Учебно-методический комплекс по дисциплине иностранный язык по специальности 050104. 65

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While working as a professor of psychology at the University of Chicago (1945-57), Rogers helped to establish a counseling center connected with the university and there conducted studies to determine the effectiveness of his methods. His findings and theories appeared in Client-Centred Therapy (1951) and Psychotherapy and Personality Change (1954). He taught psychology at the University of Wisconsin, Madison (1957-63), during which time he wrote one of his best-known books, On Becoming a Person (1961). In 1963 he moved to La Jolla, Calif. where he helped to found and became a resident fellow of the Centre for Studies of the Person. His later books include Carl Rogers on Personal Power (1977) and Freedom to Learn for the 80’s (1983).

PSYCHOLOGY AS A VOCATION AND A PERSPECTIVE


Even if you do not go on to earn a graduate degree in psychology, taking psychology courses can greatly help you in your future work. If you major in psychology, you might find a job in some directly related field, such as working in a rehabilitation program, a correctional institution, or a community mental health centre. Other careers have indirect ties to a knowledge of psychology. A person who gets a job in advertising, for instance, will probably find courses in social psychology, human motivation, and human learning invaluable. Similarly, a person who enters the field of personnel management will make much use of information on personality, individual differences, and testing. Psychological knowledge also has important applications in such careers as teaching, social work, nursing, business, engineering, and law.

But the value of psychology to the college student is not just vocational. Even if you take no psychology courses beyond this one, you will still learn much about yourself and others from this broad introduction to psychological findings and principles. How can I improve my memory? My study habits? How can I get someone I know to stop smoking? When people pressure me to do something I would rather not do, why do I sometimes go along? Whenever I baby-sit for my infant nephew, he cries continually unless I hold him. What can I do to change his behaviour? I get so tense when I sit down to take an exam that my mind goes completely blank. Is there a way I can get over this? Answers to these and many other questions of great personal interest are contained in a psychology book.

Finally, the study of psychology has the important benefit of giving you a perspective for evaluating new psychological findings reported in newspapers, magazines, and popular books and on television and radio. Consider, for example, a startling news story widely publicized a number of years ago. A team of medical researchers in England found that chronic marijuana use was associated with cerebral atrophy, a wasting away of the brain. This conclusion was based on a comparison of brain X rays of ten habitual marijuana users with brain X rays of nonusers of the same age. On the surface, this evidence may seem very convincing. But consider some questions that a critical psychologist might ask. What evidence is there that the cerebral atrophy did not occur before the marijuana use? If there is good evidence to rule out this possibility, could the brain damage be due to some other cause? As it turned out, the conclusion of this study was suspect. Of the ten marijuana users with wasted brain tissue, all had also used the hallucinogen LSD, some more than twenty times; eight had used amphetamines; and several had frequently taken sedatives, barbiturates, heroin, or morphine. In addition, one young man had a medical history of convulsive seizures, and four had suffered substantial head injuries in the past. Thus there was very good reason to believe that the cerebral atrophy revealed by the brain X rays might have been caused by some factor other than marijuana.

This example nicely illustrates the perspective of the scientist. A good scientist is an incurable doubter. He or she is always asking: What is the evidence and how reliable is it? Was this study designed and carried out carefully enough? Were all other possible influences controlled before conclusions were drawn? Are alternative interpretations of the data possible, and if so what additional information is needed to rule them out? Exposure to the methods of psychology will help you develop this questioning approach yourself. By the end of the psychology course, you should share with the psychologist a healthy skepticism of the sweeping generalizations and psychological cure-alls you read and hear about so often. This newly acquired outlook should make you a more sophisticated consumer of information and can greatly affect your life.

Scheme of rendering

The plan for rendering the text	Some expressions to be used while rendering the text
1. The title of the article / text	The article / text is head-lined… I’m going to render the article under the headline… I’m going to give a summary of the article which is headlined… The head-line of the article I have read is…
2. The author of the article / text: where and when the article was published.	The author of the article / text is… The article is written by… It is(was) published in…
3. The main idea of the article / text	The main idea of the article / text is… The article is about… The article is devoted to… The article deals with… The article touches upon… The purpose of the article is to give the reader some information on… The aim of the article is to provide the reader with some material (data) on…
4. The contents of the article / text Some facts, names, figures.	The author starts by telling the readers (about, that)… The author writes (states, stresses, points out, underlines, emphasizes, thinks) that… The article describes… According to the text… Further the author reports (says) that … The article goes on to say that… In conclusion…the author stresses (says) that… The author comes to the conclusion that…
5. Your opinion of the article / text	I found the article interesting (informative, important, of great importance, of great interest, dull, of no value, too hard to understand…) because…

