UNIVERSITATEA Titu Maiorescu

Facultatea de Psihologie
Departamentul de nvamnt la distan










MODUL:

Comunicare de specialitate n limba englez 4








TUTOR: Lect. univ. dr. Alice Popescu






-2013-
2


CUPRINS:





INTRODUCERE 3
Unitatea 1: PROFESSIONAL ETHICS 7
Unitatea 2: HABIT FORMATION 11
Unitatea 3: INTERESTS AND DECISION MAKING 15
Unitatea 4: INTERESTS AND PERSONALITY 17
Unitatea 5: GROUP THINK 21
Unitatea 6: THE SPECKLED BAND 26
BIBLIOGRAFIE 31












3


INTRODUCERE



1.Scopul si obiectivele cursului:

Cursul de limba englez pentru nvmnt la distan i propune s sedimenteze
elemente de limba englez dobndite n formarea preuniversitar a studentului ID,
elemente lingvistice i de interpretare necesare unei deschideri a studentului ID ctre
lumea tiinific internaional. Pentru o analiz gramatical i interpretarea de texte,
sunt folosite tematici cu predilecie din psihologie (inclusiv psihologie social,
psihologia comunicrii etc.). De asemenea, prin acest curs se urmrete formarea
deprinderilor orale i scrise utile n activitatea socio-profesional, n vederea cptrii
unei autonomii valide de informare i comunicare n limba englez.



Obiective generale:


Dezvoltarea de competene n utilizarea limbii engleze pentru comunicare i informare
n general , ca i n domeniul tiinelor sociale i n special al psihologiei, astfel nct
studenii s fie capabili :
S neleag dup auz enunuri n flux verbal;
S neleag enunuri, texte citite n limba englez;
S comunice verbal un mesaj, enun n limba englez;
S exprime n cuvinte proprii n limba englez, n scris, un mesaj/enun.




Obiective specifice:


1.pronunarea de diverse enunuri cu intonaia corect;
2.nelegerea sensului global al unui mesaj ascultat;
3.raportarea informaiei ascultate la limbajul i experiena cultural proprie;
4.adaptarea formulelor conversaionale la contextul dat (formal, informal);
5.susinerea de dialoguri referitoare la sine i la universul propriu;
6.descrierea de persoane, locuri, activiti;
7.identificarea unitilor de coninut ale unui text;
8.exprimarea nelesului global al unui text;
9.recunoaterea i utilizarea formelor speciale de coresponden;
10.valorificarea deprinderilor acumulate pentru perfecionarea competenelor de limb
4

englez.



2. Cerine preliminare:

1.demonstrarea stpnirii cunotinelor de gramatic si vocabular corespunztoare
modulului 1.
2.participare la activitile anunate n calendarul disciplinei.


3. Coninutul materialului de studiu. Organizarea pe uniti de studiu

Materialul de studiu cuprinde, pe de o parte, texte de specialitate in limba englez,
menite sa pun bazele unui vocabular corespunztor psihologiei i tiinelor sociale i,
pe de alt parte, noiuni i exerciii de gramatic.
Unitate de studiu 1: PROFESSIONAL ETHICS
Aceast prim unitate de studiu trateaz normele deontologice ale psihologului sau
psihoterapeutului.Din punct de vedere gramatical, continu seria verbelor modale i
autilizrii acestora cu sensuri diferite, n diferite contexte.
Unitate de studiu 2: HABIT FORMATION

In aceast unitate de studiu snt introduse cteva elemente de psihologie general,
formarea i funcionarea obiceiurilor. Din punct de vedere gramatical, se continu
prezentarea verbelor modale.
Unitate de studiu 3: INTERESTS AND DECISION MAKING
Aceasta unitate de studiu trateaz noiunile de interes si durabilitate. Ca parte
gramatical, se preyint, n continuare verbele modale.
Unitate de studiu 4: INTERESTS AND PERSONALITY
Unitatea reprezint o continuare a celei anterioare, attdin punct de vedere teoretic, ct i
gramatical.
Unitate de studiu 5: GROUP THINK
n aceast unitate, studentul este familiarizat cu cteva noiuni specifice fenomenului
gndirii de grup. Partea de gramatic finalizeaz capitolul verbelor modale.
Unitate de studiu 6: THE SPECKLED BAND
Aceast unitate de studiu cuprinde un fragment de text aparinnd scriitorului Sir Arthur
Conan Doyle Partea de gramatic se ncheie prezentarea altor ctorva verbe cu
prepoziie..



