Reading. VIII. Look through the text and say what new information you have learnt from it

VIII. Look through the text and say what new information you have learnt from it.

VII. Speak about perception and imagery.

VI. Make up sentences from the following words and word combinations.

V. Complete the sentences.

IV. Find English equivalents in the text

III. Give Russian equivalents of the following.

II. Answer the question expressing your own opinion. (no less that 10 sentences).

Why do you think it’s important for the teachers to know the type of the child's perception?

Learn from experience; perceive the distance; distinguish between sounds; equal use of; possessor of photographic memory; in minds; through the mo­tions; to experience visual; auditory and kinesthetic imagery; tactile imagery; gustatory imagery; olfactory imagery; memory images; constructed images; false perceptions.

Воспринимать расстояние; распознавать звуки; полагаться на Восприятие; приобретать знания, полагаясь на слух, зрение; различаться в силе воображения; обладатель фотографической памяти; очевидные преимущества; испытывать зрительное, слуховое и кинестетическое воображение; образные ассоциации; творческие образы; умственное нарушение; образная память; ложные ощущения.

1.We learn from experience how....

2.Individual children may rely more....

3.Children vary in the strength of....

4.Imagery associated with taste and smell....

5.People may occasionally experience very powerful images of....

6.In some forms of mental disorder....

1.Is; which; in; perception; a process; itself; is learnt.

2.Individual children; to rely; one type of perception; on; may have come; another; than; on.

3.In the strength of; vary; their imagery; children.

4.Most of people; images of touch; get; taste; smell; and.

5.Are; we; memory; experiencing; images.

6.Mental; memory images; in some forms of; disorder; vivid; particularly; are.

Learning to read involves a series of complex mental processes important among them being the word perception. Attention has to be given to a series of symbols called words which have to be discriminated one from another in order to recognize their meaning. In reading 3 features influence the percep­tion of words: the total configuration of the word, the detailed parts of the word and the context in which it occurs: "House" and "Horse", "Boot" and "Boat".

Reading requires not only word recognition, but knowledge of the mean­ing of words, the ability to comprehend the meaning of passages, not only literal but implied and the ability to evaluate by relating to other sources of knowledge.

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