Презентация на тему Introduction

his
She – her
It - its
We - our
They – their

Я – мой
Ты, вы, Вы – твой, ваш, Ваш
Он – его
Она – ее
Оно, это –его, ее
Мы – наш
Они - их

Goodbye! Bye!

See you!
What is your name/surname? My name is …
How old are you? I’m nineteen/twenty…
Where are you from? I’m from Kazakhstan.
What do you do? I’m a student/teacher.
I’m an artist.
How are you?
I’m fine/OK/bad.
Have a nice day!
Thank you! You’re welcome.
Nice to meet you. Nice to meet you too.

not. I'm Tom King.
You're in room 2.
Sorry?
You are in

room 2.
OK. Thank you.

Excuse me.
Hello. Are you Tom?
Yes. Nice to meet you.
Nice to meet you.
Am I late?
Yes, you are.
Sorry!

blue.
My favourite colours are red and pink.

reading/dancing/dreaming/ surfing the Internet.
What don’t you like doing?
I don’t

like cleaning the house/washing the dishes.
I love going out/chatting with my friends.
I hate dancing/knitting.
Do you like watching movies? + Yes, I do.
- No, I don’t.

me
Excuse me
Always
No
Yes

I am happy
You are a doctor (You’re) / You

are sad
He is a dentist (He’s) / He is hot
She is an actress (She’s) She is clever
It is a dog (It’s) / It is brown

hungry
You are cooks (you’re) / You are thirsty
They are

pilots (they’re)
/ They are cold

-
Am I sad?
Is he a magician?
Are

you a singer?
Are we nurses?
Is it a cat?
Are they clever?

I am not (I’m not) sad.
He is not (isn’t) a magician.
You are not (aren’t) a singer.
It is not (isn’t) a cat.
They are not (aren’t) clever.

number is 87772345678
(eight-seven-seven-seven-…)

toys
Cats’ eyes
The Potters’ house
Women’s bags
Children’s toys
Mice’s tails

discipline.
Special terminology.
Scientific style.

emotion)
cognition
knowledge
research
abstract
article
journal

What kinds of terms do students use in their

profession?
What are ways of word-formation?
What is a style? What styles do you know?
What is science? What are basic elements of scientific method?
What features of scientific style?

meaning of necessary key words.
Make up a list of

special terms you use in their profession and learn them.
Study ways of word formation and complete practical exercises.
Reading the text about scientific style. (Text #1)
Analyze the abstract of the article as an example. (Text #2)
 
Grammar
1. Review of noun categories: plural forms, article, possessive case, singular and plural forms.
2. Verb to be in Present, Past and Future Tenses.
3. Personal and possessive pronouns.
4. Word-formation rules.

or practice” or “knowledge covering general truths of the

operation of general laws, esp. as obtained and tested through scientific method and concerned with the physical world”. (English Comprehensive Dictionary)

Hypothesis, Prediction, Testing, Analysis
 DNA example
The basic elements of the scientific

method are illustrated by the following example from the discovery of the structure of DNA (Deoxyribonucleic acid):
Question: How genetic information was stored in DNA?
Hypothesis: Linus Pauling, Francis Crick and James D. Watson hypothesized that DNA had a helical structure.
Prediction: If DNA had a helical structure, its X-ray diffraction pattern would be X-shaped.
Experiment: Rosalind Franklin crystallized pure DNA and performed X-ray diffraction to produce photo 51. The results showed an X-shape.
Analysis: When Watson saw the detailed diffraction pattern, he immediately recognized it as a helix. 

in children with disabilities
Abstract
Empirical research has established that children

with disabilities are more likely to develop psychopathology than children without disabilities. But too little is known about the association between disability and psychopathology. The aim of this article is to discuss developmental psychopathological models that conceptualise the connection between childhood disability and psychopathology. Empirical studies of psychopathology among children with a congenital hearing impairment and children with cerebral palsy will be reviewed, representing in-depth examples of association between disability and psychopathology. Both a congenital hearing impairment and cerebral palsy were found to be dominating risk factors for all types of psychopathology, but no relationship was identified between degree of disability and risk of psychopathology. The higher risk cannot be explained by biological impairments alone. To explain the contradictory findings, developmental models of disability and psychopathology are applied. Within a multifactorial developmental psychopathological perspective and a dialectical model of disability (Vygotsky, 1993), it is suggested that disability can be understood as an incongruence between the individual development of the child and demands and expectations in the specific relations and institutions in which the child participates. This incongruence creates and strengthens negative factors for the child with disability and results in a higher risk of psychopathology.

impairment; Vygotsky's defectology;
Development Key Words: hearing-impaired children; cerebral-palsy;

psychiatric disorder; mental health; physical-disabilities; behavior problems; prevalence; deaf; hemiplegia; individuals
Research Areas: Education & Educational Research; Rehabilitation
Language: English