Прочитайте слова и ознакомьтесь с их переводом на русский язык

assault [q`sO:lt] – нападение, атака; нападать

barb [bQ:b] – колкость, колкое замечание

defense (defence) [dI`fFns] – защита, оборона

destructive [dIs`trAktIv] – разрушительный, губительный, сокрушительный

divert [daI`vWt] (to) – отводить, отвлекать

devise [dI`vaIz] – разрабатывать

failure [`feIljq] – провал, неудача

frustration [frAs`treISqn] - досада

insulate [`InsjuleIt] – изолировать, отгородиться

insult [In`sult] – оскорблять; [`Insult] - оскорбление

intimidating [In`tImIdeItIN] – устрашающий, пугающий

profess [prq`fEs] – открыто признавать, претендовать на

shrink [SrINk] – садиться, сокращаться

sling [slIN] – швырять

tease [tJz] – дразнить, поддразнивать

verbal [vWbl] – устный

2. Переведите на русский язык следующие словосочетания:

to insulate oneself from stress, to determine the degree, to experience success in school, to rate each item, to provide opportunity, to demonstrate knowledge, to accommodate a variety of interests, to maintain an appropriate level, to build resistance of failure

3. Прочитайте и переведите текст, определите цель автора:

CREATE A CARING CLASSROOM

(by Jane Bluestein)

Part 1

On my very first day as a teacher, one of my new students approached me, looked me squarely in the eye, and announced: “I don’t do reading.” Only a few hours into my career, and here was a child telling me that I need not bother teaching her reading – she’s tried it and had enough.

Like this child, all of my students had experienced various degrees of failure and frustration in their school careers, and all devised a variety of techniques to insulate themselves from further stress and discomfort. Some shrank into seats in the back, making themselves as small as possible. Others appeared unapproachable and intimidating. I had students who already knew everything, and others who professed helplessness in the face of even the most uncomplicated tasks. For each, the goal was the same: safety. So much energy and instructional time are diverted to dealing with these “survival” behaviors in the course of a teaching day. Wouldn’t it be more efficient to establish classrooms that are caring and emotionally safe places, where these self-protective measures are unnecessary?

(from The Scholastic Instructor, September 2000, p. 35)