Здесь можно найти учебные материалы, которые помогут вам в написании курсовых работ, дипломов, контрольных работ и рефератов. Так же вы мажете самостоятельно повысить уникальность своей работы для прохождения проверки на плагиат всего за несколько минут.
Предлагаем нашим посетителям воспользоваться бесплатным программным обеспечением «StudentHelp», которое позволит вам всего за несколько минут, выполнить повышение оригинальности любого файла в формате MS Word. После такого повышения оригинальности, ваша работа легко пройдете проверку в системах антиплагиат вуз, antiplagiat.ru, РУКОНТЕКСТ, etxt.ru. Программа «StudentHelp» работает по уникальной технологии так, что на внешний вид, файл с повышенной оригинальностью не отличается от исходного.
Работа № 113003
Наименование:
Статья Сокращения и бленды в американском английском
Информация:
Тип работы: Статья.
Предмет: Ин. языки.
Добавлен: 06.06.18.
Год: 2017.
Страниц: 15.
Уникальность по antiplagiat.ru: < 30%
Описание (план):
Hidden Talents Virginia Purchon reports on how to address the special needs of gifted children and get the best out of them Gifted children come to the classroom in all shapes and sizes and from any sort of social, cultural or racial background. You cannot predict when you will meet one: neither home background nor sibling performance is an indicator. They are not a homogeneous group. They may exhibit an all round creative excellence or possess a very specific talent in mathematics, sport or music, perhaps. They may excel in academic subjects or may not - revealing superiority instead in powers of organisation and leadership. Whatever words you use to describe them, and some people avoid the term “gifted”, these children are endowed with a higher order brain power than average. They have a mental age some three years in advance of their chronological age. Described as “Da Vinci”, “Mozart”, or “Churchill” children because their talents reveal themselves in different ways, some people say they represent only 2 pre cent of the population. Others, like Johanna Raffan, chairman of the National Association for Able Children in Education (NAACE), maintain that there are many more around than we think. There is no hard and fast measure of giftedness, though the results of professionally administered psychometric tests are often used as a yardstick. It is acknowledged that such tests are a limited, imperfect tool, but they can help to identify hidden abilities in an underachieving child. The lower levels of giftedness as defined by IQ tests start around 130 (an IQ of 100 is the norm). At higher levels, when children have an IQ of over 145, they become qualitatively different from other children. These children find it quite difficult to get out with their own age group in school, according to Dr Peter Congdon, director of the Gifted Children’s Information Centre. The mother of one very gifted five-year-old says: “He functions in quite a different way.” Mrs Raffan points out that problem able children give giftedness a bad name: many very bright children are well catered for, and do not show behavioural problems. But, she says, “they often find themselves difficult to live with, and lack self esteem, because they set themselves such high standards that they never finish a piece of work”. Giftedness does not necessarily result in high academic achievement. The “Churchill” types, the entrepreneurial leaders, are often reluctant to put their ideas down on paper. On the other hand, children who succeed academically through perseverance and hard work may not exhibit any notable talents. Even those with a specific talent need to have it recognised before it can be developed. People process information and solve problems in two different ways, says Dr Congdon. There is the verbal thinker, fluent of speech, who does well in written assessments, and the non-verbal thinker who solves problems in a visual-spatial manner and does well in practical tasks. The visualiser of high intelligence is particularly valuable in industry. The young teacher in a first post may have received little training in providing for very able children. But since the first important stage is recognition, a teacher should look out for behavioural indicators, such as a keen sense of humour, a quick understanding of ideas and a powerful imagination. Dr Edward Chitham, educational consultant to the National Association for Gifted Children, urges teachers to observe their pupils and “see what you can see”. Organisations such as NAGC and NAACE, which help parents and teachers to recognise and nurture the exceptional child, have drawn up checklists of indicators to help identify gifted behaviour. But they emphasise that not every gifted child fulfils every criterion. The novice teacher may have a very bright pupil who is difficult to handle because he is underachieving. The child is restless, demands attention, dominates other children, and is not content to sit back and be bored. Such children often have enormous mental and physical energy which needs channelling in productive directions. If a child who is obviously highly intelligent is causing concern, a talk with one or both parents can lead to a better understanding of the child and improve the home/school