UNIVERSITATEA BABE-BOLYAI CLUJ

FACULTATEA DE LITERE
DEPARTAMENTUL DE LIMBI STRINE SPECIALIZATE
Asist. univ. drd. CAMELIA-

































English Study Pack for Students in
Psychology and Education Sciences


BOLYAI CLUJ-NAPOCA

DEPARTAMENTUL DE LIMBI STRINE SPECIALIZATE
-DANIELA TEGLA
English Study Pack for Students in
Psychology and Education Sciences
2013-2014
English Study Pack for Students in
Psychology and Education Sciences

2
Date de contact ale titularului de curs:

Nume: Asit. drd. Camelia-Daniela Tegla
Birou: Cab.10, Departamentul LSS, Horea
nr.7
Telefon: 0264/530724
E-mail: cameliateglas@gmail.com
Date de identificare curs:

Numele cursului Limba englez - curs
practic limbaj specializat
Codul cursului LLU0011, LLU0012
Anul, Semestrul anul 1, semestrele 1,2
Tipul cursului - obligatoriu


Condiionri i cunotine prerechizite
Cursul este conditionat de deinerea de cunotine de limba englez care situeaza studentul la
nivel B1, conform grilei de autoevaluare a Cadrului comun european de referinta a limbilor:

Competente A1 A2 B1 B2 C1 C2
nelegere-
ascultare

1

2

3

4

5

6
nelegere-
citire
1 2 3 4 5 6
Vorbire-
conversaie
1 2 3 4 5 6
Vorbire-
exprimare
1 2 3 4 5 6
Scriere 1 2 3 4 5 6

Trebuie avut n vedere faptul c nscrierea la examenul de licena la finalul ciclului
bachelor este conditionat de susinerea i promovarea unui test de competena lingvistic
ntr-o limba de circulaie internaional la finele semestrului al doilea.

Descrierea cursului
Este un curs cu obiective specifice care vizeaz achiziia de cunotine i dezvoltarea
deprinderilor de limb strin ca instrument de formare i informare academic i profesional.
Tipologia programului de nvare are n vedere crearea unui profil de utilizator cu competene
axate pe studiul limbajelor de specialitate. n acest sens, studenii i vor dezvolta capacitatea
de contientizare a strii actuale a cunotinelor i deprinderilor, se vor deprinde s-i fixeze
obiective reale i realiste, s-i selecteze n mod autonom materialele i s se autoevalueze.

Obiectivele disciplinei: Studenii vor putea utiliza competent limba englez, cel puin la
nivelul B2, n activitatea lor academic i n viitoarea activitate profesional:
1. Cunoaterea i nelegerea aprofundat a contextelor i rolurilor, precum i a conceptelor,
metodelor i a discursului/limbajului specific diverselor situaii de comunicare profesional n
mediul academic de limba englez, cu accent pe situaia retoric, formele de comunicare scris
i oral, etapele procesului de scriere i produsele scrisului academic, precum i pe deontologia
profesional.
2. Utilizarea cunotinelor aprofundate pentru explicarea i interpretarea diverselor modaliti
de comunicare scris (genuri de texte tiinifice) i oral (comunicri tiinifice) i a
conveniilor ce guverneaz redactarea textelor tiinifice n limba englez n contextul studiilor
de licenta i al comunitii profesionale extinse (naionale i internaionale).

3
3. Transferul conceptelor/principiilor/metodelor nvate n activiti de receptare a textului
scris i de producere viznd etapele procesului de scriere, organizarea i dezvoltarea ideilor,
structura textului i strategiile de comunicare verbal oral i scris la standarde specifice
limbii engleze specializate pentru discursul tiinific.
4. Utilizarea grilelor de criterii standard ale comunitii academice/profesionale pentru
evaluarea calitii produselor comunicrii academice scrise i orale n limba englez.
5. Elaborarea unor lucrri scrise i prezentri orale originale care s utilizeze principiile i
tehnicile de redactare consacrate n mediul academic, cu accent pe genurile predilecte din
psihologie i tiinele educaiei.
6. Realizarea sarcinilor de lucru individuale n contexte de autonomie/independen.
7. Participarea la realizarea de proiecte de lucru n perechi i n echip, cu accent pe asumarea
de roluri n cadrul echipei de lucru n mediul academic.
8. Managementul propriei nvri, diagnoza nevoilor de formare, monitorizarea i reflecia
asupra utilizrii eficiente a instrumentelor de munc intelectual i a
resurselor/tehnicilor/strategiilor de nvare traditionale si TIC.
Coninut:

SEMESTRUL 2
Saptamana 1 Listening Strategies
Saptamana 2 Anger Fuels Better Decisions; Passive Constructions; Summarizing
Saptamana 3 Beginning Reading; Varieties of Bristish and American English; Passive
Constructions
Saptamana 4 Not ADHD? Think Dyslexia; Affixation; Word derivation; Modal Verbs;
Usage of italics
Saptamana 5 Williams Syndrome; Nouns of Greek and Latin origin; Word derivation;
Root words; Conditionals; Data interpretation
Saptamana 6 The Psychology of Competition; Article Structure
Saptamana 7 The Structure of an Essay
Saptamana 8 Outlining an Essay
Saptamana 9 Introductions - The importance of an introduction in essay writing
Saptamana 10 Conclusions - The importance of a conclusion in essay writing
Saptamana 11 The importance of unity in essay writing
Saptamana 12 The importance of coherence in essay writing
Saptamana 13 Writing timed essays and managing time
Saptamana 14 Revision

Bibliografie obligatorie:
1.Side, Richard Wellman, Guy: Grammar & Vocabulary For Cambridge Advanced and
Proficiency, Longman, 2001
2. Prodromou, L., Grammar and Vocabulary for First Certificate, Longman, 2001
3. Tegla, Camelia (coord.), Felea, Cristina, Mezei, Vlad English B2 C1, Social Sciences and
Sport, Seria Autodidact (coord. Liana Pop), Cluj, Ed. Echinox, 2009
4. Longman Dictionary of Contemporary English, Longman, 2003
5. http://granturi.ubbcluj.ro/autodidact
6. psychologyabout.com
7. http://esl.about.com/c/ec/1.htm
8. owl.english.purdue.edu/
9. www.psychologytoday.com