General Formulas (for all kinds of discussion)


Well,…Видите ли…, Итак…Ну…

Well, the thing is…Дело в том, что…

Let me see…Дайте подумать…Сейчас…

Let me think…Дайте сообразить…

Just a minute…Сейчас…Минутку…

By the way…Между прочим…

They say…Говорят…

First…Сначала…

First of all…Прежде всего…

To begin with…Во-первых…Прежде всего…

Frankly speaking…Откровенно говоря…

In my opinion… По моему мнению…

To tell the truth …По правде говоря

I don’t quite follow you -Я не совсем вас понимаю.

I see. – Понятно. Понимаю. Ясно.

What do you mean? – Что вы хотите сказать?

Do you mean to say…- Вы хотите сказать, что…

It’s not to the point. – Это не по существу.

Keep to the point. – Говорите по существу. Не отвлекайтесь.

I suppose… Полагаю, что…

Generally speaking… Вообще говоря…

As far as I know… Насколько мне известно…

As far as I remember… Насколько я помню…

As far as I can see … Насколько я понимаю (могу судить)…

As far as I’m concerned … Что касается меня, то …

In fact… В действительности…

As to… Что касается…

May I have my say? – Можно мне сказать?

The point is (that)…Дело в том, что…

Go ahead. – Говорите. Продолжайте.

In any case… Во всяком случае…В любом случае…

Anyhow…, Anyway…Так или иначе…Во всяком случае…

In other words…Другими словами…Иначе говоря…

That’s why…Вот почему…

It depends…, That depends…Смотря как…В зависимости от обстоятельств…

On the one hand…С одной стороны…

On the other (hand)…С другой стороны…

Above all…Самое главное…Прежде всего…

More than that…Кроме того…Больше того…

What’s more is…Что еще важнее…

…and so on and so forth…и т.д., и т.п.

And now for…Ну а теперь перейдем к…

Summing it up…Подводя итог…

On the whole…В целом…

All in all…В общем…

After all…В конце концов…

In short…Короче говоря…

To cut a long story short…В двух словах…

That’s all…Вот и все…

So much for that. Хватит об этом. Довольно.

What do you think about/of…Что вы думаете о…?

What’s your opinion of…? Каково ваше мнение…?

How do you find…? Как вы находите…?


2. Семестровые контрольные работы


Контрольная работа №1

I. Choose the right form of the verb.


1. …you finished to write your article yet?

a) were b) did c) have

2. What magazine … you looking through when we came into the hall?

a) did b) were c) are

3. We …to the theatre this month.

a) are not b) have not been c) were not

4. My father … home at 5 o’clock yesterday.

a) was coming b) has come c) came

5. At 5 o’clock yesterday I … to the news on the radio.

a) was listening b) listened c) have listened

6. While I … to the radio, the telephone ….

a) was listening, b) listened c) listened

rang was ringing rang

7. Tom….his sister since he was a child.

a) didn’t meet b) hasn’t met c) doesn’t meet

8. I always …nice clothes at school. Today I …a white blouse and a blue skirt.

a) am wearing, b) wear c) wear

wear am wearing wear

9. Who is this man? What …he …?

a) is …wanting b) does …want c) does…wants

10. Jery often … pictures of different animals.

a) is painting b) paints c) paint


II. Complete the sentences with the right form of the verb.

1. 
   I … (not enjoy) cooking very much.
   
2. My father …(work) in a bank, but today he is at home. He … (write) letters.
   
3. «When …you …(speak) to him»?
   
4. We … (not see) each other for a long time.
   
5. Mark Twain … (live) in the state of Missouri.
   
6. I ……….(talk) by telephone to my parents from 5 to 7 yesterday.
   
7. Where is Tom? …you …(see) him?
   
8. Paul is good at tennis. He ….(play)tennis very well.
   
9. Dick isn’t at home. He …..(help) a student with his project.
   
10. …the Volga …(flow) into the Caspian Sea?
    
