Documente Academic
Documente Profesional
Documente Cultură
Facultatea de Psihologie
Departamentul de nvamnt la distan
MODUL:
Comunicare de specialitate n limba englez
I
An univ
2013-2014
CUPRINS:
Cuprins
Introducere
Unitatea 1 : Why studying psychology
Unitatea 2 : Thinking like a psychologist
Unitatea 3 : Human attachment
Unitatea 4 : Feelings and the self
Unitaea 5 : Divergence of interests
Unitatea 6 : Aggression
Bibliografie
2
3
7
13
17
24
30
37
42
INTRODUCERE
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 englez.
2. Cerine preliminare:
OBIECTIVE
CUNOTINE PRELIMINARE
RESURSE BIBLIOGRAFICE
DURATA
MEDIE
DE
PARCURGERE A UNITII
DE STUDIU
CUVINTE CHEIE
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.
parte.
UNITATEA 1
WHY STUDYING PSYCHOLOGY?
Cunotine privind regulile generale de formare a timpurilor Present Tense Simple i Past
Tense Simple
Engleza pentru admitere, Banta, Andrei, Ed. Teora, Bucureti, 1995, vol. 1;
Practise Your Tenses, Adamson, Donald, Longman, 1996;
Dou ore
Text 1: from GENERAL PSYCHOLOGY, Littlefield, Adams & Co., New Jersey, 1963, pages
4-6
Why We Study Psychology
Interest in the study of psychology grows out of a felt need to gain a better
understanding of people. The purpose of an elementary or first course in psychology is to give
the student an opportunity to become acquainted at first hand with the functional aspects of
psychological principles, to correct misconceptions he may have had concerning his own and
other peoples attitudes and behaviour, and to come to appreciate the various areas of
psychological study.
Functions of psychological study
An individual of any age is faced with problems that have psychological implications.
From early childhood through old age, everyone experiences situations involving one or more
specific form of relationship. His abilities, motives and mode of thinking may be inadequate for
8
success-achieving behaviour unless he is helped to gain a better understanding of all the factors
inherent in the situation.
The primary concern of psychology is human adjustment. An individual is stimulated to
action by forces within or outside himself. He experiences needs, wants, or interests, and seeks
ways of fulfilling them. People and objects in his environment become motivators of the kind of
behaviour which he exhibits. A persons entire life consists of series of responses that are either
satisfying or unsatisfying to himself and that earn either approval or disapproval from his
associates. In other words, as a child, an adolescent, or an adult, a person constantly is engaging
in the process of adapting himself or adjusting to inner strivings or outer demands.
Without some knowledge or understanding of a situation, the individual by chance
makes a good adjustment; too often the adjustment is bad and may even become serious
maladjustment. The psychologists functions are to discover the basic principles of good
adjustment and then to help people apply these principles in every phase of human relationships
so that they become well-adjusted, constructive members of their various groups. A further
responsibility of psychologists is to recognize the overt symptoms of maladjustment, trace its
causes, and utilize such methods as may seem appropriate to effect an improved adjustment.
AREAS OF RELATIONSHIP. An individuals problem of adjustment may concern the
relationship of,
1. One person with another, e.g., teacher-child, husband-wife,
2. One person with a group, e.g., worker-fellow workers, child-siblings (frai sau surori cu un
printe comun),
3. Group with group, e.g., adolescent gang with rival gang, nation with nation,
4. Person with object, e.g., driver with automobile, scientist with atom,
5. Object with object, e.g., earth with moon, fiber glass with curtain,
6. Self with self, e.g., personal honesty with loyalty, immediate desire with long range goal.
Each of the foregoing problems-arousing relationships represents many influencing factors. It
is the function of psychology to assist the individual to analyse these factors, recognise their
relative significance, and pattern his behaviour in such way as to solve the problem
satisfactorily.
Pre-reading
I.
Give at least five motives, and group them under the right heading: 1. extrinsic motives; 2.
intrinsic motives.
2.Has anyone (a family member, a friend, ) influenced you in making such a decision ?