4










Evaluare:
Criterii de evaluare: prezena i participarea activ la cursul practice; ndeplinirea corect si la
timp a sarcinilor de lucru; nsuirea vocabularului de specialitate; corectitudinea, fluena i
adecvarea la cerin a limbii engleze (oral i scris); capacitatea de a utiliza eficient limba
englez n contexte academice i profesionale specifice
Metode de evaluare: examen scris i oral la sfritul semestrului

Materiale i instrumente necesare pentru curs:
Derularea activitilor prevzute necesit accesul studenilor la urmtoarele resurse:
- calculator conectat la internet (pentru a putea accesa bazele de date si resursele electronice
suplimentare dar i pentru a putea participa la secvenele de formare interactiv on line)
- imprimant (pentru tiprirea materialelor suport, a temelor redactate, a studiilor de caz)
- acces la resursele bibliografice (ex: abonament la Biblioteca British Council)
- acces la echipamente de fotocopiere

Elemente de deontologie academic
n caz de fraud sau plagiat, vezi poziia UBB.

Studeni cu dizabiliti:
Titularul cursului i exprima disponibilitatea, n limita constrngerilor tehnice si de timp, de a
adapta coninutul i metodelor de transmitere a informaiilor precum i modalitile de evaluare
(examen oral, examen on line etc) n funcie de tipul dizabilitii cursantului. Altfel spus, avem
n vedere, ca o prioritate, facilitarea accesului egal al tuturor cursanilor la activitile didactice
si de evaluare.












5
Unit 1: Anger Fuels Better Decisions

Recent studies suggest that anger can transform even those people who are, by disposition, not very
analytical into more careful thinkers.

Despite its reputation as an impetus to rash behaviour, anger actually seems to help
people make better choices - even aiding those who are usually very poor at thinking
rationally. This could be because angry people base their decisions on the cues that "really
matter" rather than things that can be called irrelevant or a distraction. Previous research has
shown that anger biases peoples thinking - turning them into bigger risk-takers and making
them less trusting and more prejudiced, for instance. But little has been done to study how
anger affects a persons thinking. So Wesley Moons, a psychologist at the University of
California at Santa Barbara, and his colleague Diana Mackie designed three experiments to
determine how anger influences thinking - whether it makes people more analytical or careful
about their decisions, or whether it leads people to make faster, rasher decisions. In the first
experiment, the researchers induced anger in a group of college students by either asking
them to write about a past experience that had made them very angry, or by having their
stated hopes and dreams harshly criticized by another participant. In a second group of
students, anger was not induced. The researchers later checked to be sure that the subjects
were as riled up as they were supposed to be. The two groups were then asked to read either
compelling or weak arguments designed to convince them that college students have good
financial habits. The strong argument cited research from numerous scientific studies,
whereas the weak argument contained largely unsupported statements. The subjects were
asked to logically evaluate the strength of the arguments they read and indicate how
convinced they were by them. The researchers repeated the experiment with a second group
of students, this time giving the subjects an additional piece of information: who had made
the arguments. Some students were told that the argument was made by an organization with
relevant expertise in financial matters; others were told that the argument was made by a
medical organization whose expertise was irrelevant to the financial topic being considered.
In both studies, the researchers found that the angry subjects were better at discriminating
between strong and weak arguments and were more convinced by the stronger arguments.
Those who were not made to feel angry tended to be equally convinced by both arguments,
indicating that they were not as analytical in their assessments. The angry students were also
better at weighing the arguments appropriately depending on which organization had made
them.
The researchers repeated the experiment a third time using a different argument - one that
supported the implementation of a university-wide requirement for graduating seniors to take
comprehensive exams. This time, they tested only those subjects who were the least
analytical, or in other words, those who were the least likely to make logical decisions. This
way, the researchers would be able to see whether anger also makes typically non-analytical
thinkers more analytical.
Once again, they found that the angry subjects were better able to discriminate between
strong and weak arguments than the ones who were not angry - suggesting that anger can
transform even those people who are, by disposition, not very analytical into more careful
thinkers.
Their findings, detailed in this months issue of the Personality and Social Psychology
Bulletin, suggest that anger helps people focus on the cues that matter most to making a
rational decision and ignore cues that are irrelevant to the task of decision-making. This could
be because anger is designed to motivate people to take action - and that it actually helps
people to take the right action, the authors wrote.
(Source: Adapted from http://news.yahoo.com/s/livescience)

New Vocabulary
appropriately
bias
compelling
cue
discriminate
expertise
impetus
prejudiced
rash
Prefixes
irrelevant
unsupported
Suffixes
behaviour
distraction
logically
Compound
words
risk-takers
university-wide
decision-making
Synonyms
aid = help
anger = rile
Antonyms
strong weak
relevant
irrelevant
False friends
distraction=
interruption,
disturbance
distraction=
amusement
Phrases
to be likely
to be riled up


6
SECTION I: Vocabulary Activities
A. Read the relevant parts of the article again and match the following words with their meaning.
Model: 1. additional j. extra
1. additional a. settled
2. appropriate b. unfair
3. to bias c. to distinguish
4. compelling d. impulsion
5. cue e. knowledge
6. to discriminate f. to unfairly influence attitudes
7. expertise g. sign
8. impetus h. convincing
9. prejudiced i. suitable
10.stated j. extra

Adverbs are generally formed by adding the suffix ly to an adjective.
B. Put the word in capitals in the correct form, adding the necessary suffix.
Model: additional + -ly = additionally

1. They were not able to weigh the arguments ... (APPROPRIATE).
2. The researchers selected . the students in the control group (CAREFUL).
3. This statement was ...criticised by other psychologists (HARSH).
4. ..... she could not .... evaluate the strength of his argument (UNFORTUNATE,
LOGICAL).
5. Some people are very poor at . thinking (RATIONAL).

