Английский язык учебник

attribute: individual ~, physical ~, psychological ~ overlapping: ~ factors, ~ groups, ~ responses, ~ sam

ples, ~ influences

score: true ~, critical ~ , main ~, original ~ , derived ~, representative ~, standard ~, test ~, single ~, comparable ~s

B.Convey the meaning of some terms in your own words.

Exercise 4.

A.Fill in the columns with the proper deriv atives of the following words whenever possible.

B.Put a suitable word from the box above into each gap.

1.___ eye reflex is the contraction of a shaded pu pil (зрачок) when the other pupil is stimulated by light. 2. The process of forming an idea or judgement which is applicable to an entire class of objects, people, or events is called ___ 3. Spearman’s theory of mental abilities postulates that every test requires a certain amount of general ability and a certain amount of ___

ability. 4. Common sense and observation ___ that there are definite differences between mental capabili ties of children and those of adults. 5. The right hemi sphere of the brain is the control centre ___ in intu ition, extrasensory perception, attitudes and emotions,

visual and spatial relationships, music, rhythm, dance, physical coordination and activity, synthesis, and diver gent thinking processes. 6. There is every ___ that high ly creative and highly intelligent individuals function with good balance in development and interaction be tween the two halves of the brain. 7. Educationists speak about the ___ influence of television which may have both harmful and beneficial effect on teenagers.

Exercise 5. Arrange the following words in pairs of

SPEAKING AND DISCUSSION

Exercise 1. Answer the following questions to the text making use of expressions given in the box below.

To my mind; As far as I know; In my opinion; There is no doubt that…

1.Why is it difficult to define the term ‘intelligence’?

2.What does the term ‘intelligent behavior’ imply?

3.What contribution to the study of intelligence was made by Herbert Spencer and Sir Francis Galton?

4.What ideas did Charles Spearman develop?

5.Is there any consensus on intelligence?

6.In what way is intelligence investigated nowadays?

Exercise 2. Retell the text given above using your active vocabulary.

Exercise 3. Howard Gardner, the creator of the

Multiple Intelligences Theory, has identified eight intelligence types.

They are linguistic

logical mathematical spatial bodily kinesthetic musical

interpersonal (the way we relate to others) intrapersonal (our ability to self evaluate) naturalist (our talent for classifying and cate gorizing)

A.Here is a list of activities designed to develop the eight intelligences. Try to categorize them under the eight headings.

B.Speak about intelligences that you lack. What activities do you consider useful to develop?

You are welcome to mention activities omitted here.

Exercise 4.

A.Fill in the following Multiple Intelligence Checklist compiled by M. A. Christison and adapted by M. Berman (M. Berman. “A Multiple Intelligences Road to ELT Classroom”, L., 1992, pp. 5–6.) Rank each statement 0, 1, or 2. Write 0 if you dis agree with the statement and write 2 if you strongly agree. Write 1 if you are somewhere in between.

Linguistic Intelligence

_ 1. I like to read books, magazines and newspapers. _ 2. I consider myself a good reader.

_ 3. I like to tell jokes and stories.

_ 4. I can remember people’s names easily.

_ 5. I like to recite tongue twisters (скороговорки). _ 6. I have a good vocabulary in my native language.

Logical Mathematical Intelligence

_ 1. I often do calculations in my head. _ 2. I am good at chess.

_ 3. I like to put things into categories. _ 4. I like to play number games.

Spatial Intelligence

_ 1. I can read maps easily. _ 2. I enjoy art activities. _ 3. I can draw well.

_ 4. Videos and slides really help me to learn new in formation.

_ 5. I love books with pictures.

_ 6. I enjoy putting puzzles together.

Bodily Kinesthetic Intelligence

_ 1. It’s hard for me to sit quietly for a long time. _ 2. It’s easy for me to copy what other people do.

_3. I’m good at sewing, woodwork, building or me chanics.

_ 4. I’m good at sports.

_ 5. I enjoy working with my hands – model making, for example.

_ 6. I enjoy physical exercise.

Musical Intelligence

_ 1. I can hum the tunes to a lot of songs. _ 2. I’m a good singer.

_ 3. I play a musical instrument or sing in a choir. _ 4. I can tell when music sounds wrong.

_ 5. I often tap rhythmically on the table or desk. _ 6. I often sing songs.

Interpersonal Intelligence

_ 1. I’m often the leader in activities. _ 2. I enjoy talking to my friends.

_ 3. I often help my friends.

_ 4. My friends often talk to me about their problems. _ 5. I’ve got a lot of friends.

_ 6. I’m a member of several clubs.

26 Unit I

Intrapersonal Intelligence

_ 1. I go to the cinema alone.

_ 2. I go to the library alone to study.

_ 3. I can tell you some things I’m good at doing. _ 4. I like to spend time alone.

_5. My friends find some of my actions strange some times.

_ 6. I learn from my mistakes.

Naturalist Intelligence

_ 1. I spend a lot of time outdoors.

_2. I enjoy listening to the sounds created in the na tural world – birdsong, for example.

_ 3. I can identify plants and animal species.

_ 4. I can distinguish between poisonous and edible mushrooms.

_ 5. I enjoy observing plants and animals.

_6. I keep pot plants at home and have an interest in gardening.