Reading
LANGUAGE FOCUS
New Vocabulary: gain, earn, win; purpose, goal, aim, target; to become acquainted; (in)
adequate; to trace; to achieve, accomplish, to fulfil; area, domain, field; foregoing; to arouse;
(mal)adjustment; (dis)approval; to approach, to tackle; average; (un)skilled; peers; further;
hence; thoroughly, in detail; concern; regard(less); thus; to evolve; in terms of.
Practice
Group Work: Decide upon 3-7 key words in the text you have read. Try to give your personal
meaning to these words. Discuss the meanings you have assigned to them.
STRUCTURES
The Noun:
irregular plural of nouns (child children, oxoxen, manmen, womanwomen, foot
feet, toothteeth, goosegeese, louselice, mousemice; );
spelling irregularities (Nouns which receive -es at the plural form, end in :
a)-sh: flashflashes;
b)-ss: kiss-kisses;
c)-ch: watch-watches;
d)-x: box-boxes;
e)-z: buzz-buzzes;
f)-consonant + o:tomato-tomatoes;
g)-consonant + y (yi):fly-flies;
h)-f/-fe (fv): wife-wives, leafleaves.
nouns borrowed from Latin and Greek (datum-data, addendum-addenda, thesis-theses,
synthesis-syntheses, analysis-analyses, basis-bases, focus-foci, genius-genii, stimulusstimuli, trauma-traumata, schema-schemata, phenomenon-phenomena, criterion-criteria,
10
matrix-matrices, appendix-appendices); nouns that have the same form both in the singular
and in the plural: series-series, species-species, means-means.
Practice:
Insert the missing noun forms (either plural or singular) in the table below:
SINGULAR
a) analysis
b)
c)
d) priority
e) process
f) hypothesis
g)
h)
i) genius
j) schema
k)
l) datum
m) life
n)
o) woman
p)
q) stimulus
r) phone-booth
s) letter-box
t)
u) millenium
PLURAL
addenda
diagnoses
foci
phenomena
,
appendices
teeth
children
series
SIMPLE PAST
I was
You were
He/She/It was
We were
You were
They were
11
SIMPLE PAST
SIMPLE PRESENT
I do
You do
He/She/It does
We do
You do
They do
III.)HAVE
I did
You did
He/She/It did
We did
You did
They did
SIMPLE PAST
SIMPLE PRESENT
I have
You have
He/She/It has
We have
You have
They have
I had
You had
He/She/I had t
We had
You had
They had
Permanent situations;
General truths;
Time Expressions: (expressing frequency) never, always, sometimes, often, usually, seldom
(rarely); every day/week.
Practice
Arrange the expressions of time in the right place on an axis which has 0% marked at one end,
and 100% at the other end, to express frequency.
100% always
...
...
0%
12
Form: Affirmative (no auxiliary !): Add -s or -es to the short infinitive of the verb, at the 3 rd
person singular.
Verbs which receive -es at the 3rd person singular, end in :
a)-sh: washwashes;
b)-ss: miss-misses;
c)-ch: search-searches;
d)-x: mix-mixes;
e)-z: buzz-buzzes;
f)-consonant + o:dodoes;
g)-consonant
(yi):fly-flies.
Give the simple present third person singular form of the following verbs:
13
a) Smile;
g) Cry;
m) Scratch;
b) Fix;
h) Pray;
n) Try;
c) Travel;
i) Teach;
o) Admit;
d) Match;
j) Crash;
p) Deny;
e) Go;
k) Fry;
q) Say;
f) Caress;
l) Do;
r) Hiss.
Practice (bibliography)
Grammar exercises from: G. Gleanu, Exerciii de gramatic englez, Editura Albatros, 1980
(sau reeditri mai recente), paginile 6-7, sau V. Evans, Round-up 4, Longman, 1993, paginile 38, sau N.Coe, Grammar Spectrum 3, Oxford Univ. Press, 1995, paginile 6-7, sau alte volume cu
exerciii de gramatic.