A compound noun is a fixed expression made up of more than one word which functions as a noun.
In academic English we often use compound nouns to express new, longer concepts.
C. Complete the spaces with an appropriate noun to obtain a new word and then, using a dictionary, try
to explain their meaning.
reader, esteem, start, gap, human, board.
Model: key . keyboard = the set of keys for operating a computer or a typewriter
1. self- .............................. =
2. generation = ..
3. mind- .. =
4. .. being =
5. key .... = ...
6. head .. = ..
Prefixes like in-, im-, il-, ir-, un-, dis- are often used to give adjectives a negative or opposite
meaning. In the fragment above you have the word irrelevant which was formed by using the prefix
ir- in front of the word relevant.
D. Use the same method of word formation to give the negative or opposite meaning of the following
words:
1. appropriate ...
2. reversible .
3. mature
4. adequate ...
5. approving .
6. comfortable ..
7. advantageous ...
8. legal .
9. fair
10. replaceable .

7
SECTION II: Language Focus
Passives can be used in all tenses and with modal verbs. Study the Passive constructions in these
examples from the text and then do the exercise.
But little has been done to study how anger affects a persons thinking.
The two groups were then asked to read either compelling or weak arguments
Those who were not made to feel angry tended to be equally convinced by both arguments
This could be because anger is designed to motivate people to take action

A. Rephrase the following sentences, beginning with the words given. Remember that it is not always
necessary to mention the agent.
Model: They told the students that an organization made the argument.
The students were told that the argument was made by an organization.
1. The students in group A criticised the goals of those in group B.
The goals ..
2. Nobody has studied the role of anger in taking better decisions before.
The role
3. Anger can improve analytical thinking.
Analytical thinking ...
4. The researchers could not convince some of the subjects of the experiment.
Some of the ..
5. We must inform you about the results of the experiment.
You ...
6. The psychologists will publish the results of their research in a journal.
The results
7. Generally, scientists design experiments for their research.
Experiments .
8. Some psychologists will contest this new theory.
This new theory
9. The two researchers did not induce anger in the second group of students.
Anger
10. They gave the subjects some additional piece of information.
The subjects .

B. Rearrange the words to make coherent sentences inside the first and last words given. All sentences
contain Passive constructions.

Model: were feel not to made
They ... angry. They were not made to feel angry.

1. logically to asked evaluate subjects arguments of strength the were
The . arguments.
2. that by told argument made an were the was
Students . organization.
3. be a irrelevant can or things called
Certain distraction.
4. organization told the were argument that was by made medical a
Others irrelevant.
5. that to designed is motivate to take anger people seems
It . action.




8
SECTION III: Text Structure
The ability to summarise and paraphrase is an essential academic skill all students must develop.
What is a summary? A summary is a condensed version of the main ideas of all or part of a source
written in your own words.
Why do we write summaries? The goal of writing a summary is to offer as accurately as possible the
full sense of the original, but in a more condensed form.
How do we write summaries?

A. You are going to listen to a set of instructions for writing a good summary and then fill in the blanks
with the missing information. You will listen to the recording twice.

Writing an effective summary requires that you:
Read with the Writer's Purpose in Mind
Read the article (1), making (2) notes or marks and looking only for what the
(3) is saying.
After you've finished (4), write down in one (5) the point that is made about the
subject. Then look for the writer's (6) and underline it.
Underline with Summarizing in Mind
Once you clearly (7) the writer's major point (or purpose) for writing, read the article
again. Underline the (8) supporting the thesis; these should be words or phrases here
and there rather than complete sentences.
In addition, underline (9)transitional elements which show how parts are connected.
Omit specific details, examples, description, and (10) explanations.
Write, Revise, and Edit to Ensure the Accuracy and Correctness of Your Summary
Writing Your Summary
Now begin writing your summary. (11) with a sentence naming the writer and article
title and (12) the essay's main idea. Then write your summary, omitting nothing
important and striving for overall (13) through appropriate transitions.
Be concise, using coordination and subordination to compress ideas.
Conclude with a final .(14) reflecting the significance of the article - not from your
own point of view but from the writer's.
Throughout the summary, do not (15) your own opinions or thoughts; instead summarise
what the writer has to say about the subject.
Revising Your Summary
After you've completed a draft, read your summary and check for .(16).
Keep in mind that a (17) should generally be no more than one-fourth the length of
the original. If your summary is too long, cut out words rather than ideas. Then look for non-
(18) information and delete it.
Write another draft -- still a draft for revision - and ask someone to read it (19).
Editing Your Summary
Correct grammar, spelling, and (20) errors, looking particularly for those common in
your writing.
Write a clean draft and proofread for copying errors.

(Source: Adapted from http://leo.stcloudstate.edu/aca)






9
Unit 2: Beginning Reading

Reading is to the mind what exercise is to the body. Richard Steele

Just as your little one develops language skills long before being able to speak, she
also develops literacy skills long before being able to read. What you do, or don't do,
has a lasting impact on your child's reading skill and literacy.
Children develop much of their capacity for learning in the first three years of life,
when their brains grow to 90 percent of their eventual adult weight. When you talk,
sing, and read to your child, links among his brain cells are strengthened and new
cells and links are formed.
Play is the work of your young children. From the first lullaby to dramatization of
a favorite story, music and other creative arts can stimulate language and literacy
development. You can help build pre-literacy skills through dramatic play and one-
on-one interaction.
Many pediatricians believe that a child who has never held a book or listened to a
story is not a fully healthy child. Reading aloud to young children is so critical that
the American Academy of Pediatrics recommends that doctors prescribe reading
activities along with other advice given to parents at regular check-ups.
Despite the considerable evidence of a relationship between reading regularly to a
child and that child's later reading development, six in ten babies and five in ten
toddlers are not read to regularly by parents or family members. Parents are truly
their children's first and most important teachers and they should not leave to schools
alone the important tasks of language and literacy development.
Children cannot learn to read without an understanding of phonics. All children
must know their ABCs and the sounds that letters make in order to communicate
verbally. The question in early childhood programs is not whether to teach "phonics"
or "whole language learning," but how to teach phonics in context - rather than in
isolation - so that children make connections between letters, sounds, and meaning.
Phonics should not be taught as a separate "subject" with emphasis on drills and rote
memorization. The key is a balanced approach and attention to each child's
individual needs. Many children's understanding of phonics will arise from their
interest, knowledge, and ideas. Others will benefit from more formal instruction.
There are many opportunities to teach the sound a letter makes when children have
reason to know. For example, the first letter a child learns typically is the first letter
of her name.
Some teachers worry that encouraging children to learn through experience and
invent their own spellings will not provide them with adequate language skills. But
literacy is not so much a skill as a complex activity that involves reading, writing
and oral language. Ideally, children should develop literacy through real life settings
as they read together with parents or other caring adults. Children begin to make
connections between printed words and their representations in the world.
Adults should keep in mind that children may learn to read at different paces
during kindergarten and first grade. This is true for all children, including those with
special needs and those from linguistically and culturally diverse backgrounds.