partnership. Parents often have a good idea of their child’s abilities. When this means extra provision for the child the school needs to seek out ways of providing it. It can be done, and schools exist that can prove it. What is more, they find that, by raising their expectations for the very able, the performance of all children is raised. Both motivated and unmotivated gifted children need work that enriches and extends their knowledge and experience – not simply more of the same. Because they have excellent powers of concentration and persistence, lively and enquiring minds, and can work independently, it is not as difficult as it might seem to provide suitable tasks for very able children. But this does depend on what resources a school can offer. In secondary schools more advanced textbooks are available in most academic subjects. Dr Chitham advises teachers to treat the brightest children “partly as adults”. A quick chat on a person to person basis can work wonders. Find out what their hobbies are, deploy your own interests and enthusiasms in extra curricular clubs, he says. Gifted children tend to se??? select for out-of-school activities and need the company of others with similar interests. In Holyport Primary School in Berkshire, where Johanna Raffan is head, the school has a written policy for the able child. Special provision for them is seen as “an integral part of equal opportunity for all pupils”. Within a system of rotating responsibilities, a designated teacher looks after this area. It is Jenny Sweeney’s turn this academic year. The open plan building houses some 400 children, and they team teach two year groups together to allow accelerated learning for the younger members of the class. At the top of the age group able children are extended with appropriate work. When it is time for maths, 20 children aged seven to nine sit round Miss Sweeney, arms folded attentive except for the little French boy who is gazing around. Recapping some work done on the planets, she soon divides off four children to do a “spot the word” task, “I think you will enjoy this,” she says. With the remainder she becomes more mathematical, referring back to a computer print-out of data on distances. Skillfully spitting off small groups of children with differentiated tasks that become increasingly difficult as the group around her become smaller, she is left with three boys. These are told to calculate some quite complex sums using large numbers, “I like doing maths problems a lot,” one says to me. The drama session next is a carefully directed 20 minutes, mixing physical activity with creativity, testing memory and requiring thought. It is fun. Culminating in groups forming tableaux of scenes from Greek mythology, there is plenty of scope for creative expression. In a period of quiet reading the children choose books varying in fiction from simple, humorous stories to Puffin books such as Mrs Pepperpot; and in non-fiction from Ladybird books to illustrated books on astronomy. The classroom library holds a wide range of literature suited to all abilities. As part of Mrs Raffan’s policy for the very able, there is also a special collection of books containing puzzles, problems and quiz questions with particular emphasis on mathematics and science. Early enrichment of the mind and extension of knowledge in gifted children is of paramount importance to their current, and later, motivation and performance, say educational psychologists. Without the mental stimulus they crave, they can too easily sink into apathy or become disruptive. Such children may, too often, underachieve because they have some specific disability such as impaired hearing or, more commonly, dyslexia of some form or other. Cademuir International School in Scotland is a place where gifted children who have failed in other schools can achieve their potential. Robert Mulvey, the principal, says “we provide a non-threatening environment where they need not to be ashamed to be bright”. He says it is absolutely vital to have an integrated approach to the gifted child, not only in specialist subjects. The whole staff should be aware of the child’s specific needs. The special needs of exceptionally intelligent children are only just being recognised in schools at large, in spite of valuable work by some education authorities such as Essex and Oxford. Nevertheless, everyone accepts the principle that all children have a right to fulfil their potential. The 1944 Education Act states that every child should be educated according to his age, aptitude and ability. It is not elitism, but sound educational sense to provide for the future da Vincis, Mozarts and Churchills. Teaching gifted pupils Points about gifted children to bear in mind: * Giftedness may be masked by disability, such as dyslexia; laziness, because work is too easy; withdrawn behaviour. * A disruptive child may be a frustrated and bored child. * They may find it difficult to make friends or may be bullied because they are different. * They are very sensitive and often have low self esteem. * Contrary to popular belief, they do not “rise to the top” without assistance. * Environment is very important in bringing out their potential. * They may be very strong