1.Choose the most appropriate words underlined:
a) A persons life consist/consists of series of responses to stimuluses/stimuli.
b) Each area of human relationship requires/require intensive and extensive study based on
some hypothesis/hypotheses.
c) The psychologists functions is/are to discover the basic principles of psychological
phenomena/phenomenons.
d) The research datums/data shows/show overt symptoms of maladjustment.
UNITATEA 2:
THINKING LIKE A PSYCHOLOGIST
Dou ore
Pre-reading
Perception
PSYCHOLOGIST
Affectivity/
Feelings
Personality
Positive thinking
..
Creativity
Empathic approach
Critical thinking
SKILLS
Problem solving
Ability to investigate
..
Reading
Text: WHAT IT TAKES TO THINK LIKE A PSYCHOLOGIST
(From December 1995 American Psychological Association Monitor)
Some psychology educators fear that graduate programs neglect to
teach the critical thinking skills students need to succeed.
Imagine practitioners who are so sure they know what causes patients troubles, they search
automatically the diagnostic categories, automatically tying anxiety to childhood trauma or
depression to a bad marriage.
Its a disturbing prospect, yet an entirely possible one for someone whose academic
training was strong on facts, but weak on critical-thinking skills needed to think like a
psychologist, says Boston College psychologist Peter Gray, PhD.
A psychology student with the proper training knows to view the anxiety or depression as
a scientific problem to consider a broad range of possible causes and treatments, says Gray,
who writes on critical thinking and how to teach it.
Thinking like a psychologist is thinking scientifically, says George Stricker, PhD, of
Adelphi Universitys Institute of Advanced Psychological Studies. Its approaching every
problem as a new one. Problem-solving skills transfer into practice, while facts and theory often
change, Stricker points out.
But not all of todays psychology students are encouraged to think scientifically, say
Gray, Stricker and other psychology professors. These educators are concerned that unless more
emphasis is put on thinking critically and scientificallythe fundamental traits of whats needed
to be a good psychologistthe field runs the risk of producing bad-prepared professionals.
To ensure that theyre turning out critical thinkers, educators should focus on the logic
and evidence behind the concepts they teach instead of treating them as premises for
memorisation, they advise.
Most importantly, educators should teach students to always approach problems with an
inquiring and skeptical attitude,Stricker says.
We need to convey a message that thinking like a psychologist means always asking
yourself how you know something, he says.
National Education Goals Panel, Which in 1992 charged educators with increasing the number of
college graduates with advanced skills in critical thinking and problem-solving.
Halperne weaved critical thinking into her teaching by encouraging students to look for
both evidence and lack of
LANGUAGE FOCUS:
New Vocabulary: (under)graduate; to neglect; to succeed vs to fail; practice (word family); broad
vs. narrow; to tie, to connect, to link; weak, feeble vs. strong; proper, suitable; to jump to
conclusions ; to be due to; shortcut; to focus ; evidence (cognate); to grow accustomed; to
inquire; (dis) order; to occur-occurence; to assess(to evaluate); to weave; to overlook; to miss the
mark; to challenge; to engage in; faculty; tool; trial; to put on the stand; spouse(wife or husband);
debiasing; forensic work; lack of; to lack; to run a risk; to enable (word family).
PRONUNCIATION:
Alcoholism; skepticism; hostile; doubt.
Practice
I.Match the abbreviations in column A to their explanations in column B:
A
BBC
TB
LP
UN
FBI
.
B
Bachelor of Arts
General Meeting
Doctor of Philosophy
Television
The United Nations Educational,
TV
BA
UNESCO
MSN
IBM
Hi-Fi
PIF
BIOS
VIP
GM
PhD
URL
OLE
Investigation
High fidelity
Portable Document Format
Uniform
Resource
Locator
(address of a document on the
web)
Object Linking and Embedding
Simple Present
Form: Interrogative: Do/Does + Subject + Verb?
Negative: Subject + do/does + not + Verb (short form: dont/doesnt).
Practice
Write/Say at least four things that you usually, often, always do, and other four that you dont
do/never do.