4. Recomandri de studiu
Este important ca studentul s respecte timpul alocat calendarului disciplinei, modul de
abordare a testelor de evaluaresi sarcinile de nvare. De asemenea, recomandm ca
studentul sa parcurg bibliografia i s consulte indicaiile rubricii cunotine
5

preliminare.
Fiecare unitate de studiu atinge urmtoarele aspecte: obiective, cunotine preliminare,
resurse necesare i recomandri de studiu, durata medie de parcurgere a unitii,
cuvinte cheie. Un test de autoevaluare se va regsi la sfritul acestui modul. Fiind un
curs practic de limba englez si nu unul teoretic (de psihologie, sociologie etc.) propriu-
zis, nu se vor regsi rezumate i concluzii, ca instrumente de nvare. Studentului i se
cere o abordare creativ a cursului, capacitatea de a se lansa in situaii conversaionale
spontane care s-i solicite abilitile de comunicare in viaa de zi cu zi i nu memorarea
rigid a unor structuri gramaticale.
Fiecare din subpunctele mai sus menionate snt semnalizate n text prin intermediul
unor pictograme.
n continuare, prezentm un tablou cu principalele pictograme prezentate n text:







OBIECTIVE

CUNOTINE PRELIMINARE


RESURSE BIBLIOGRAFICE
DURATA MEDIE DE
PARCURGERE A UNITII DE
STUDIU





CUVINTE CHEIE
6


TESTE DE AUTOEVALUARE

RSPUNS CORECT

EXPUNEREA TEORIEI
AFERENTE UNITII




5. Recomandri de evaluare
Dup parcurgerea fiecrei uniti de studiu se impune rezolvarea sarcinilor de nvare,
ce presupun studiu individual, dar i a celor de autoevaluare.
Activitile de evaluare condiioneaz nivelul nivelul de dobndire a competenelor
specificate prin obiectivele disciplinei.
n ceea ce privete evaluarea final, se va realiza printr-un examen, planificat conform
calendarului disciplinei. Examenul const n rezolvarea unei probe de tip gril.




6. Test de evaluare iniial

Desemnai toate modalitile de exprimare a timpului viitor n limba englez,
exemplificnd cu cte o propoziie pentru fiecare situaie n parte.

7. Structura cursului: Materialul de studiu pentru invatamintul la distanta are ca suport
cursul English for Social Sciences, autori Daniela Niculescu Zdrenghea,
Aurelia Ana Vasile;


8. Observaii privind structura cursului:

Activitile de prezentare de noi coninuturi (reactualizare) sunt combinate cu activiti
practice, participarea activ a studenilor deinnd un rol fundamental.


Fiecare curs conine text(e) din domeniul tiinelor sociale i aplicaii pe text(e) pe
probleme de vocabular, gramatic, ortografie i pronunie, elemente de cultur i
civilizaie britanic i american.

7

UNITATEA 1
PROFESSIONAL ETHICS




La sfritul acestui curs, studentul va putea:
s elaboreze n limba englez asupra normelor deontologice ale psihologului i
psihoterapeutului
s nceap s utilizeze corect i n diferite contexte verbele modale






Cunotine privind formarea lui Future Tense Simple








Engleza pentru admitere, Banta, Andrei, Ed. Teora, Bucureti, 1995, vol. 1;
Practise Your Tenses, Adamson, Donald, Longman, 1996;





Dou ore
8


Pre-writing


Mention a few things that you are/are not allowed to do when you perform your
profession of psychologist/psychotherapist/shrink, a.s.o.. Give further suggestions
(added to those in the table below).


You may do/should do/must do You may not do
Thorough investigations; Divulge your patients secrets;
Gain the patients confidence; Harm your patients self through
your actions;
Transfer your patients affection towards
another object if he/she clings too much to
you;
Engage into close affective
relationships with your patients;
Do your best to arouse your patients
responsibility for his/her own choices;
Recommend/advise ways of
actions, according to your will,
to your patients;
Be balanced; Lose temper;
Be neutrally benevolent. Talk too much yourself, instead
of creating conditions for your
patient to talk about his/her
problems.

