Different subfields of psychology and different perspectives within each one, can all provide valuable insights into any given psychological issue. Rather than thinking of these different viewpoints as challenging one another, it is better to think of them as each contributing different pieces to a larger puzzle.
In addition to being very useful in many careers you might pursue, psychology has practical value as a perspective on human behaviour. It can help you answer many questions you have asked about yourself and others. It can also help you be more perceptive in evaluating psychological information you read and hear about.
WONDERS: THEY ARE UNLIMITED
1. In ancient times there were known Seven Wonders of the World: the pyramids of Egypt, the gardens of Semiramis at Babylon, the Temple of Artemis at Ephesus, the statue of Zeus at Olimpia, the Mausoleum at Halicarnassus, the Colossus at Rhodes and, finally, the Pharos (lighthouse) of Alexandria.
2. Years and centuries went by and man created new, beautiful edifices and statues, built large ships and developed powerful machines. From time to time people took stock and drew up new lists of the «world's wonders». In 1913 a British magazine asked its readers to name what they considered to be the seven wonders of the 20th century. The answers were tabulated and the seven winners (given in the order of their importance) were: the wireless telegraph, the telephone, the airplane, radium, inoculation, spectral analysis and X-rays. One can, of course, amend this list or compile one's own list of Seven Wonders. One may, for instance, think that the submarine is more wonderful than the airplane
But that is beside the point here. What is striking about these two sets of «wonders» is a difference in choice. Two or three millenniums ago the «wonders» were all works of art, chiefly architectural objects and sculptures. In 1913 the «wonders» were achievements of science and technology. The very conception of «wonder» had undergone a change: what was regarded as a «wonder» was not something suggesting magic or the supernatural, but simply a most remarkable creation of human hands and brain.
3. Not long ago the weekly-newspaper «Nedelya» circulated a similar questionnaire among its readers. This time the Seven Wonders are: the study of the atom and its fission, space exploration, heart transplant, television, laser, the theory of relativity and the quantum theory. It is easy to see that most of these «wonders» belong not so much to the realm of technology or construction as to that of the fundamental sciences.
Florence Nightingale
Florence Nightingale was named alter the city where she was born in 1820. She came from a rich English family and was very pretty. Her parents were living in Italy at the time. But soon afterwards, they returned to England, and Florence was brought up and largely educated by her father who taught her Greek, Latin, French, German, Italian, history, philosophy, and mathematics. Throughout her life she read widely in many languages. Social life was generally unsatisfying for Nightingale. When she was seventeen, she thought she heard the voice of God telling her that she had a mission but she did not realize what it was until she read about a school for nurses in Germany. She went there to qualify as a nurse in 1850.
When the Crimean War began in 1854, Britain and France invaded Russia, and British women were asked to go to the hospitals for the troops in Turkey. Florence was put in charge of the nurses, but when she arrived she found that the soldiers were living in very dirty conditions, and the doctors did not let the nurses go into the wards to look after them. She worked to change the situation, and in the end she was in complete control. She was the only nurse who visited the soldiers in the wards at night giving them comfort and advice, and so she was called 'The Lady with the Lamp'.
At the end of the war she was recognized as the authority on nursing matters, and as a result in 1860 the first school to train nurses was established in London and named after her, the Nightingale School for Nurses, the first such in the world. On her return to England people greeted Florence Nightingale as a heroine. She was an important force in the movement to reform hospitals and nursing. Florence Nightingale was now famous and for the rest of her long life had considerable political influence. Political figures came to see her and ask her advice on the many subjects she was interested in.
In 1907 the king conferred on her the Order of Merit – the first woman ever to receive it.
There is a mystery about Florence Nightingale's personality. She apparently became an invalid when she came back from the Crimea and spent the rest of her life at home. But it has never been proved that she was really ill. It is thought that she pretended to be ill because in that way she could do more work. She wrote and received thousands of letters.
Florence Nightingale lived to be ninety years old, dying in 1910. The author of a national funeral and burial in Westminster Abbey was, by her wish, declined.
Henry Wadsworth Longfellow, a famous American poet, devoted his poem «Saint Filomena» to Nightingale. Florence Nightingale is remembered nowadays as the woman who founded the nursing profession in Britain, and as a symbol of self-sacrifice in the cause of others.
CARL ROGERS
Carl R(ansom) Rogers is an American psychologist, who originated the nondirective, or client – centred, approach to psychotherapy, emphasizing a person-to-person relationship between the therapist and the client (formerly known as the patient), who determines the course, speed, and duration of treatment.