Source: Adapted from National Association for the Education of Young Children,
http://school.familyeducation.com/reading/cognitive-development/


New
Vocabulary
lullaby
pace
reinforced
rote
strengthen
toddler
Antonyms
context
isolation
Compounds
check-ups
one-on-one
pre-literacy
Key words
reading
letters
sounds
meaning
memorization
drills
language
linguistics
phonics
verbal
communication
connections
individual
needs
literacy
skills
Am. English
vs.Br. English
favorite vs.
favourite
pediatrician vs.
paediatrician
program vs.
programme



10
SECTION I: Vocabulary Activities

A. Read the article again and match the following words with their antonyms.
Model: 1. context f. isolation
1. context a. temporary
2. lasting b. inability
3. critical c. decrease
4. development d. misunderstand
5. comprehend e. insignificant
6. capacity f. isolation

B. All the concepts listed below are related to the process of reading. Use the words to fill in the spaces.

1. Many teachers suggest that . should be taught in context, not in isolation.
2. Children develop . skills before they are able to read.
3. They have to be taught the sounds the .... make.
4. This is the first step in the development of ..communication.
5. Specialists consider that, when teaching phonics, we should not emphasise the ..
6. Rote .. is another aspect that must not be insisted on.
7. Children must understand the connection between letters, .. and meaning.
8. As they progress, children begin to make ...between words and their representations.
9. Not all the children can develop adequate .. skills.
10. Children read at their pace, according to their .... and cultural background.

C. Certain words may differ in spelling in American and British English, as favorite vs. favourite, which
appeared in the text. Fill in the chart below with other words that correspond to each category. Use a
dictionary if necessary.
Am E vs. Br E words
-or -our favorite/ favourite; color/ colour; behavior/ behaviour;
-ze -se
-ll -l
-og -ogue
-er -re
-e -oe or -ae
-ck or k -que
-dg -dge
-ense -ence
other program/ programme;
Reading
phonics
drills
memorization
linguistic
language
connections
verbal
literacy
sounds
letters

11
SECTION II: Language Focus

Prepositions after Passives There are only a few prepositions that can follow the passive
verbs. The most common is by. Other prepositions are with, and in. We use other prepositions
when the meaning requires them. e.g. Emphasis is placed on rote memorization.

A. Choose the preposition that best completes each sentence. Tick () the correct answer.

Model Five in ten toddlers are not read . regularly.
a for b by c to d with
1. The argument is centred . whether or not to encourage children to learn through
experience.
a on b towards c of d about
2. The essay must be divided . three parts: introduction, body and conclusion.
a to b for c into d with
3. My attention was drawn . the pale little boy in the corner.
a with b to c for d on
4. The reading test was prepared . great patience.
a by b with c for d from
5. A storm of criticism has been levelled . the board of the school.
a against b towards c by d for

B. For each of the sentences below, write a new sentence as similar as possible in meaning to
the original sentence, using the word given, which must not be altered in any way.

Model According to the protocol, we must call the president Mr. President.
addressed
According to the protocol, the president must be addressed as Mr. President.

1. They will deduct points if you do not solve all the tasks on the answer sheet.
penalised

2. All of a sudden the dyslexic child became very emotional.
overcome

3. The researcher was given an honorary doctorate in education by Cambridge University.
conferred

4. There were hundreds of children in the school yard.
packed

5. The results of her study came as a complete surprise to us.
aback







12
Unit 3: Not ADHD? Think Dyslexia

Although dyslexia is a slight disorder of the brain, it is not an intellectual disability and it has been
diagnosed in people of all levels of intelligence.
Although as many as one in 10 people have dyslexia, it's one of the most commonly
misdiagnosed learning issues for school-age children, according to Drs. Brock and
Fernette Eide, physicians and co-authors of the book The Mislabelled Child. That's
because ADHD often acts as a red herring, throwing evaluators off the scent. "If you talk
to most parents or teachers, ADHD, or attention deficit hyperactivity disorder, is the first
thing on people's minds when a student's falling behind in class or is struggling in
school," says Dr. Brock Eide. "But what they should be doing is thinking about dyslexia.
The dyslexic child is often a mislabelled child." Children with unrecognized dyslexia are
often seen as inattentive, careless, or slow, but, the Eides say, often nothing could be
farther from the truth. "Dyslexics are overrepresented in creative and inventive fields like
art and architecture or computers and engineering," according to Dr. Fernette Eide. "As
young people, their gifts and talents may be overlooked because society only sees their
weakest link." Although dyslexia is one of the most common specific learning
disabilities, it's not always identified in school. Many parents and professionals are more
aware of attention deficit disorder checklists than ones for dyslexia. That's exactly why
parents need to be on the lookout, says Dr. Fernette Eide. "Parents need to be alert to the
possibility of dyslexia, because they may be the only one who recognizes their child's
pattern of difficulties, so they can help get them the proper assessments,
accommodations, and remediation they need." That's all well and good. But what exactly
should you look for? The authors say the following traits are red flags for possible
dyslexia: reading is slow and effortful (especially reading aloud); tendency to make wild
guesses with new words; trouble appreciating rhymes; may skip over small words (like
a, an, the) while reading; mixes up order of letters; avoids reading aloud; listening
comprehension much better than reading comprehension; letter reversals, unusual
spelling errors (may look like wild guesses); may avoid writing by hand; "careless"
errors in math or with reading test instructions; does much better with oral testing. If
your child shows these signs, the Eides urge, don't just assume they're being lazy. There
may be something else at work. ADHD might be a big buzz word in the media, but
dyslexia is far more common. And the earlier it's diagnosed, the sooner help can arrive.
A glossary of important terms related to learning disabilities is necessary for parents
to identify signs in their children.
Attention Deficit Disorder (ADD) = A severe difficulty in focusing and maintaining
attention. Often leads to learning and behaviour problems at home, school, and work. It
is also called Attention Deficit Hyperactivity Disorder (ADHD); Developmental
Aphasia = A severe language disorder that is presumed to be due to brain injury rather
than because of a developmental delay in the normal acquisition of language;
Dyscalculia = A severe difficulty in understanding and using symbols or functions
needed for success in mathematics; Dysgraphia = A severe difficulty in producing
handwriting that is legible and written at an age-appropriate speed; Dyslexia = A severe
difficulty in understanding or using one or more areas of language, including listening,
speaking, reading, writing, and spelling; Dysnomia = A marked difficulty in
remembering names or recalling words needed for oral or written language; Dyspraxia
= A severe difficulty in performing drawing, writing, buttoning, and other tasks requiring
fine motor skill, or in sequencing the necessary movements.
Source: Adapted from : http://www.education.com/magazine/article/
http://www.kidsource.com/kidsource/content2/l.disabilities.glossary.html