willed and dominate others. How the school can help the gifted child: * Encourage a “whole school” policy on provision for the very able. * Listen to what their parents have to say about them. * Build up a collection of mind-benders and quiz problems to develop their thinking skills. * Treat them more like adults and respect them. * Provide a “mentor” who can give guidance. * Be flexible and give them a free reign to do work in depth. * Broaden their minds beyond the curriculum with first hand experience, books and resources. * Give them a rich learning environment. * Admit that you cannot answer all their questions and learn with them. * Accelerate them in specific subjects only, or provide differentiated work. * Develop their creativity. * Expect, and insist on high standards of work. Virginia Purchon /May 7, 1993 I. Transcribe the words and master their pronunciation. homogeneous- [h?m???i?nj?s]- однородный, гомогенный qualitatively – [?kw?l?t?t?vl?] - качественно standards- [?st?nd?dz] - нормы to excel- [?k?sel] - отличаться, отличиться, превосходить entrepreneur – [?ntr?pr??n??] - предприниматель perseverance – [p??s??v??r?ns] - настойчивость to process – [?pr??ses] - обрабатывать spatial- [?spe???l] - пространственный to dominate – [?d?m?ne?t]- доминировать, преобладать a criterion – [kra??t??r??n] - критерий tableau- [?t?bl??] - живая картина integral- [??nt?gr?l]- неотъемлемый, интегральный to vary – [?v??r?] - изменяться, менять apathy- [??p???] - апатия elitism- [??li?t?z?m] - элитизм II. Find the English equivalents of the following words and word combinations: мастер поговорить, многословный; развить все задатки; to develop their thinking skills. выделяться (чем-то хорошим); to excel превосходство, преимущество; superiority неуспевающий; предъявлять к себе высокие требования; demands attention ладить со своими сверстниками в школе; to get out with their own age group in school самоуважение, чувство собственного достоинства; self esteem преуспевать в школе; succeed academically обрабатывать информацию; to process information учитель-новичок; The novice teacher союз семьи и школы (сотрудничество); improve the home/school partnership трудный ученик; pupil who is difficult to handle/ problem able children назначенный учитель; a designated teacher дифференцированные задания; differentiated tasks расширение (развитие) интеллекта; ///intelligent хорошо выполнять практическую работу – to do well in practical tasks острое чувство юмора – a keen sense of humour сильное воображение – powerful imagination неотделимая часть – an integral part плохой слух – impaired hearing реализовать свои возможности – to achieve/ to fulfil/ to bring out one’s potential книги по (астрономии) – books on (astronomy) впасть в апатию – to sink into apathy недисциплинированный - disruptive благоприятная, здоровая обстановка – (non-threatening, rich learning) healthy??? environment быть наделенным интеллектом выше среднего уровня – to be endowed with a higher order brain power than average направить в благоприятное русло – to channel in productive direction пытливый ум – enquired mind упорство, настойчивость - perseverance кружки – extra curricular clubs III. Explain the difference between the words below. Illustrate their usage. To provide smb. with smth. – to provide for – to provide against; 1) To provide smb. with smth - ( снабдить кого-л чем либо) to give something to someone or make it available to them, because they need it or want it e.g. The get-together provided him with an opportunity to meet some of his old classmates. 2) to provide for - (предусматривать) to make plans in order to deal with a possible event in the future e.g. The school provides accommodation for students. 3) To provide against something - принять меры против (кого-л., чего-л.)- is to take steps to deal with something bad that may happen. e.g. No matter how hard we try, we can’t provide against certain circumstances. to look out for – to look out; 1) to look out for - следить за; присмотреться к (to watch what is happening and be careful) e.g. The police have warned shopkeepers to look out for forged notes. 2) to look out – (остерегайся) say or shout smth in order to tell someone that they are in danger e.g. Look out! Theres a car coming! остерегайся aptitude – ability; 1) Aptitude – способность (врожденная) This can be the potential within an individual that has not been fully developed yet (a natural ability or skill): e.g. My son has no aptitude for sport. 2) ability – способность (the physical or mental power or skill needed to do something which can be developed during the life) e.g. I have children in my class of very mixed abilities (= different levels of skill or intelligence). to cater for – to cater to; 1) to cater for – (обслужить) to provide what is wanted or needed by someone or something: e.g. The club caters for children between the ages of four and twelve. 2) to cater to - (стараться угодить) to satisfy a need or to provide what is wanted or needed by aparticular person or group: e.g. Internet shopping caters to every conceivable |k?n?si?v?b(?)l| need. company – campaign. 1) company - (фирма) an organization that sells goods or services in order to make money e.g. He works for a software company/a company that makes software. 