Exercises
1.Make up affirmative, interrogative or negative sentences as suggested by the hints below:
a) She/always/approach/a hypothesis/thoroughly.
b) /his parents/approve of/ his behaviour?
c) What kind of data /she/obtain/whenever/she/apply/such a test?
d) A child/not evolve/normally in an aggressive environment.
e) He/seldom/speak/in terms of/his own life experience.
f) A researcher/usually/show/special interest in the adjustment problems.
UNITATEA 3
HUMAN ATTACHMENT
Engleza pentru admitere, Banta, Andrei, Ed. Teora, Bucureti, 1995, vol. 1;
Dou ore
Speaking
A student draws a family (as he/she imagines it) on the blackboard. The other students are asked
to write sentences (in the present progressive tense: am/ is/ are + verb-ing) to describe the mimic
and the gestures of the student at the blackboard as he/she is drawing.
Words at the students disposal:
Smile, frown, withdraw, sad, happy, shocked, hidden, hold hands, keep at a distance,
warm, cold, indifferent, look forward, look at one another, look downwards, have fun,
together, stay isolated, in front of, behind, next to, become tense, become relaxed,
frustrated, smug(arrogant) undecided, hurt, thoughtful, puzzled, confident, joyful,
relieved, frightened, guilty, miserable, open-hearted, suspicious, indifferent, childish,
generous, egoistic, impulsive
Then the student at the blackboard is asked to describe his/her drawing using the present
progressive.
Such tests are applied in psychotherapy and counselling.
Practice
I.
LIKING AND LOVING Test (from Social Psychology; page 260, table 6.2.)
Answer each of the following questions on a scale from 1=not at all, to 10=totally.
Answer them first with a good friend in mind and then thinking of a possible
partner.
STATEMENT
FRIEND
1.This person is one of the most
likable people I know.
2.I feel I am confident in this
person
about
virtually
PARTNER
everything.
3.This person is the sort of
person I would like to be.
4.I would forgive this person for
practically anything.
5.I have great confidence in this
persons good judgment.
6.I would do almost anything for
this person.
A. Sum of your responses to
questions 1+3+5=
B. Sum of your responses to
questions 2+4+6=
Which is greater? A or B?
What kind of relationships have you been thinking about: (tick the right answer)
I.
Casual dating
Exclusive dating
Engaged couple
Married couple
in which a person interacts with significant others, called attachment style, may be
relatively constant across the life span. A persons attachment to a romantic partner should,
therefore, resemble the sort of attachment he or she experienced as a child in relation to
parents. Basing their approach on research examining parent-child relationships (Ainsworth
et al., 1978). Cindy Hazan and Shaver (1987) asked adult subjects which of three attachment
styles best described their experiences and feelings. The three alternatives subjects chose
from are listed in the table below. Subjects also responded to a variety of more specific
questions about the nature and quality of their romantic relationships.
Table: Attachment Styles
Which of these descriptions best characterises your adult attachments?
Question: Which of the following best describes your feelings?
A. I find it relatively easy to get close to others and am comfortable depending
on them and having them depend on me. I dont often worry about being
abandoned or about someone getting too close to me.
B. I am somewhat uncomfortable being close to others; I find it difficult to trust
them completely, difficult to allow myself to depend on them. I am nervous
when anyone gets too close, and often, love partners want me to be more
intimate than I feel comfortable being.
C. I find that others are reluctant to get as close as I would like; I often worry
that my partner doesnt really love me or wont want to stay with me. I want
to merge completely with another person, and this desire sometimes scares
people away.
The first type of attachment style is described as secure, the second as avoidant, and the third
as anxious/ambivalent.
LANGUAGE FOCUS
Archaic forms of the personal pronoun: thee, thine, thou, thy, etc.
Suffixes: -ship, as in relationship. Give other examples.
Expressing similarities: Bothand(see also Penny Ur, page 9, Comparing things)
Practice:
Use the structure Both and, and the hints below to make comparisons:
a) I / my fellow students / study at university.
b) A shrink / a psychotherapist / have studied psychology.
c) A cat / a dog / are mammals.
d) Freud / Jung / are well-known psychoanalysts.