New Vocabulary
assessment
checklist
mislabelled
to overlook
pattern
remediation
to sequence
struggle
trait
urge
Phrases
to be aware of
to be due to
to be on the lookout
to be presumed to
to fall behind
to throw smb. off the
scent
wild guesses
False friends
physician
physicist
Compound words
age-appropriate
school-age
Prefixes
dyscalculia
dyslexia
hyperactive
inattentive
misdiagnosed
mislabelled
overlooked
unrecognized
unusual
Suffixes
careless
developmental
remediation
Word families
disability
disabilities
disabled



13
SECTION I: Vocabulary Activities

Some suffixes, particularly at the end of adjectives, have meaning: -less (without); - like;
-able; - worthy; - ful; - proof; - tight.



A. Check the meaning of the following suffixes, then choose the suitable one in order to form new words.

- less - like -able - worthy - ful - proof - tight

Model: I think it is going to rain, so you will probably use your new watertight jacket.

1. The physicians needed trust persons for their research.
2. They have to pay consider...attention to the traits displayed by children.
3. Dealing with dyslexia may sometimes be a pain .. experience.
4. Dyslexics must not feel hope .. as long as help can be provided.
5. People suffering from ADHD may display child ..behaviour.
6. We should use error - . tests in the assessment of these children.

WORD FAMILIES Noun Verb - Adjective

B. Write the word forms for the following:


Model: protect
NOUN VERB ADJECTIVE
protection protect protective
agree
assess
avoidant
behave
comprehend
consider
diagnose
development
educate
evaluate
injure
persuasive
represent
relieve
requirement
reverse
select
significant
symbolise







SECTION II: Language Focus

The ten modal verbs are: can, may, must, will, should, could, might, ought to, shall, would.

A. Identify the modals in the text Not ADHD? Think Dyslexia
verb is used and assign it to one of the categories listed below listed in the table below.
Model: Possibility

Meaning
Ability
Conditional
Future
Obligation/ Desirability
Obligation/ Necessity
Prediction
Probability/ Possibility
Prohibition

B. Write sentences of your own using some of the modal verbs listed above and the prompts given.
Model: Being on holiday, I


1. ..

2. ..
3. .
4. ..

5.
6.
7.
8.
9
10.

14
SECTION II: Language Focus
are: can, may, must, will, should, could, might, ought to, shall, would.
Not ADHD? Think Dyslexia. Look at the context in which each
verb is used and assign it to one of the categories listed below listed in the table below.
: Possibility may
Modal Verb








B. Write sentences of your own using some of the modal verbs listed above and the prompts given.
: Being on holiday, I could relax in the swimming pool all day long.
..
.......
3. ......
4. ....
5. .
6. ...
.
8. ...
9...
10. ...
are: can, may, must, will, should, could, might, ought to, shall, would.
. Look at the context in which each modal
B. Write sentences of your own using some of the modal verbs listed above and the prompts given.
relax in the swimming pool all day long.
..
.....
.....
..
.
...

...
...
...

15

SECTION III: Text Structure
We use italics (characters set in type that slants to the right) and underlining to distinguish certain
words from others within the text. These typographical devices mean the same thing; therefore, it
would be unusual to use both within the same text and it would certainly be unwise to italicize an
underlined word.
Usage of italics or underlining
To indicate titles of complete or major works such as magazines, books, newspapers, academic
journals, films, television programs, long poems, plays of three or more acts
Foreign words that are not commonly used in English
Words used as words
Words or phrases that you wish to emphasize

A. Look at the following examples and match each sentence to one of the usages above. Write the
correct answer next to each sentence.

Have you seen Minghellas The English Patient?
You must remove the word nuance from this
sentence.

I simply do not care what you say!
The article was published in the Journal of Social
Work Education.

They all wished him bon voyage and left.

B. Write down the words that you would use into italics.

Model: My favourite book is Isabel Allendes Portrait in Sepia.
Portrait in Sepia
1. Jane loves to watch ER and Greys Anatomy because their plots are very interesting.
............................................................................................
2. The New York Times is where I read Benedict Careys An Active Purposeful Machine That Comes
Out at Night to Play.
....
3. Neil Genzlinger wrote the review of Lloyd Suhs drama The Children of Vonderly.
....
4. According to Oxford Advanced Learners Dictionary, the word dyslexia means: a slight disorder
of the brain that causes difficulty in reading and speaking, but does not affect intelligence.
....
5. I am not interested in your opinion!
....
6. An au pair should be treated as a family member, not as a servant.
....
7. She said au revoir and disappeared in the night.
....
8. The biggest tabloid in Europe, by circulation, is Germanys Bild-Zeitung.
....
9. She is a mislabelled child, this is the problem!
................
10. The word disorder appears too often in this short paragraph.




