Text 2 Colour language and children

Read the following text and say where and how the information given in the text can be used.

First let's consider how children get acquainted with colours. They learn to distinguish them long before they know the names of colours. The point out right objects, before they are able to say 'red', 'yellow' or 'green'. Children learn colours' names at the age of 2-5. Girls usually memorize colours names earlier than boys. Of course, all children develop differently, as the process of growing up is connected with the state of nervous system.

If you want to help children learn to distinguish colours, try to do so that children learn colours associating them with the subjects of corresponding colour. Here are typical associations, understandable for an average child

Yellow - bananas, lemons, sun

Red - apples, tomatoes

Blue - jeans, sky

Green - peas, grass, leaves

Grey - an elephant

Brown - a bear, tree bark

Researches show, that, for example when you show a blue apple to a child and ask him what it is, it takes him or her more time to recognize it. Sure if you happen to communicate with little children, you know what may happen. A blue apple may seem funny to them. It testifies that a child develops the sense of humour, ability to laugh at clumsy and wrong things.

Once a child learnt to recognize and name colours, it helps him or her to learn new information. Parents always want to teach children safety regulations. We discovered that emphasizing certain qualities by means of colour helps children to remember what is dangerous. Remember that human's eye notices combination of yellow and black, and brain automatically perceives this as a sign of danger. Use these colours to mark the things, which you don't want your children to play with. You may also mark those rooms in your house, in which your children mustn't go, which are dangerous - like stairs or cellar. When your children grow, you still can use colours for teaching them. Certain researches showed that children with attention problems cope with the task better when stimulated with colours. Improvement was as significant as when using drugs. It means the colour can be used in medicine.

KEYS TO THE EXERCISES

Ex. 17 page 8: 1. of; 2. of, in, from, from, not, of, about. 3. to, of, of. 4. of, in, at, at, at, during.5. for, with.

Ex. 17 page 13: 1. in, about, in, about. 2. in, in. 3. about, about. 4. of, from, from; 5. with; 6. in; 7. with, by, by, in, without.

Ex. 17 page 18: 1. of, to, to of; 2. to; 3. about, of, about, of; 4. at; 5. with, over; 6. on, on, in; 7. about.

Ex. 13 page 41: 1. of; 2. at, of, in; 3. on; 4. to; 5. -, in, in, in; 6. with.

Ex. 14 page 41: 1. -, -; 2. the; 3. -, the; 4. the, -,-; 5. the, a, the; 6. -,-, a, the; 7. the, the, -, -.

Ex. 6 page 43: 1. Alfred Binet, famous French psychologist, is known to everybody. 2. Binet was educated at the Sorbonne. 3. The first psychological research laboratory was founded by Binet. 4. The first French Psychological journal was founded in 1895.5. A test to measure the mental ability of children was developed by Binet. 6. The test was made up of problems designed to measure general intelligence. 7. The items were graded according to age level of children. 8. The great importance was paid to the intelligence testing by American psychologists. 9. Binet's original test was adapted by Stanford.

Ex. 14page 45: l.for, 2.at; 3.-; 4.in; 5.with;for;of; 6.for.

Ex. 15 page 45: 1. -; a; 2. -; 3. -; -; -; 4. -; the; 5. -; the; -; 6. -; the; the; 7. -; a; -;

8. the; a; the.

Ex. 12 page 48: 1. in; 2. at; 3. at, of, of, at, of; 4. in; 5. out, of; 6. for, in.

Ex. 13 page 48: 1. the, -, an; 2. -; 3. the, -; 4. the; 5. -, -, the, -; 6. -, -.

Ex. 8 page 49:

1. Pavlov was educated... 2. He was awarded the Noble Prize. 3. The neural stimulus was renamed the conditioned stimulus by Pavlov. 4. The dogs' personalities were classified by the scientist into four groups. 5. Animals' nervous system can be activated and calmed down differently. 6. Some new physiological terms were produced by Pavlov. 7. Different experiments with dogs were made by Pavlov. 8. The salivary response was studied by Pavlov.