Rearrange the courses of actions listed in the table above (including those you have
added), under the right heading in the chart below:

COURSE OF ACTION

PERMITTED DESIRABLE NECESSARY COMPULSORY(M
ANDATORY)
PROHIBITE
D
. .. .. ..


GRAMMAR FOCUS


Expressing permission
Formal and informal ways of expressing permission.




9

MODAL VERB USE EXAMPLES
CAN Informal. Can I borrow
your car, Dad
?
COULD More polite Could I
borow your
car, Dad ?
MAY Formal May I use
your phone ?
MIGHT More formal Might I see
your identity
card, Sir ?
COULD/WAS,WERE
ALLOWED TO
Permission in the past On weekends
we were
allowed to
stay up late.
MUSTNT Denying permission by
law/norms/rules
You mustnt
stop your car
here !
CANT Refusing permission You cant
enter unless
you are
wearing a
tuxedo.

Practice


1.Writing: You are in a university campus. Describe your life in the campus. Mention at
least five things you may do in the campus, and five that you may not/mustnt do.
2.Situational Dialogue
Draw an ideal/imaginary university campus. Place yourself somewhere in the campus.
Then, ask your peers to give you directions to another place in the campus. Use the
phrases in the box below.



Asking for directions Giving directions
Excuse me, how can/could I get to
I cant find my way in the campus. Could you tell me
how to get to..
You may go
straight ahead
Turn
right/left after
the
Its opposite
the
10

Its nearby
the
Its on the
right/left side
of the street.
until you
get to.






What you may do vs what you may not do






























11

UNITATEA 2:
HABIT FORMATION






La sfritul acestui curs, studentul va putea:
s se exprime n limba englez asupra rolului jucat de obicei n psihismul uman
s continue nelegerea i utilizarea corect a verbelor modale




Cunotine privind formele de prezent i tercut ale verbelor modale






Engleza pentru admitere, Banta, Andrei, Ed. Teora, Bucureti, 1995, vol. 1;
Practise Your Tenses, Adamson, Donald, Longman, 1996;






Dou ore


12



Pre-reading


Match the definitions in column B to the phrases with habit in column A.

No. Column A. Column B.
1. Dont let yourself get/fall into bad habits! A To have the habit of
2. Its hard to get out of a habit! B. To acquire a habit(about
oneself)
3. Dont get your child into the habit of waiting
until someone else works out his problems!
C. To abandon a habit
4. We almost always act from force of habit. D. To make someone
acquire a habit
5. He is in the habit of talking too much when he
isnt supposed to.
E. To do things because
habit has become more
powerful than ones
will.



Reading


Text Habit Formation, from General Psychology, pp.204-205.

Habit Formation


Many forms of behaviour have become so automatic through practice that they
appear to be natural. Habit formation begins early in life. By the time an individual
reaches adulthood he has learned the habit.
The Functioning of Habit. Many everyday habitual forms of behaviour serve an
individual well as time and energy savers. From the hour he arises until he goes to bed
he proceeds from one activity to another. In ways acceptable to his particular cultural
environment, he engages in certain habitual activities, such as walking, talking, dressing,
working, eating, driving an automobile, reading the newspaper, listening to a radio
programme or watching television.
It is only when a new situation arises or an emergency occurs requiring non-
habitual behaviour approaches that habit fails to function adequately. Then conscious
and specific reactions are needed.
Psychological Principles Involved. Many habits are attained unconsciously
13

through imitation; others represent planned and practised skills. In general, the habits
utilised in everyday living are valuable to the individual in that they free him from
concern about petty details. He is enabled thereby to devote his time and energy to
creative activity.
Some habits represent unpleasant, non-constructive behaviour that may be
harmful for the individual possessing the habit as well as for his associates who become
the victims of his bad habit. Some bad habits are: excessive use of hard liquor,
swearing, laziness, lying, non-planned stealing, proneness to outbursts of rage without
cause.
The psychologist William James offered suggestions for the building of habits.
These suggestions are especially adaptable to the breaking of undesirable habits and the
acquiring of new ones. The important principles include:
1. Launch the new habit with as strong and decided initiative as possible.
2. Never permit an exception to occur till the new habit is securely
rooted in your life.
3. The need for securing success at the outset is imperative.
4. Abrupt acquisition of the new habit is the best way, if there is a real
possibility of carrying it out.
5. Seize the very first possible opportunity to act on every resolution
you make, and on every emotional prompting you may experience in
the direction of the habits you aspire to gain.
6. Keep the faculty of effort alive in you by a little gratuitous exercise
every day.
The suggestions given by James can be supplemented by three others.
1. Utilise voluntary practice to break an involuntary habit.
2. Utilise the conditional response method to substitute a new habit for an old one.
3. Establish definite mental specifications for the new habit.