16

Unit 4: Williams Syndrome

If a person suffers the small genetic accident that creates Williams syndrome,
hell live with not only some fairly conventional cognitive deficits, like trouble
with space and numbers, but also a strange set of traits that researchers call the
Williams social phenotype or, less formally, the Williams personality: a love
of company and conversation combined, often awkwardly, with a poor
understanding of social dynamics and a lack of social inhibition.
Williams syndrome rises from a genetic accident during meiosis, when DNAs
double helix is divided into two separate strands, each strand then becoming the
genetic material in egg or sperm. Normally the two strands part cleanly, like a
zippers two halves. But in Williams, about 25 teeth in one of the zippers 25
genes out of 30,000 in egg or sperm are torn loose during this parting. When
that strand joins another from the other parent to eventually form an embryo,
the segment of the DNA missing those 25 genes cannot do its work.
The resulting cognitive deficits lie mainly in the realm of abstract thought.
Many with Williams have so vague a concept of space, for instance, that even
as adults they will fail at six-piece jigsaw puzzles, easily get lost, draw like a
preschooler and struggle to replicate a simple T or X shape built with a half-
dozen building blocks. Few can balance a check book. These deficits generally
erase about 35 points from whatever I.Q. the person would have inherited
without the deletion. Since the average I.Q. is 100, this leaves most people with
Williams with I.Q. in the 60s. Though some can hold simple jobs, they require
assistance managing their lives.
The low I.Q., however, ignores two traits that define Williams more distinctly
than do its deficits: an exuberant gregariousness and near-normal language
skills. Williams people talk a lot, and they talk with pretty much anyone. They
appear to truly lack social fear. Indeed, functional brain scans have shown that
the brains main fear processor, the amygdala, which in most of us shows
heightened activity when we see angry or worried faces, shows no reaction
when a person with Williams views such faces. Its as if they see all faces as
friendly.
People with Williams tend to lack not just social fear but also social savvy. Lost
on them are many meanings, machinations, ideas and intentions that most of us
infer from facial expression, body language, context and stock phrasings. If
youre talking with someone with Williams syndrome and look at your watch
and say: Oh, my, look at the time! Well its been awfully nice talking with you
. . . , your conversational partner may well smile brightly, agree that this is
nice and ask if youve ever gone to Disney World. Because of this and
because many of us feel uneasy with people with cognitive disorders, or for that
matter with anyone profoundly unlike us people with Williams can have
trouble deepening relationships. This paradox the urge to connect, the
inability to fully do so sits at the centre of the Williams puzzle, whether
considered as a picture of human need or, as a growing number of researchers
are finding, a clue to the fundamental drives and tensions that shape social
behaviour.
After being ignored for almost three decades, Williams has recently become one
of the most energetically researched neurodevelopmental disabilities after
autism and it is producing more compelling insights.
Source: Adapted from David Dobbs, The Gregarious Brain www.newyorktimes.com
New Vocabulary
compelling
drive(s)
helix
insight
meiosis
phenotype
realm
replicate
savvy
stock phrasing
strand
urge

Prefixes
inability
preschool
uneasy

Suffixes
conventional
personality
assistance
heighten
conversational
deepen

Nouns of
foreign origin
amygdala
meiosis

Compounds
half-dozen (blocks)
near-normal (skills)
six-piece (puzzle)

Phrases
to be torn loose
to feel uneasy

Word families
gene(s)
genetic
genetics

gregarious
gregariousness

17
SECTION I: Vocabulary Activities

Many nouns taken from other languages form their plurals by adding s or es to the singular.
However, some have kept their foreign (Latin and Greek) plurals thesis/theses; phenomenon/
phenomena, alga/algae, etc.
LATIN:
um a datum/data, medium/media, stratum/strata, addendum/addenda, symposium/symposia,
bacterium/bacteria
but
museum/museums, asylum/asylums, stadium/stadiums
Datum is much less common than its Latin plural data (information, especially information organized
for analysis) which in English is usually constructed as a plural: These data are inconclusive but
often also as a singular, especially in scientific context This data is inconclusive.
LATIN:
us i cactus/cacti also cactuses, focus/foci also focuses, radius/radii, terminus/termini,
nucleus/ nuclei also nucleuses, bacillus/bacilli, stimulus/stimuli
but
bonus/bonuses, genius/geniuses, virus/viruses
LATIN:
a ae alga/algae, larva/larvae, formula/formulae also formulas, antenna/antennae also
antennas, vertebra/vertebrae also vertebras
but
arena/arenas, dillema/dillemas, diploma/diplomas, era/eras, encyclopaedia/encyclopaedias,
retina/retinas, villa/villas
LATIN:
x ces index/indices also indexes, appendix/appendices (in books) also appendixes
(anatomical), matrix/matrices
LATIN:
others genus/genera, stamen/stamina
Words of Greek origin retain their declentional endings, but anglicised plurals for some of them are
favoured:
GREEK:
is es analysis/analyses, axis/axes, basis/bases, crisis/crises, diagnosis/diagnoses,
hypothesis/hypotheses, paranthesis/parantheses, thesis/theses
GREEK:
on a phenomenon/phenomena, criterion/criteria
but
demon/demons, neuron/neurones, proton/protons, ganglion/ganglions
Some foreign nouns are at half way stage with two plurals, the original plural and the English one. As
a rule, the difference is not of sense, but of style. The foreign plural is characteristic of formal usage,
particularly in scientific and academic writing. In some cases the two plurals have different meanings.
index/indices (algebraical signs) indexes (table of contents)
genius/genii (spirits) geniuses (men of genius)
There are also words borrowed from other languages that in certain circumstances retain their original
endings in the plural.
HEBREW:
cherub/cherubim(cherubs), seraph/seraphim (seraphs)
ITALIAN:
bandit/banditti (bandits), virtuoso/virtuosi also virtuosos
Confetti (from Italian confetto, which is not used in English) takes a singular verb.
Graffiti (lacking a singular form) takes the plural.
FRENCH:
beau/beaux, bureau/bureau

18
A. Fill in the correct plural form of the words in brackets.

Model Although extensively investigated, these phenomena still fascinate researchers (phenomenon)

1. Both the preliminary and final .. revealed that 25 genes were missing (analysis)
2. The researchers collected a great deal of .. for their report (datum)
3. There are several ... that must be considered when calculating the IQ (criterion)
4. The brain scans revealed that there was a set of ...to which the brain reacted (stimulus)
5. More ...are to be confirmed by the new experiments (hypothesis)

Word formation is one of the most useful methods to enrich your vocabulary. To the root word you
may add a prefix or a suffix to form a new word: misunderstanding.