Ex. 13 page 51: 1. the; a; 2. -; -; the; -; 3. -; the; -; -; -; 4. -; -; 5. -; the; the; 6.-;-;-;-.

Ex. 14 page 51: 1. in; for; in; 2. -; 3. at; 4. in; -; in; in; 5. in; from.

Ex. 11 page 56: 1. of; 2. at, in, at; 3. of; 4. of,in; 5. to, at, at.

Ex. 12 page 56: 1. a; 2. a; 3. -; 4. the; 5. a.

Ex. 11 page 59: 1. at, in, at, with; 2. in; 3. in, with, of; 4. for.

Ex. 12 page 59: 1. the; 2. the; 3. the; 4. -; 5. the.

Ex. 11 page 61: 1. in; 2. of; 3. to; 4. by; 5. of, of, of, of.

Ex. 12 page 62: 1. the, a, the; 2. -; 3. -; 4. the; 5. -.

Ex. 11 page 64: 1. by, of, from, of, in; 2. with; 3. in; 4. of; 5. for, behind, of;

Ex. 12 page 64: 1. a, the; 2. an, the; 3. -; 4. the; 5. -, the, the.

Ex. 11 page 67: 1. in; 2. at, of, in; 3. of; 4. to; 5. of.

Ex. 12 page 67: 1. the; 2. the, the. 3. the; 4. -, -; 5. the.

Ex. 11 page 69: 1. at; 2. after, to, to, of, at; 3. at; 4. in; 5. from, at.

Ex. 12 page 69: 1. a, a; 2. a, a, the; 3. a, the; 4. a, the; 5. -.

Ex. 11 page 72: 1. to, of, to, of; 2. in, on; 3. in, in; 4. of, in; 5. of, in, of, at, of.

Ex. 12 page 72: 1. -; 2. -, -, -; 3. the, of; 4. -, a; 5. a, -.

Ex 4 page 76: impossible, irregular, unconsciously, immortal, illegal, illogical, impracticable, impure, inability, invalid, invisible, irresponsible, unreal, unlucky.

Ex 13 page 78:

1. Our memory must be exercised regularly. 2. Physical exercises must be done every day. 3. New words must be learnt to every English lesson. 4. Our laziness must be blamed for our bad memory. 5. Our muscles should be trained systematically. 6. Different exercises have to be used to improve our memory.

7. Many books must be read by the students.

Ex 10 page 94: 1. -, the, -, -, a, -; 2. -, an, -; 3. the, the, -, a. 4. -, a, -, -, -, -, an, -, -, -

Ex 12 page 100: 1.Freud thought that aggression should be expressed safely. 2. According to Lorenz aggression is produced by our organism like energy. 3. Animals are equipped with natural weaponry. 4. Horns and teeth are shown by the animals to their counterparts. 5. Aggression is expressed safely by the animals with the help of ritualized fighting gestures. 6. Human beings are not equipped with natural weaponry. 7. Much energy is produced by our organism.

Ex 13 page100: 1. -, the,-, the, a, -; 2. -, an; -; 3. the, the, -, a; 4. -, a; 5. -, -, the, -, -, -, -, -, -.

Ex 14 page 101: 1. in; 2. of, by, of; 3. with; 4. to, with; 5. over, on, on; 6. of.

Ex 7 page 109: unfamiliar, unpleasant, disliking, incomplete, disagree, disagreement, unimportant, unattractive, disbeliefs.

Ex 6 page 118: 1. Our nervous system can be divided into two parts. 2. Our nervous system is composed of millions of nerve cells. 3. Some information is received by the brain through the senses. 4. Important links with other systems of the body are made by the brain. 5. The somatic nervous system is composed by sensory neurones and motor neurones. 6. The autonomic nervous system into two further parts can be subdivided into two further parts. 7. The nerves are formed by nerve cells, arranged into large structures in the brain. 8. Our behaviour can be affected by our physiology.

Ex 9 page 122: 1. for; 2. into, in; 3. from; 4. for; 5. into; 6. in; 7. of.

Дата добавления: 2014-12-27