LANGUAGE FOCUS


New Vocabulary: habit, habitual, habitat, habitable (fit to be lived in), habitation (living
in), to habituate oneself, to attain a habit; to proceed; to arise; petty; thereby; to save
(1.to rescue; 2.to keep money; 3.to spend time); to be prone to, proneness to; outburst;
outbreak; root (noun and verb); outset (noun); to prompt; resolution, resolute.

Practice


Add the suitable negative prefixes (un-, in-, il-, im-, non-, dis-) to the following words:
desirable, constructive, definite, possible, legible, literate, pleasant, important, known,
probable, relevant, responsible, formal, persistent.


14

GRAMMAR FOCUS

1.The verb carry + preposition


Carry + Meaning
Out Fulfil, achieve
On Continue, conduct, manage
Away Cause to lose self control
Off Win, succeed
Through Help (through difficulties)


Fill in the sentences with the right verb phrases of the verb carry.

2.Expressing advice
MODAL VERB USE EXAMPLES
Should/ought to/had better Advice You should see a dentist.
Shouldnt Criticism He shouldnt swim in the
sea at such a low
temperature.
Should(nt) have/ought(not) to
have
Criticism after the
event
You shouldnt have gone to
that party!


Practice


The psychologist William James (see last paragraph, page 204 in the text), named
some principles of breaking undesirable habits. Rephrase them by using the modal verb
structures: should + verb or ought to + verb, in order to express advice.




The functioning of habit








15

UNITATEA 3:
INTERESTS AND DECISION MAKING






La sfritul acestui curs, studentul va putea:
s elaboreze n limba englez asupra noiunilor psihologice de interes i
durabilitate
s continue asimilarea i utilizarea corect a verbelor modale





Cunotine privind formele de prezent i trecut ale verbelor modale





Engleza pentru admitere, Banta, Andrei, Ed. Teora, Bucureti, 1995, vol. 1;
Practise Your Tenses, Adamson, Donald, Longman, 1996;
Exerciii de gramatic englez, Gleanu, Georgiana, Editura Albatros,
Bucureti,1987;




Dou ore

16

Pre-reading


When you make decisions are you mainly interested in their effects:
in the short run ?
in the long run ?

Reading

Text: Decision Making and Duration of Interest, from General Psychology, pp.163-164.
(Part 1).

LANGUAGE FOCUS


New Vocabulary: to delay, to cancel, to postpone, to put off (Never put off till
tomorrow, what you can do today.); to reveal, to unravel, revelation; part-time, full-time
activity; to deny, denial; remote, far off/away; to vary with.


Practice

Fill in the suitable verb forms/tenses of make and do. (recycling).

GRAMMAR FOCUS

Expressing obligation and necessity

MODAL
VERB
USE EXAMPLES
Must Strong obligation or personal
feelings of necessity
All citizens must observe the laws
of a country.
Have to External necessity I have to attend all the lectures and
seminars.(others decide it is
necessary).
Ive got to Informal, its necessary Ive got to finish my assignment
today.

Exercises (suggested reference: Mike Watkins, Practise Your Modal Verbs, Longman,
1996).


Value of persistence
17

UNITATEA 4:
INTERESTS AND PERSONALITY






La sfritul acestui curs, studentul va putea:
s elaboreze n limba englez asupra noiunilor psihologice de decizie i
durabilitate a deciziei
s continue asimilarea i utilizarea corect a verbelor modale



Cunotine privind formele de prezent i trecut ale verbelor modale






Engleza pentru admitere, Banta, Andrei, Ed. Teora, Bucureti, 1995, vol. 1;
Practise Your Tenses, Adamson, Donald, Longman, 1996;
Exerciii de gramatic englez, Gleanu, Georgiana, Editura Albatros,
Bucureti,1987;





Dou ore.

