or speech. Articulation disorders are a consequence of the faulty production of phonemes or the sounds of language.

 

7. Do you agree or disagree about:

• There are four general categories of communication disorders. FALSE
• Speech disorders and language disorders have the same problems. FALSE
• Stuttering and cluttering are examples of fluency. FALSE
• Disfluency refers to the smooth flow and rhythm of speech.  FALSE
• Children may demonstrate receptive, expressive or mixed language disorders. TRUE

 

8. Discuss:

• What must speech-therapists know about communication disorders? There are two general categories of communication disorders: speech disorders and language disorders. Speech disorders are impairments in the production of oral or spoken language. Disfluency, voice disorders, and articulation disorders are classified as speech disorders. Language disorders are deviant or delayed development of comprehension or the use of the signs or symbols applied to express or receive ideas in a spoken, written, or symbol system. The absence of language, delayed language, deviant and interrupted development of language, and post language development disorders are examples of language disorders. Children may demonstrate receptive (receiving and interpreting), expressive (developing and sending), or mixed (both receiving and sending) language disorders.
• Is there difference between speech and language disorders? Speech disorders are impairments in the production of oral or spoken language. Language disorders are deviant or delayed development of comprehension or the use of the signs or symbols applied to express or receive ideas in a spoken, written, or symbol system.
• What disorders are the main for children? Articulation disorders are the most common of speech disorders served by communication specialists in the schools.
• Say about the role of a speech-therapist in solving communication disorders. Articulation disorders are the most common of speech disorders served by communication specialists in the schools. There are four types of articulation errors:
• a) substitution of one phoneme for another;
• b) disorder of a phoneme;
• c) omission of a sound;
• d) additions, an extra sound inserted within a word.

 

9. Speak on:

“Communication disorders”