2) campaign - (кампания) a planned group of especially political, business, or military activities that are intended to achieve a particular aim e.g. The protests were part of their campaign against the proposed buildingdevelopment in the area. IV. In what collocations do the words occur in the article? Excellence, to excel in, excellent: to exhibit an all round creative excellence – выставлять повсюду творческое умение/мастерство/со ершенство, to excel in academic subjects – преуспевать в учебных предметах to have excellent powers of concentration and persistence – иметь отличные способности к концентрации и настойчивости potential: to achieve a potential - исполнять потенциал, to fulfill a potential, bring out a potential – выявлять потенциал, potential within an individual, to have a potential abilities - to identify hidden abilities – опознать скрытые возможности; to have a good idea of one’s abilities – иметь представление о ч-л способностях; literature suited to all abilities – литература, подходящая для развития любого рода способностей task(s): to do well in practical tasks - успешно справляться с практическими задачами; to provide suitable tasks – обеспечивать соответствующую задачу; to do a “spot the word” task – выполнять задание «найди слово»; differentiated tasks – дифференцированные задачи academic, academically: to excel превосходить in academic subjects; high academic achievement – высокая успеваемость; academic year - учебный год to succeed academically – преуспевать в школе knowledge; to enrich and extend knowledge – расширять и обогащать знания, extension of knowledge – расширение/развитие знаний mind(s). lively and enquiring minds – живые и пытливые умы, enrichment of the mind - расширение (развитие) интеллекта, to bear in mind - иметь в виду, mind-benders – головоломки, to broaden minds - расширять умственные способности V. Explain what is meant by the given word combinations. Reproduce the situations in which they are used. To get the best out of smb. = to receive the developed important things and features from smn ! (Virginia Purchon reports on how to address the special needs of gifted children and get the best out of them) Social, cultural or racial background = the general experiences and influences that have formed someone`s character, or the type of education and training they have had (Gifted children come to the classroom in all shapes and sizes and from any sort of social, cultural or racial background.) creative excellence = The quality of being outstanding or extremely good having good imagination or original ideas. (творческое совершенство) (They may exhibit an all round creative excellence or possess a very specific talent in mathematics, sport or music, perhaps.) to possess a very specific talent in maths, sport …= to be very skillful or have natural aptitude in such spheres like Mathematics and sport (Предыдущая) to excel in = to be extremely good at something (отличаться, превосходно делать что-либо) (They may excel in academic subjects or may not - revealing superiority instead in powers of organisation and leadership.) to be endowed with a higher order brain = to have a particular quality or natural ability of being extremely intelligent (Whatever words you use to describe them, and some people avoid the term “gifted”, these children are endowed with a higher order brain power than average.) an underachieving child = person who does less well than expected, especially in schoolwork (It is acknowledged that such tests are a limited, imperfect tool, but they can help to identify hidden abilities in an underachieving child.) to identify hidden abilities = Establish or find out the mental or physical skill that kept out of sight (предыдущая) to get on with their own age group in school (ладить с ровесниками) - to have a good relationship with pupils of a similar age (Children with higher levels of IQ find it quite difficult to get out with their own age group in school.) problem able children - children who can behave in such a way that it can cause difficulties to themselves and others (Problem able children give giftedness a bad name: many very bright children are well catered for, and do not show behavioural problems.) self-esteem (самоуважение) - belief and confidence in your own ability and value (Problem able children often find themselves difficult to live with, and lack self esteem, because they set themselves such high standards that they never finish a piece of work.) to set oneself high standards (установить высокие требования) – to principles of conduct informed by notions of honour and decency (см. Предыдущую ситуацию) high academic achievement(высокая успеваемость) - the extent to which a student has achieved their educational goals. (Giftedness does not necessarily result in high academic achievement.) an entrepreneurial leader - a person who manages or controls other people, esp. because of his or her ability or position having the spirit, attitude or qualities of a business man (The “Churchill” types, the entrepreneurial leaders, are often reluctant to put their ideas down on paper.)...
* Примечание. Уникальность работы указана на дату публикации, текущее значение может отличаться от указанного.