Rogers attended the University of Wisconsin, but his interest in psychology and psychiatry originated while he was a student at Union Theological Seminary, New York City. After two years he left the seminary and took his M. A. (1928) and his Ph. D (1931) from Columbia University’s Teachers College. While completing his doctoral work, he engaged in child study at the Society for the Prevention of Cruelty to Children, Rochester, N. Y., becoming the agency’s director in 1930.
From 1935 to 1940 he lectured at the University of Rochester and wrote The Clinical Treatment of the Problem Child (1939), based on his experience in working with troubled children. In 1940 he became professor of clinical psychology at Ohio State University, where he wrote Counseling and Psychotherapy (1942). In it Rogers suggested that the client, by establishing a relationship with an understanding, accepting therapist, can resolve difficulties and gain the insight necessary to restructure his life.
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 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.
SOCIOLOGY
Sociology is the human behavioral science that investigates the nature, causes, and effects of social relations among individuals and between individuals and groups. It also studies social customs, structures, and institutions, as well as1 the effects on individuals of participation in groups and organizations.
Although the analysis of society has been a part of Western thought since the ancient Greeks, the modern science did not develop until the 18th and 19th centuries. Along with2 other social sciences, it originally was an aspect of moral philosophy and was strongly influenced by theories of biology and evolution. Early sociologists, for example, sought parallels between social and biological organisms and tried to apply Charles Darwin‘s theory of evolution to society. Although August Comte created the word sociologie in 1838, nearly 60 years passed before it gained the status of scientific specialization. In the late 1800s Emile Durkheim defined the boundaries of sociology in ways that differentiated it from fields such as psychology and biology. He proposed that certain distinctive qualities, or «social facts» – such as group feelings and beliefs, rituals, and institutions – result from social intercourse and are not found in individuals, and that these facts exert control over individual‘s actions and behaviour.
The first academic department of sociology was created by Albion Small at the University of Chicago in 1892, and by the late3 1890s many educational institutions offered courses in the subject. International sociological associations and publications then appeared, and the science grew in professional and scientific status. Today sociology has come to have many applications in government, industry, education, and social services.
Modern sociology involves a variety of approaches that are often used in conjunction with4 one another. Robert Merton, Talcott Parsons, Pitirim A. Sorokin, and others were among the first to investigate the nature of social organizations and their effects on human behaviour (called functional-structural analysis). Parsons explored what social systems need to sustain themselves and also developed a classification of social structures by distinguishing their particular functions. The field of group dynamics derived from the work of Kurt Lewin, who studied small social units such as families and professional groups and drew connections between what he called the individual‘s «psychological life space» and «social space».
Symbolic interactionism, which was derived from the works of John Dewey, George H. Mead, and Charles Cooley, holds that an individual‘s concept of the self is an internalization of social processes. Economic determinism, which was derived from the thought of Karl Marx primarily by the sociologist C. Wright Mills, supports the idea of a «power elite» in society. An opposing view, that class conflicts are produced by differences in ideology, was developed largely by Karl Mannheim. A later development has been the attempt to use various types of mathematical analysis in the study of society.
Among the principal concerns of modern sociology is that of developing more accurate and verifiable methodologies. Early sociologists tended to propose a theory first and then gather facts to prove it, or to rely on data that can be misleading. In the 1920s Robert E. Park evolved a more inductive approach in which theory grew out of a body of carefully assembled information. Modern sociologists use several methods, including controlled experimentation, direct and indirect observation, and statistical analysis.
In the United States, especially, sociologists have a wide range of5 employment opportunities. Some of them are affiliated with institutions of higher learning, where they teach or conduct research; others work for bureaus of the federal or state governments; still others advise or conduct research for private industry or other private agencies.
N o t e s
1) as well as – а также
2) along with – вместе с
3) by the late – … к концу …
4) in conjunction with – совместно с, вместе с
5) a wide range of – … широкий выбор …
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. | a) The author starts by telling the readers (about, that)… b) The author writes (states, stresses, points out, underlines, emphasizes, thinks) that… The article describes… c) According to the text… Further the author reports (says) that … The article goes on to say that… d) 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
plete 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 1st 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
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 050100.62 «Педагогическое образование: - Безопасность жизнедеятельности, Право».
- 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).
|
Из за большого объема этот материал размещен на нескольких страницах:
1 2 3 4 5 6 |
