The use of english as a native, second and foreign language
1. Read the text and translate it into English in a written form.
2. Ask 4-5 questions on the text covering its contents.
English is spoken as a native language by more than 300 million people, most of them living in North America, the British Isles, Australia, New Zealand, the Carribean, and South Africa. In several of these countries, English is not the sole language. But those whose native language is not English will have it as their second language for certain governmental, commercial, social, or educational activities within their own country.
In about twenty-five countries English has been legally used as an official language; in about ten (such as Nigeria) it is the sole official language, and in some fifteen others (such as India) it shares that status with one or more other languages. Most of these countries are former British territories. English is a second language for well over 300 million people: the number of second- language speakers may soon exceed the number of native speakers.
Even more widely English is studied and used as a foreign language. In this respect it acquired an international status. It is used for communication across frontiers, listening to broadcasts, reading books and newspapers, in commerce and travel. Half of the world’s scientific literature is in English. English is associated with technological and economic development of the great manufacturing countries and it is the principal language of international aid. It is the language of automation and computer technology. It is not only the universal language of international aviation, shipping and sport, it is to a considerable degree the universal language of literacy and public communication. It is the major of diplomacy, and is the most frequently used language both in the debates in the United Nations and in the general conduct of UN business.
ФАКУЛЬТЕТ ПЕДАГОГИКИ И ПСИХОЛОГИИ ДЕТСТВА
PERSONALITY AT 10 IS THE KEY TO SUCCESS IN ADULT LIFE
1. Read the text and translate it into English in a written form.
2. Ask 4-5 questions on the text covering its contents.
Researchers have identified personality traits in 10-year-olds that can determine how successful they may be as adults. Contrary to these expectations, children who were often worried, played on their own, cried a lot had the tendency to develop into successful adults. As an adult, a person was not expected to smoke or commit a crime. The researchers explained that solitary children could make up their minds and not to be influenced by others.
The research showed that children who destroyed their toys, were disobedient and bullied the others could be dissatisfied with their adult life.
Children who stole, got into fights, told lies had a great chance of being out of work, smoking.
Children who had plenty of self-esteem and had good friendships with other children had better chances of success as adults.
Emma Cahill, 28, who recently founded her own publishing company, said she had a good social life at the age of 10. “I have never felt foolish in front of my friends and my parents always wanted to listen to my ideas. I hated quarrels and avoided them.”
Roy O’Neill, a 40-year-old, said that at 30 he was suffering from depression and his wife wanted to divorce him. He says: “When I was 10, I used to set fire to my toy soldiers. I was fighting and I was a liar. I look miserable at all photos”.
Boys who blamed the others for their problems were likely to enter adult life with poor qualifications and have low income. Good maths skills in girls and good reading skills in boys were connected with greater happiness in adult life. Friendship with other children meant less chance of depression later in life.
Other research showed that the way teenagers spend their time can influence their later lives, no matter what the social class of their parents is.
HOW TO BRING UP A SUPERSTAR
1. Read the text and translate it into English in a written form.
2. Ask 4-5 questions on the text covering its contents.
Great talent has always been a mystery. Psychologists found out that superstars aren’t simply born – they are brought up that way. Their talents may differ, but their childhood experiences are similar.
The majority of children, if they are given the right conditions may learn anything. The influence of home on the superstar process is really big, but parents usually didn’t have a special plan – they did what they thought was good for children.
Psychologists discovered that although those children showed their gifts at an early age, they were not considered prodigies. What those children had beyond the basic physical and mental abilities, were caring parents. The earliest signs of a talent were quickly noticed and encouraged.
The success didn’t come overnight. All of the superstars went through the same three stages. Stage one is a time of playfulness, of “falling in love” with a chosen activity. Next stage is the stage of technique. Then comes the stage of “making it your own”, when a personal style is developed.
The parents tried to give their children experiences that seemed right at each stage. To encourage the first flash of talent, the children were given lessons by a teacher who was “good to children”, not necessarily the best pianist or tennis player, but someone warm, quick to give praise. At the second stage the teacher was more demanding; he kept students working at a piece of music or a swimming stroke until it was right. The final teacher was master and model – an outstanding trainer of outstanding talents.
There is a talent hiding in almost every child, according to Bloom, and parents can develop it. And even if a child will not become a superstar, he will remain a lifelong lover of sport, music or intellectual activity. Is it worth time and energy?
VARIANT I