11. Hurry up! Everybody … (wait) for you.
    
12. Jane … (not drink) coffee very often.
    
13. When …your children usually …(get) up?
    
14. Why …that man …(look) at us?
    

Контрольная работа №2


ЛЕКСИКО-ГРАММАТИЧЕСКИЙ ТЕСТ

1. There ... milk in the bottle.

a) was nothing b) isn’t any c) is a few

2. There ... apple juice in the refrigerator.

a) are little b) is no c) is few

3. My friend’s hair ... long and dark.

a) are b) is c) has

4. I know ... here.

a) anywhere b) a few c) nobody

5. He understands ... English words. He isn’t good at this language at all.

a) few b) many c) much

6. There ... people at the party.

a) are any b) was some c) is some

7. I need some help. Can ... of you help me?

a) anybody b) somebody c) any

8. There ... furniture here.

a) were a little b) is many c) is much

9. There are a lot of ........ in the room.

a) man, woman and children b) man, women and children c) men, women and children

10. My brother cleans his ... twice a day.

a) toothes b) teeths c) teeth

11. No ... good news.

a) news are b) news are c) news were

12. I have jogged for a long time and my ... tired now.

a) foot are b) foots are c) feet are

13. Where .... the kitchen scales? I want to weigh some flour.

a) is b) were c) are

14. Mathematics ... the most interesting subject for me.

a) are b) is c) were

15. This isn’t my bag. It’s ... .

a) my sister’s b) mine sister’s c) her

16. Her studies at the Institute ... boring.

a) is b) are c) was

17. This ... attract much attention.

a) author’s plays b) authors’ plays c) author plays

18. There’s something wrong with the watch. Can you repair .... ?

a) them b) it c) they

19. She spoke to .... person at the party.

a) few b) a few c) every

20. Put ... sugar into your tea.

a) some b) any c) none

21. Don’t come ... the classroom! They are writing a test.

a) in b) to c) into

22. Students study hard ... the academic year.

a) during b) at c) in

23. When do you usually come ... home?

a) to b) - c) at

24. Take the book ... the shelf and put it ... your bag.

a) off/into b) from/in c) from/into

25. I leave home ... the Institute at half past seven.

a) - b) to c) for

26. He goes to bed ... 8 p. m.

a) in b) at c) on

27. My birthday is ... the 1^st of June.

a) at b) in c) on

28. She is ... than ... .

a) better/ he b) gooder/him c) better/him

29. The ... we learn the ... our knowledge is.

a) much/better b) more/best c) more/better

30. He is ... and ... than his friend’s.

a) richer/happier b) rich/happy c) more rich/more happy

31. My friend is ... than yours.

a) reliabler b) much reliable c) more reliable

32. This house is any ... than that one.

a) big b) bigger c) more bigger

33. Tom ... tennis but today he ... golf.

a) plays/plays b) is playing/plays c) likes/plays

34. Jane can’t read the newspaper now because her mother ... it.

a) is looking b) is reading c) reads

35. It … me just twenty minutes to make this salad.

a) takes b) needs c) is taking

36. She never ... when she ... .

a) smile/is dancing b) smiles/dances c) smiles/is dancing

37. Water … at 100 ° C.

a) is boiling b) boil c) boils

38. He ... to play while the others ... .

a) likes/work b) doesn’t like/are working c) likes/working

39. Who is that man? - Why ... he ... at us?

a) is/looking b) does/look c) is/watching

40. You can’t see Tom now. He ... a bath now.

a) has b) washes c) is having

41. Many beautiful flowers … in our garden: tulips, forget-me-nots, roses and others.

a) are grow b) are growing c) grow

42. Maria is in Britain at the moment. She ... English.

a) is learning b) learns c) studies

43. He ... a vast knowledge of English. He studies at the English School.

a) have b) has c) is having

44. I … computer games yesterday.

a) played b) was playing c) plays

45. He … computer games from two till three yesterday.

a) has played b) played c) was playing

46. What … Nick … when you came to visit him?

a) did ... do b) has ... done c) was ... doing

47. I … at nine o’clock yesterday.

a) did not sleep b) was not sleeping c) has not slept

48. What ... he ….. the whole evening yesterday? – He …a book the whole evening yesterday.

a) was ... doing / was reading b) does ... do / reads c) did ... do / read

49. ... she ….. when you came home?

a) Was ... sleeping b) Did ... sleep c) Has ... slept

50. My brother ….. tennis yesterday. He ….. tennis the day before yesterday.

a) did not play/ played b) was not playing/was playing c) were not played/ had been playing

51. My sister ….. the piano at four o’clock yesterday. She ….. the piano the whole evening yesterday.

a) played / has playing b) was playing / was playing c) plays/ played

52. When I came into the kitchen, my mother …...

a) was cooking b) has cooked c) cooked

53. We ….. the dishes and ….. our flat yesterday.

a) has washed / were cleaning b) were washing/ have cleaned c) washed/cleaned

54. He ….. at the table the whole evening yesterday and ….. a book.

a) sat/ read b) was sitting/ was reading c) sitted /reads

55. I ….. to the cinema when you….. me.

a) went/ meet b) was going / met c) go/ was meeting

56. When I ….. home my sister ….. a letter.

a) come/ wrote b) came/ was writing c) was coming/has written

57. When I ….. in the forest I ….. a hare.

a) was walking/ saw b) walked/was seeing c) has walked/sees


Лексический минимум

по специальности 050104.65 «Безопасность жизнедеятельности».