B. Form new words using prefixes and/or suffixes to fill in the blanks with the aid of the words in
capitals.

Model Many people suffering from Williams syndrome draw like a preschooler. SCHOOL

1. The cognitive deficit was .. by the genetic accident that occurred during meiosis. HIGH
2. We were all surprised to see John behaving so ...... in a new environment. GREGARIOUS
3. The brains main fear ... is the amygdala. PROCESS
4. Jenas cognitive .. made impossible any human interaction. PAIR
5. His lack of social puzzles everybody. INHIBIT

C. Each group of words written below has a root word which you must guess and write in column B;
then match it with the appropriate definition in column C. The first is done for you.

A B C
biodiversity; autobiographical;
biologist; biography; symbiosis
bio = life feel
admittance; emitted; omit;
permitting; remittance;
unremitting; submitted;
transmitter
bear; bring; carry
dictation; indicate; dictionary;
predictable; verdict
send
infer; transfer; preferable; offer;
confer; ferry
speech; word; reason; study
apathy; pathetic; pathology;
sympathy; telepathic; empathy;
antipathy
pain
biological; psychologist; logic;
philology
form
analgesia; nostalgic; analgesic;
neuralgia; nostalgia
say; speak
anthropomorphism;
metamorphosis; amorphous;
life






19
SECTION II: Language Focus

Conditionals are clauses which begin most typically with if. They go in several types and they are
used to express events which are possible, likely events in the future, unlikely situations in the present
or future or an event that did not happen in the past.

A. Study the following examples of first, second and third Conditional. Fill in with the appropriate
form of the verbs in brackets.

a. If a person suffers the small genetic accident that creates Williams syndrome, he will live with
some fairly conventional cognitive deficits.
b. If we understood their condition, maybe we could help them.
c. I would have made other plans for the trip if you had told me about her disability.

1. Most likely they will leave sooner if they ... (realise) that he has a cognitive disorder.
2. The DNA ..(not be affected) if a genetic accident had not occurred during meiosis.
3. If people with Williams syndrome had a concept of space they .. (not draw) as a
preschooler.
4. His IQ ... (be) higher if the deficits had not erased 35 points.
5. If we ...(not feel) uneasy in the presence of people with Williams, they could deepen
human relations.

Conditional clauses may be introduced by other subordinators than if, for example: as/so long as,
unless, on condition that, only if, provided that, etc.

B. Match the clauses in column A with those in column B to form sentences. One is done for you. 11- A

1. If she had realised her report would be
misinterpreted,
A. on condition that you take good care of it.
2. As long as you promise to behave yourself, B. provided that you have the suitable
programme.
3. Her latest article may be downloaded
freely
C. contact us immediately.
4. Supposing you met a Williams person, D. she would not have published it.
5. In the event of a gene deletion during
meiosis,
E. on condition that you feel comfortable
with her.
6. In case of a crisis, F. you would have understood his behaviour.
7. Humans begin to have hallucinations G. unless you apologise first.
8. She will deepen the relation H. the person will suffer from Williams
syndrome
9. If you had paid more attention to John I. you can join us at the meeting
10. I m sure they will turn down your
invitation
J. if you keep them awake for more than 72
hours.
11. You can borrow my laptop for the project K. would you know how to talk to him?







20
SECTION III: Text Structure

Data refers to information which can be a measure or some observations of things.
Articles, research papers, reports, etc. use tables, charts or graphs to provide information. Some useful
vocabulary in talking about data includes: verbs: increase, decrease, decline, climb, fluctuate, tend;
adjectives: high, low, dramatic, gradual, slight, steep; nouns: fall, point, trend, average, level.

A. Read the fragment below and fill in with the most suitable word from the box. One is done for you.

miserable lower graph levels climbing tend slightly average progressively point start off

Happiness is smile shaped

Research into happiness suggests that our levels of happiness
change throughout our lives.

People were asked how satisfied they are with their lives.
Most people start off (0) happy and become __________ (1) less
happy as they grow older.
For many people, the most __________ (2) period in their life is
their 40s.
After that most people's __________ (3) of happiness climb.
This __________ (4) shows average life satisfaction based on
extensive research from the British Household Panel Survey
between 1991 and 2003.
It seems men are __________ (5) happier on average than women
in their teens, but women bounce back and overtake men later in life.
Women start with __________ (6) levels of average life satisfaction than men.
The low __________ (7) seems to last for longer for women - throughout their 30s and 40s, only
__________ (8) once women reach 50.
Then women __________ (9) to overtake men.
Men start slightly higher than women on __________ (10), and their lowest point is their 40s,
climbing again once they reach 50.

Graph source: British Household Panel Survey 1991-2003
Andrew Oswald, Department of Economics, University of Warwick and Nattavudh Powdthavee, Institute of Education, University of
London.

Source: http://news.bbc.co.uk/2/hi/programmes/happiness_formula/4787558.stm

B. Obtain information from the following charts and write a data commentary in a similar style
as above.

Age-related changes in total amount of sleep and REM sleep











Source: http://faculty.washington.edu/chudler/sleep.html


21

Unit 5: The Psychology of Competition
The five S's of sports training are: stamina, speed, strength, skill, and spirit; but the greatest of these
is spirit. Ken Doherty