18


Pre-reading


In what kind of terms can you see the relationship between personal interests, micro-
group interests, macro-group interests ? What part do laws play within such a context ?


Reading

Text (Part 2).
LANGUAGE FOCUS
New Vocabulary: science, scientist, man of science, scientific(al)(ly); under
circumstances; to interfere; outcome, result; great vs big vs large; anxious, anxiety.
Practice
Fill in great, big, or large, as required by the contexts below:
1.She didin her exams and everybody congratulated her.
2.The room was so that we wondered how they could possibly heat it in winter.
3.Suddenly, a .bear came up right behind them.
4.He made a .mistake to let her down in such a way.
5.She was a ..skier and she enjoyed the .spaces that rolled up in front of her in
the mountains while she was skiing.

GRAMMAR FOCUS
Expressing absence of necessity or prohibition

Mustnt Prohibition You mustnt do drugs.
Cant Prohibition You cant enter the room if you are not
a member of the club.
Neednt It is not necessary You neednt put on thick clothes. Its
getting warm.
Dont
need/have to
It is not necessary in the
present/future
You dont need/have to finish the job
right away.
Didnt
need/have to
It was not necessary in the
past
He didnt need to go to university
yesterday because they didnt have
any lectures or seminars.

Practice
1.Tick or cross in the slots under the right modal verb heading from the grid below for
each of the following phrases which refer to the rights of children:
Phrases which refer to the rights of children:
1. be forced to work in order to earn a living;
2. spoil me;
3. express warmth, honesty, and understanding;
19

4. encourage me when I seem terribly scared of something;
5. be forced to beg in order to earn money;
6. punish me too hard;
7. relate to me as if I were one of your friends;
8. teach me not to have the feeling that Im good for nothing;
9. be given to adoption unless in his/her own interest;
10. overprotect me from the consequences of my deeds;
11. avoid patronizing me;
12. be punished for anything, unless proved guilty;
13. answer to my silly questions;
14. be physically abused;
15. be pushed to doing drugs;
16. learn from my own experience;
17. use verbal force to convince me;
18. make promises and then forget to keep them;
19. make me feel that my mistakes are sins;
20. make me do things myself, in order to become a responsible person.
Tick and cross in the grid next to the number of the phrase (the numbers from 1. to
20. which you may notice in front of each of the phrases above):


No. Must Should Mustnt Shouldnt
1. x x v x
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.



20

Decision making












































21

UNITATEA 5:
GROUP THINK






La sfritul acestui curs, studentul va putea:
s elaboreze n limba englez asupra unor noiuni de psihologie a mulimilor i a
procesului gndirii de grup
s finalizeze asimilarea i utilizarea corect a verbelor modale





Cunotine privind formele de prezent i trecut ale verbelor modale






Engleza pentru admitere, Banta, Andrei, Ed. Teora, Bucureti, 1995, vol. 1;
Practise Your Tenses, Adamson, Donald, Longman, 1996;
Exerciii de gramatic englez, Gleanu, Georgiana, Editura Albatros,
Bucureti,1987;





Dou ore
22





Pre-reading


Give as many words as you can which are formed with the prefix over.
E.g.: overrule, overestimate, overdo, overcome, overreact, overdraw, overflow,
overlook, overload, overpay, overtake, overwhelm, overwork, a.s.o..