• Ability, able; accept, achieve, achievement, activity, actualize, adopt, affect, affection, aim (aims of education; educational aims / objectives / goals; aim / purpose / objective of the lesson), approach; artificial, attitude, attend (school / an Institute / classes / lectures / seminars), attendance at ( of lectures; compulsory / voluntary attendance at/of classes).
  
• Behaviour / conduct, misbehaviour, beneficial, benefit, body, bring up, build up.
  
• Capability, capable, capacity, care, careful, character, child, childhood, children; cognitive; communicate; compulsory; concern; condition; conduct (research); consciousness; contain; content; contribute (to), correct; counselor; create, creative, cultivate; curriculum / curricula.
  
• Degree (academic, bachelor’s, master’s, Doctor’s; award / grant an academic / advanced degree), demand, depend (on), dependence, develop, development of the child’s personality, all-round development of personality; difference; disorder; disposition; divide; dominate; do one’s best.
  
• Educate, educated, education (all-round, compulsory, free, vocational) means of education, , educational (system, technology); educationalist=educationist, educator, educational establishment / institution: crèche, preschool, nursery, nursery school, kindergarten; state / private school; elementary / primary school; secondary / general regular / specialized school for gifted children, special school for handicapped children; technical / vocational school; gumnasium, lyceum; higher school, higher educational establisment, college, institute, university, academy; enter / graduate from a university; empathy; emphasize; empirical (data); encourage; enjoy; experience, explain; explore; evaluate, evaluation.
  
• Faculties; fail, failure; fault; favourable; findings (in research); form (one’s views); foundation, founder.
  
• Generation (the coming, growing, rising, younger…), get along with, goal, grade (the first …) grow up, grown-up, growth.
  
• Habit, health, healthy, help, helpful, human, human being.
  
• Improve, inclination, include, inculcate, independence, independent/ly, influence, insight, instruct, introduce, investigate, investigation, invaluable, intelligence.
  
• Junior, juvenile.
  
• Keep (in contact with), kind, knowledge (good, perfect, poor, sound, valuable), apply one’s knowledge in practice, demonstrate a knowledge of a subject, have a good knowledge of a subject, thirst for knowledge.
  
• Last; lay the basis / foundation for, learn / study, receive instruction; go to school, study at school or at a University; make good progress in studies; do will in one’s studies; make poor progress in studies; be a poor pupil; combine studies with work; study diligently; lecture (on); lecture-course; lecturer=reader; lesson, model / demonstration lesson; conduct a lesson; give a lesson; miss lessons / classes
  
• Maintain; make; measure; meet (the interests; the needs; challenges); memory; mental (health center; illness; processes); mentally retarded; methods of education / upbringing / teaching / instruction; choose a method; introduce new methods; use / apply a method; vary methods; work out the methods (of); modern / up-to-date / out-of-date method; mind; motivation.
  
• Need; notice; nurse (maid); nursery (school).
  
• Objective; observe; opportunity.
  
• Parent, parental; participate; patience, patient; pay attention (to); pedagogy / pedagogics, pedagogical, perception; physical; practice; praise; prefer; preparatory, prepare, preschool, procedure; provide, psychologist; psychology (general; developmental; child; practical; educational; social); the value of psychology to smb.; major in psychology; take psychology courses psychological (knowledge; cure-alls), evaluate psychological findings; punishment
  
• Relationship, rely (on); remain; require, requirement, research, researcher; respect; responsible; reward
  
• Schedule; schooling; schcolar; science (applied); scientist; secure; self-development; senior, sensation; skill(s); staff, stage; stress; supervision; sympathy
  
• Take care of, take into account; take measures, take part (in); task (cope with), teach (give instruction to); teacher (full-time; part-time; qualified; inexperienced; strict / exacting); temper; train; treat (smb); troubled
  
• Understand, unready, upbringing, use, useful, unconscious.
  
• Valuable, value; vital; vocation, vocational; voluntary.
  
• Want, wish; work out.
  
• Year (academic / school).
  
• Zest (for new discoveries).