Training the body takes the right state of mind to excel in competition.
A relatively new area in psychological research is sport psychology. However, the
principles involved are much older. Ever since the time of the ancient Greeks a
connection between the body and the mind has been recognized. For any professionals
in the field of psychology it is considered scientific fact that the emotions and
psychological health of an individual has a very significant bearing on their physical
condition. Therefore, it stands to reason that for physical competitors searching for a
slight edge, this connection needs to be explored and used to its fullest extent.
State of mind There are numerous ways that athletes train their bodies. Weight training,
push-ups and running are just a few of the physical training activities utilized by
athletes regardless of the sport involved. There are also a variety of psychological
training exercises that can be used by athletes. At the time of competitions, numerous
elite competitors talk of being "in the zone". What this is referring to is the process of
focusing totally on the task at hand, blocking out any distracting thoughts and giving
the mind the ability to work through the task in a step-by-step fashion. Meditation is
somewhat of a similar process. In and of itself, meditative work is a tool that athletes
can utilize to train their minds. In the evening, prior to going to sleep, sit or lie down
comfortably and allow your mind to become clear. Do not attempt to force this, as the
very thought of forcing will break the meditation process. Instead, as thoughts come to
you, allow them to pass again. Do not concentrate on them, but allow them to go in and
out of your brain. At the beginning of this process, some individuals find it to be helpful
to concentrate on a single thought. If this technique works for you then try it, but keep
in mind that the final goal is complete freedom of thought. As time goes on, you will
apply this state of meditation to competition
Your inner voice The difference between failure and success can be a matter of simply
self talk. Each of us has an inner voice that gives us a running commentary on the
events in our daily lives. Learn to hear that inner voice. Literally speak out loud the
word "stop" at any time that negative self talk starts, then implement positive
conscience self talk, going through in a step-by-step method. When you are not in
training or competition is the best time to learn to control your inner voice. By the time
that you go into competition itself, your interior dialogs should be totally encouraging
and supportive. Self talk and affirmations are related. The main difference between the
two is that affirmations are delivered into the conscious mind. Prior to going to bed, and
again just prior to a competition, look into a mirror and affirm five best strengths you
have for the sport you are in. This will have the effect of building confidence in your
own abilities. Learn to control any stress you may have. Stress can be either negative or
positive, primarily determined by any attitude you may have towards it. Your body does
not realize the difference between negative and positive stress, so it is your thoughts
that must take over to establish that distinction. Instead of fear, learn to identify the
feeling as excitement, and you will harness its power. There are numerous other
psychological techniques that can be applied to competition. Nevertheless, the majority
of the other techniques are based on the concepts of self talk, meditation, and stress
management. If you can master these basic techniques you will begin to move forward
on the right track towards having a competitive edge.
Source: Adapted from : Korbin Newlyn http://www.buzzle.com/articles/the-psychology-of-competition.html
New
Vocabulary

athlete
bearing
conscience
excel
failure
harness
implement

Phrases
to stand to
reason
to search for a
slight edge
to have a
competitive
edge
running
commentary
to build
confidence
to move on the
right track

Antonyms
failure #
success

Suffixes
affirmation
comfortably
confidence
excitement
meditation
meditative
professional
psychological
regardless
supportive

Compounds
self talk
step-by-step
push-ups



22
SECTION I: Vocabulary Activities

A. Look up the meaning of the following phrases and give their Romanian equivalents if possible.

to build confidence to gain self-assurance a cpta/ ctiga ncredere
to have a competitive edge
to give a running commentary
to stand to reason
to move on the right track
to search for a slight edge

B. All the concepts listed below are related to competition. Use the words to fill in the spaces.


1. They should always listen to their ................ when they do not know what to do.
2. Recent research shows that .... helps athletes to recover faster from injuries.
3. The pressure of the competition requires a lot of ....... to be successful.
4. .... is a technique which can be used to reduce anxiety.
5. Researchers believe that self-confidence can be built with ... and positive thinking.
6. Athletes need many hours of ...... to stay in good shape.
7. One important step towards success is to build ..... in your own abilities.
8. Freedom of thought is a stage of ... that can be applied to competition.
9. Some psychological techniques are based on the concept of ...... .
10. ... makes sometimes the difference between failure and success.

C. Read the article again and match the following words with their antonyms.

Model: 1. success g. failure

1. success a. weakness
2. prior b. similarity
3. excitement c. disconnect
4. distinction d. subsequent
5. strength e. unhelpful
6. supportive f. boredom
7. harness g. failure

Competition
A. inner
voice
B. relaxation
C. self talk
D.
confidence
E. physical
training
F.
meditation
G. stress
management
E.. psychological
training
G. emotional
control
H. affirmations

23
SECTION II: Text Structure

An article is a piece of writing which offers information in magazines, newspapers, academic
journals, the internet or other type of publication. In general, articles have five sections: headline,
introduction, main body, conclusion and bibliography.




http://www.donolsen.com http://www.authentichappiness.sas.upenn.edu/TimeMagazine
http://www.biggerfasterstronger.com

A. Study the layout of the magazine articles printed above and rearrange the following jumbled text in
order to obtain a coherent article. Use the two or three column format.

Steven Pinker: How Our Minds Evolved
By Robert Wright, author of Nonzero: The Logic of Human Destiny Monday, Apr.26, 2004

Decades of social-science dogma depicted the human mind as having few built-in features--kind of
like a computer with no programs, a blank slate. Pinker, along with others in the young field of
evolutionary psychology, disagrees. For starters, he argued in The Language Instinct, we have a
genetically based word processor, engineered by natural selection. Among the other legacies of
natural selection, say the new Darwinians, are such impulses as jealousy and vengefulness. So Pinker
draws fire from those who ascribe all ills to the corruption of pristine souls. But evolutionary
psychology has a brighter side: love and compassion are also in our genes. Besides, Pinker notes,
biology isn't destiny. "Nature," he quotes Katharine Hepburn's character in The African Queen as
saying, "is what we were put in this world to rise above."
Every half-century, it seems, an eminent Harvard psychologist crystallizes an intellectual era. Near
the end of the 19th century, William James, writing in Darwin's wake, stressed how naturally
functional the mind is. In the mid--20th century, after a pendulum swing, B.F. Skinner depicted the
mind as a blank slate. Now the pendulum is swinging again. Harvard, which lured Pinker from the
Massachusetts Institute of Technology last year, seems poised to keep its tradition alive.
Britain's Financial Times once described Steven Pinker as "a handsome man" with a hairstyle that
"works equally well for Led Zeppelin front man Robert Plant." But even if the Harvard psychologist
didn't look like a rock star, he would still play to packed houses on the lecture circuit. He has
something rare among top-tier scholars, an ability to convey complex ideas with clarity, flair and wit.
That's one reason his books--most recently, The Blank Slate--make best-seller lists even as they make
waves in academia. The other reason is those waves in academia. Pinker is on the forefront of an
intellectual sea change.

Source: http://www.time.com/time/magazine/article/