Reading


Text: Group Think, from Social Psychology, p.506, (from Janis diagnoses to
cut out of the loop).
Janis diagnoses the causes of groupthink in terms of three major factors: group
cohesiveness, group structure, and the situational context. Since highly cohesive
groups are more likely to reject members with deviant opinions, they are more
susceptible to groupthink than more fragmented groups that can tolerate a wider
range of opinion among their members. Group structure is also important. Groups
that are composed of people from similar backgrounds, isolated from other, directed
by a strong leader, and lacking in systematic procedures for making and reviewing
decisions are particularly likely to fall prey to group-think. Finally, stressful
situations can provoke groupthink. Under stress, urgency overrules accuracy, and the
reassuring support of other group members becomes especially desirable. Individuals
differ in how susceptible they are to groupthink in the face of stress, with some being
more resistant than others (Callaway et al., 1985).
Once groupthink begins to dominate the decision-making process, a rash of
behavioural symptoms breaks out. These symptoms can be classified into three
major categories.
Overestimation of the group: Members maintain an illusion of
invulnerability and an exaggerated belief in the morality of the groups
positions. Did Kennedy and his advisers sufficiently question the wisdom of
the invasion plan they had inherited from the Eisenhower administration? Or
did they think that, as the best and brightest, they could surely pull off a
little invasion?
Closed-mindedness: Members rationalise the correctness of the
groups actions and believe stereotypes about the characteristics of the targets
of these actions. Did Nixon and his advisers ever think realistically about
what was appropriate for political activities in a democracy? Or were they
convinced that anything goes against the enemy?
Increased pressures toward uniformity: The pressures to sustain
23

group cohesiveness grow increasingly strong. Group members censor their
own thoughts and act as mind-guards to discourage deviant thoughts by
other group members. Those who refuse to conform are expelled from the
group. Did Reagan and those who supported the Iran exchange seriously
listen to those who opposed it? Or were officials (like the Secretaries of
Defense and State who wouldnt join the team and support the policy simply
cut out of the loop?


LANGUAGE FOCUS


New Vocabulary: cohesive(ness), cohesion =tendency to stick together; to cohere =
to stick together, coherence, coherency, coherently; deviant=different in moral and
social standards from what is normal and accepted, to deviate, deviation (from),
deviationist, deviationism; background=setting; to fall prey; accuracy, accurate;
insure, ensure, assure, reassure; rash; pull vs. push; inherit, inheritance, heritage,
heredity; proper, appropriate; enemy=foe; to sustain; to censor(ship); to expel(-l-)
from; to cut out of the loop; to join in/up* (*the army).



PRONUNCIATION: cohesion, coherent, inherent, to deviate, heritage.





GRAMMAR FOCUS:
1.Expressing advice, conclusions, and predictions
MODAL VERB USE EXAMPLES
Must Drawing conclusions,
deductions
They must be twins.
Must have Conclusions about the past,
deductions
Helen must have left
the keys there.
Should, ought to, had
better
Advice or warning You should do more
gymnastics!
You had better leave
this place at once!
Cant Conclusions Therefore, the
hypothesis cant be
verified.
Will Predictions The bread will go stale
if you keep it too long.

24

2.The verb break + preposition
BREAK
+
Meaning
Away
from
Escape, run away from; give up ideas, family tradition.
Down Knock or smash to the ground; suffer a physical or mental weakening;
cease to function (through some mechanical or electrical failure).
In Interrupt/join in (a conversation); accustom smb to a new routine; enter
by force.
Off End abruptly, and discontinue; take a break/pause; stop talking.
Out Start suddenly (fire, epidemic disease, rioting, and quarrel).
Through Make a way through (an enclosure, obstacles); overcome (shyness,
reserve); make discoveries.
Up Smash, demolish, disintegrate; become weak; finish school before a
holiday; to scatter/disperse (a demonstration); come to an end (about a
relationship).
With Separate from; end association with.


3.The verb pull + preposition

PULL + Meaning
Apart Demolish, destroy, or criticise severely.
Aside Move to one side (curtain, mask, or veil).
Down Demolish, destroy; cause to fall to a lower position.
In Earn; fetch to the police station for questioning.
Off Remove, or succeed in achieving/gaining smth.
Out Extract, draw out (tooth, nail).
Out of Retire, or withdraw.
Through Help to recover from illness/faint; succeed in avoiding difficulties.
Together Combine efforts.
Up Cause (car, bike) to stop; improve the position of smb.


Practice


1.Practise the modal verbs above to:
draw conclusions using the Antecedents, Fig.1.
make predictions using the Consequences, Fig.1.
give advice and warn using the Consequences, Fig.1.

Figure 1. Groupthink: Antecedents, Symptoms, and Consequences.
According to Janis, highly cohesive groups with like-minded members working
under stressful conditions run a particularly high risk of groupthink. In
25

groupthink, agreement within the group has a higher priority than gathering
accurate information and making careful decisions. Groupthink creates creates a
defective decision-making process that increases the probability that a bad
decision will result. [Based on Janis, 1982.]