B.Exchange the filled in checklists with your partner, be ready to analyze his/her answers, say if they coincide with your opinion about your partner’s most highly developed intelligence types.

Exercise 5.

Task 1. Work in groups and discuss the following problems.

–there are people with some highly developed speci fic abilities, whose overall intelligence is below the average;

–one should differentiate intelligence from intelli gent behavior;

–people with a higher level of intelligence are more successful in life

Task 2. Scan the text below and

A. find definitions of

–the autistic savant

–intelligence

–functionalism

B. give an appropriate title to the text

TEXT

In the 1988 movie Rainman, which won the Acade my Award for best picture, Dustin Hoffman played an autistic man who could perform amazing mental feats, such as recalling the telephone number of anyone in the telephone book. Hoffman portrayed a so called idi ot savant (French for “learned fool”). Idiot savants (now called autistic savants to avoid the connotation of the word idiot) have islands of ability that are unrelat ed to their general intelligence. The autistic savant is an autistic person, usually a male, with below average intelligence, yet with an outstanding ability, typically in art, music, memory, or calculating. This phenome non was first publicized in 1751 in an article in a Ger man magazine that described the case of an uneducated farmhand who had an extraordinary memory.

In a recent case, an autistic man was able to give the day of the week for any date in the twentieth centu ry. He had spent many hours memorizing the day of the week of each date, just as Dustin Hoffman’s cha racter spent many hours memorizing the telephone book. Because autistic people tend to be socially aloof and persistent at tasks, they can spend the many hours needed to memorize large amounts of material, such as calendar dates. Their feats are similar to the ability of some children to memorize statistics from the backs of the hundreds of baseball cards and then recall any sta tistic for any player.

An autistic savant who memorizes enormous amounts of material is exhibiting intelligent behavior. You certainly recognize intelligent behavior when you see it: a student who gets an A on a calculus exam; a composer who writes a great symphony; a scientist who discovers a cure for a disease. But recognizing intelli gent behavior is easier than defining “intelligence” it self. Though the word intelligence comes from the La tin word “to understand”, intelligence is a broader con cept than that. Yet, finding a universally acceptable definition of intelligence is difficult because intelli gence is a natural concept. And natural concepts are not easily defined by distinctive set of features.

Three decades ago David Wechsler (1958), a lead ing intelligence researcher, put forth what has become the most widely accepted definition of intelligence. He called intelligence the global capacity to act purpose fully, to think rationally, and to deal effectively with the environment. In other words, intelligence reflects how well we function. The definition is in the spirit of the first American school of psychology, functional ism, which stressed the importance of adaptive func tioning in everyday life. And, indeed, intelligent peo ple tend to function better. For example, a recent study of the children of criminals found that the higher the children scored on intelligence tests, the less likely they were to become criminals themselves. Apparently, those with a higher level of intelligence perform better in school, become less alienated, and use their educa tional success as a means to a socially acceptable ca reer.

L.M. Sdorov. Psychology, Dubuque, USA, 1993, p. 396

Task 3. Turn to Task 1 of the exercise and discuss the same problems again after reading the text.

Task 4. Describe a case of the autistic savant.

Exercise 6. Choose one of the following topics con nected with intelligence and prepare a re port on it.

1.Intelligence and intelligent behavior

2.History of intelligence tests

3.Measuring intelligence

4.Autism and intelligence

5.Intelligence types

6.Age and intelligence

7.An outstanding psychologist who was engaged in the study of intelligence

8.Unsolved and disputable problems connected with intelligence

9.An intelligence test (its description and adminis tration)

WRITING

Exercise 1. Write a short summary of the report on intelligence you have made.

Exercise 2. Render the text “Gardner’s Theory of Multiple Intelligence” into English mak ing use of your active vocabulary given in the box.

to possess, average, to refer (to), to set up, interplay, to be endowed with, capacity, circumstances, overall, to some degree, to confirm, apparently

Гарднер выдвинул теорию множественного интел лекта, противопоставив ее классической точке зрен ия на интеллект как на способность логически мыслить. По видимому, его поразило разнообразие (diversity) ролей взрослых в разных культурах, кото рые зависят от разных навыков и способностей и,

однако, одинаково важны для успешного функ ционирования в этих культурах.

Он указывал на то, что имеется не одна общая интеллектуальная способность, или ‘g’, а взаимодей ствие разных видов интеллекта. Он определил интеллект как «способность решать проблемы в со ответствии с обстоятельствами, типичными для данной культуры».

Cогласно Гарднеру, интеллект – это потенциал, которым обладает каждый индивид.

Его исследование подтвердило, что есть семь раз ных видов интеллекта: лингвистический, музыкаль ный, логико математический, пространственный, телесно кинестетический, внутриличностный и межл ичностный.

Он отмечает, что потенциальные возможности

взрослых в разных культурах представляют разли чные комбинации разных видов интеллекта.

Хотя в той или иной степени все нормальные люди наделены всеми видами интеллекта, индивиду альные различия можно объяснить уникальным соче танием более сильных и слабых видов интеллекта, которыми обладает каждый нормальный взрослый.

GRAMMAR REVISION

The Infinitive

The Infinitive is a non finite form of the verb. It can have the following forms.