- •Foreign Language Department language of science
- •Tyumen - 2002
- •Кафедра Иностранных Языков Язык Науки
- •Тюмень-2002 contents
- •Программа разработана
- •Раздел 1
- •Требования по видам речевой коммуникации
- •Виды чтения:
- •Языковой материал
- •Английский язык
- •Французский язык
- •Содержание и структура кандидатского экзамена по иностранному языку
- •Рекомендуемая структура экзамена
- •Раздел 2
- •Методические указания
- •К программе кандидатского экзамена
- •По иностранному языку
- •Английский язык
- •Немецкий язык
- •Французский язык
- •My biography and research work
- •New Webster’s Dictionary definitions
- •Expressions for summarizing or annotating
- •Основные разделы реферата текста
- •Text work: lexis and expressions for oral and written presentation
- •Texts for synopsis on arts and culture
- •Sample sinopsi of the texts
- •It is underlined that Constable's finances were in a bad way for a long time. Constable had to paint portrait commissions though he was a landscape-painter.
- •In the end the article reports the way Constable was elected to full membership of the Royal Academy.
- •It is underlined that portraiture was the heart in British painting in that period.
- •It's interesting to note that a reason of the Hogarth creative activity was his rivalry other painters who lived the same period.
- •In the end the author reports that Hogarth won recognition of Society. He was appointed Sergeant-Painter to the King. It was an honorary and privileged position.
- •In the end the author points out that in the opinion of Reynolds Gainsborough was an outstanding painter and was very good at forming all the parts of a picture together.
- •In conclusion it's interesting to note that Turner was a landscape-painter and especially he tried to convey the dramatic possibilities of natural phenomena.
- •In the end the author underlines that Reynolds was a gifted man not only in the field of painting. He delivered his annual Discourses to the students of the Academy and he founded the Literary Club.
- •1. The concept of culture
- •2. The development of social responses
- •3. Attachment and loss
- •4. Isolated monkeys
- •5. Deprivation in human infants
- •6. Long-term influences
- •7.The socialisation of the infant
- •8. Theories of child development
- •Freud and psychoanalysis
- •Personality development
- •Criticisms
- •The theory of g.H.Mead
- •9. Piaget: cognitive development
- •10. The stages of cognitive development
- •Criticisms
- •12. Connections between the theories
- •Texts on philosophy
- •Western Philosophical Concepts of God
- •Renй Descartes (1596-1650)
- •Tне infinitive
- •Bare Infinitive
- •Exercises
- •Exercises
- •Infinitive in parenthetical phrases
- •The gerund
- •I regret telling him about it.
- •I am fond of reading.
- •Exercises
- •Participle I
- •Asking that question he did not want to offend me
- •Perfect
- •I hate you talking like that.
- •It being a hot day, they went to the river.
- •Exercises
- •Participle II
- •If asked he always helped me.
- •When did you have your hair cut?
- •I want the letter posted at once. Exercises
- •Russian-english dictionary
2. The development of social responses
The relationship between a child, his mother, and other people caring for the child alters around the end of the baby’s first year of life. Not only does the child then begin to speak, but he or she is able to stand-most children are able to walk alone at about fourteen months. In their second and third years, children develop an increasing capacity to understand the interactions and emotions of other family members. The child learns how to comfort, as well as how to annoy, others. Children of two years old show distress if one parent gets angry with the other, and may hug one or the other if that person is visibly upset. A child of the same age is also able to tease a brother or sister, or a parent.
From about the age of one onwards, play starts to occupy much of the child’s life. At first, a child will mainly play alone, but increasingly demands someone else to play with. Through play, children further improve their bodily co-ordination and start to expand their knowledge of the adult world. They try out new skills, and they imitate the behaviour of grown-ups.
In an early study, Mildred Parten set out some categories of the development of play which are still generally accepted today (Parten, 1932). Young children first of all engage in solitary independent play. Even when in the company of other children, they play alone, making no reference to what the others are doing, but does not try to intervene in their activities. Subsequently (at age three or thereabouts), children engage more and more in associative play, in which they relate their own behaviour to that of others. Each child still acts as he or she wishes, but takes notice of and responds to what the others do. Later, at around age four, children take up co-operative play-activities which demand that each child collaborates with the other (as in playing at ‘mummies and daddies’).
Over the period from age one to four or five, the child is also learning discipline and self-regulation. One thing this means is learning to control bodily needs and deal with them appropriately. Children become toilet-trained ( a difficult and extended process), and learn how to eat their food in a polite way. They also learn to ‘behave themselves’ in the various contexts of their activity, particularly when interacting with adults.
By about five, the child has become a fairly autonomous being. He or she is no longer just a baby. But almost independent in the elementary routines of life at home – and ready to venture further into the outside world. For the first time, the developing individual as able to spend long hours away the parents without too much worry.
3. Attachment and loss
No child could reach this stage without the years of care and protection provided by the parents or other caretaking agents. As was mentioned earlier, the relation between child and mother is usually of overriding importance during the early phrases of a child’s life. Research suggests that if this relationship is in any way impaired, serious consequences can occur. Some thirty years ago the psychologist John Bowlby carried out research which indicated that a young child who did not experience a close and loving relationship with its mother would suffer major personality disturbances in later life (Bowlby, 1951). A child whose mother dies shortly after its birth, for example, Bowlby claimed, would be affected by anxieties that would have a long-term impact on his or her subsequent character. This became known as the theory of maternal deprivation, and has since given rise to a large number of further investigations into child behaviour. The results claimed by Bowlby also received support from studies of some of the higher primates.