Antecedents
High cohesiveness
Group structure
Homogeneous members
Isolation
Directive leadership
Unsystematic procedures
Stressful situations


Groupthink


Symptoms
Overestimation of the group
Closed-mindedness
Increased pressures toward uniformity



Consequences
Defective decision-making
Incomplete survey of alternatives
Incomplete survey of objectives
Failure to examine risks of preferred choice
Failure tore-appraise initially rejected alternatives
Poor information search
Selective bias in processing information at hand
Failure to work out contingency plans
High probability of a bad decision




2.Give examples of words formed with the suffix -dom.
E.g.: wisdom, freedom, kingdom, boredom, a.s.o..



Overestimation of the group
Closed-mindeness
Increased pressures towards uniformity
26

UNITATEA 6:
THE SPECKLED BAND






La sfritul acestui curs, studentul va putea:
s elaboreze n limba englez texte utiliznd verbe cu prepoziie (turn, grow, get)



Cunotine privind multidudinea de sensuri pe care un verb din limba englez le
poate cumula atunci cnd este urmat de o prepoziie.




Engleza pentru admitere, Banta, Andrei, Ed. Teora, Bucureti, 1995, vol. 1;
Practise Your Tenses, Adamson, Donald, Longman, 1996;
Exerciii de gramatic englez, Gleanu, Georgiana, Editura Albatros,
Bucureti,1987;





Dou ore



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Pre-reading

Give your own examples of verbs that express a slight movement caused by certain
feelings or cold, a.s.o..
E.g.: shiver/tremble with cold/fear.

Reading

Text (adapted from The Speckled Band, by Sir Arthur Conan Doyle).
Read the text below and fill in the gaps using suitable words (mind the grammar
structures):

Helen Stoner1. shivering while she was talking with Sherlock Holmes.
The detective thought she .2. be cold, so he invited her to sit..3. the
fire.
Helen was a young woman, about thirty years old, but her hair was
already....4. grey with ...5. She started telling Holmes that her twin
sister had died under .6. circumstances.
Helen explained that her mother had been a rich woman, and when she married Dr.
Roylott an agreement was.7. about that money. He 8.
inherited one thousand pounds only if Helen and her sister Julia hadnt got married.
Their stepfather was a very.9. man and he .10. get angry
quickly. Dr. Roylott 11. killed Julia, but Sherlock Holmes
.12. prove that.

GRAMMAR FOCUS

Verb Phrases which express change of state.

1.The verb turn + preposition

PREPOSITION MEANING
away Move towards a different direction; stop facing or looking at; refuse
help/hospitality.
down Refuse to accept, reject (candidate/offer); reduce the loudness,
brightness, force of (light, gas, sound).
in Hand in, deliver (essay, exercise, article);) (informal) inform on, report
upon; surrender (to the police, authorities); (informal) go to bed.
Inside out Make the inside of something face outwards; search thoroughly.
into (cause to) become; change into; be changed into.
off Disconnect, switch off; change direction.
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on Connect, start the flow of; switch on (light, gas, radio); depend
on/upon.
out Extinguish (light, lamp); appear, be present, attend; develop, progress;
empty the contents from; make, produce; expel (smb.) drive out.
to Apply to (for advice, help, information); begin to work vigorously.
up Find, expose, make visible (especially by digging); appear, arrive, be
found suddenly or unexpectedly; improve, rise, increase.

2.The verb grow + preposition

PREPOSITION MEANING
Away from Cease to have an easy, loving relationship with.
from (about flowers, vegetables), germinate.
On/upon Become more attractive, gain influence over, increase as a habit (of
smb.); become more interesting to/liked by.
Out of (about clothes, shoes), become too big for; abandon, lose (bad habits)
with the passage of time; have as its origin or cause.
Up Increase in size or height; become adult.


3.The verb get + preposition

PREPOSITION MEANING
about Move from place to place with the implication of overcoming
difficulties, walk, travel; (rumour, news) spread, circulate;
across (help to) cross (bridge, river, street).
Across to Make clear, transmit (to), become clear to;
Along (with) Make progress (with); agree, co-operate;
Around/round Avoid (an obstacle), find a way of not doing or obeying; escape from;
gain the favour of somebody for a special purpose;
at Learn, discover (truth, intentions, facts); reach, gain access to; set to
work on smth.; (informal) criticise, find fault with;
Away with (informal) go unpunished, not suffer for (slander, impudence and
indiscipline);
by Pass an obstacle; (informal) be successful, be accepted;
down Bring down, descend, dismount; write, record; depress, break the spirit
of smb.; swallow with difficulty medicine, pill, drink, food;
in Enter; enter the station, arrive (train); (cause to) be elected

into Get dressed in, put on; seize smb.s possessions, thoughts, emotions;
off Come down (horse, bus train, bike); leave, start a journey; remove,
take off;
On Make progress, advance; mount (horse, bus);
out (news, information, secret) become known, leak, speak, utter;
over Cause to cross/climb; pass over, surmount difficulties; recover from
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illness, surprise, disappointment;
through (help to) be successful in, pass; manage to do, read, write.
up Awaken, rise from bed; stand up; carry up, climb.


Practice


Use the following verbs to write an essay based on a real or an imaginary
situation/event/happening:
To amaze, to astonish, to astound, to flabbergast, to surprise, and some of the verb
phrases above.



Sherlock Holmes




1. Express advice, conclusions and predictions using must, must have, should, ought to,
had better, can't, will.

2. In English, give the meanings of the following phrasal verbs:

break away from
break down
break in
break off
break out
break through
break up
break with






1.
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MODAL VERB USE EXAMPLES
Must Drawing conclusions,
deductions
They must be twins.
Must have Conclusions about the past,
deductions
Helen must have left the
keys there.
Should, ought to, had
better
Advice or warning You should do more
gymnastics!
You had better leave
this place at once!
Cant Conclusions Therefore, the
hypothesis cant be
verified.
Will Predictions The bread will go stale
if you keep it too long.




2.
BREAK
+
Meaning
Away
from
Escape, run away from; give up ideas, family tradition.
Down Knock or smash to the ground; suffer a physical or mental weakening;
cease to function (through some mechanical or electrical failure).
In Interrupt/join in (a conversation); accustom smb to a new routine; enter
by force.
Off End abruptly, and discontinue; take a break/pause; stop talking.
Out Start suddenly (fire, epidemic disease, rioting, and quarrel).
Through Make a way through (an enclosure, obstacles); overcome (shyness,
reserve); make discoveries.
Up Smash, demolish, disintegrate; become weak; finish school before a
holiday; to scatter/disperse (a demonstration); come to an end (about a
relationship).
With Separate from; end association with.










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BIBLIOGRAFIE



Adamson, Donald, Practise Your Tenses, Longman, 1996;
Bdescu, Alice, Gramatica limbii engleze, Editura tiinific i
Enciclopedic, Bucureti, 1984 (sau alte lucrri de gramatic a limbii
engleze);
Gleanu, Georgiana, Exerciii de gramatic englez, Editura Albatros,
1979;
Gleanu, Georgiana, Exerciii de gramatic englez, Editura Albatros,
1987;
Watkins, Mike, Practise Your Modal Verbs, Longman, 1996.



BIBLIOGRAFIE FACULTATIV:


Conan Doyle, Arthur, The Speckled Band and Other Stories, Heinemann,
1999;
De Devitiis, G., English Grammar for Communication, Longman, 1991;
Evans, Virginia, Round up, Longman, 1996;
Galea, Ileana, Criveanu, I., Iva, A., Voia, M., Dicionar englez romn de
expresii verbale, Ed. Echinox, Cluj, 1991;
Groza Filip, A., Synonyms in Practice, Ed. Dacia, Cluj, 1996;
Hewings, M., Advanced Grammar in Use, C.U.P., Cambridge, 1999;
ODell, F., McCarthy, M., English Vocabulary in Use, C.U.P., Cambridge,
1994;
Peterson Wilcox, Patricia, Changing Times, Changing Tenses, U.S.
Information Agency, 1992;
Plant, P., Everyday English, VEB Verlag, Leipzig, 1978;
Stancu, Victoria, Engleza intensiv, Ed. Niculescu, 1997;
Thomas, B.J., Intermediate Vocabulary, Longman, 1995;
Thomas, B.J., Advanced Vocabulary and Idiom, Longman, 1995.