New Vocabulary: entry (about dictionaries); arousal; attract vs reject; (in)secure; dichotomy;
span; respond, answer, reply.
Prepositions: BETWEEN (when we refer to two things) vs AMONG (when we refer to more
than two things). Give examples.
Adjectives: TOO + ADJECTIVE
examples.
Practice:
Match the definition in the first column to the right concept in the second column (concepts:
passionate love, attachment style, companionate love) by drawing arrows to connect them.
Definition
Concept
a secure, trusting attachment
Attachment style
the way in which a person interacts with Passionate love
significant others, may be relatively constant
UNITATEA 4:
FEELINGS AND THE SELF
Cunotine privind tipurile de verbe care suport forma continu i cele care nu
suport forma continu n limba englez
Engleza pentru admitere, Banta, Andrei, Ed. Teora, Bucureti, 1995, vol. 1;
Practise Your Tenses, Adamson, Donald, Longman, 1996;
Exerciii de gramatic englez, Gleanu-Frnoag, Georgiana, Editura Albatros,
Bucureti,1987;
Pre-reading
I.
Fill in the blanks with the suitable words from the box below:
Which ,
the,
secondary,
love,
metaphor,
truly,
other,
emphasis,
according to,
like
For John Lee (1977), love is ________ a many splendored thing, with the
____________ on many. Lee uses color as a _____________ for love. Three types of love
-- ______________ he calls eros, ludus, and storge are ________ primary colors; they
form the basis for _________ combinations. Lee also describes three ________________
types called mania, agape, and pragma although ______ potential number runs much
higher. _______________ Lee, How many colors of __________ are there ?As many as
there are possible mixtures and combinations, as in color itself.(Lee, 1988, p.49).
Reading:
II.
Text (part 2)
Of the adults who participated in this research, 56 percent indicated that the secure
style of attachment best described the experiences and feelings. Around 25 percent of
subjects chose the avoidant description, and about 20 percent selected the
LANGUAGE FOCUS
New Vocabulary: to avoid, avoidant, avoidance, avoidable; at first sight; label; bottom vs top;
to depend on; to manage, to merge, to combine, to become one; to scare away; reluctant,
unwilling, disinclined to; to partake; storge; to commit to, make oneself responsible for;
commitment, pledge, (un)commited, promise; undertaking; to focus (verb) focus
foci/focuses (noun); according to, as X puts it/suggests; to consist of + enumeration, be made
up of: to consist in, have as the chief or only element E.g.: The happiness of a country
consists in the freedom of its citizens.; to involve vs to evolve; to depict, to present, to deal
with; major vs minor; pattern, structure, model.
PRONUNCIATION:
Beloved [bilvid]
Practice:
Match the concepts in column A to their right definitions in column B (table 6.5, page 264,
Social Psychology).
1. Put the verbs in brackets into the present simple or the present continuous (progressive):
a) Young people (become)..less willing to assume commitment through
marriage.
b) According to Philip Shaver and his colleagues (1988) the way in which a person
(interact)...with significant others (be).. called attachment style.
c) He always (avoid) people who dont look up to him and praise him
excessively.
d) The documentary Focus on Attachment Styles (begin) tomorrow at 5 p.m..
e) Jerry (work). at a psychological research institute in Vienna.
f) But this week he (participate) to an international colloquium in Berlin.
g) We (go). to the library for the next couple of days.
h) As John Lee (put)..it, there are three types of love.
2. Match the expressions below --that denote the use of each verb tense-- in the sentences in
exercise 2 above to the letter of the sentence and specify what verb tense (present simple or
present continuous/progressive) is used (as in the example):
A. temporary situation/action;
B. annoying repeated situation/action;
C. changing situation;
D. commentaries, reviews, narratives;
E. general truths, laws of nature;
F. officially programmed actions/future meaning;
G. informally planned actions/future meaning;
H. permanent situations/actions.
E.g.:
Sentence
Use
(see exercise2)
a)
b)
c)
d)
e)
C.
Simple
Present
Present
Continuo
--
us
v
f)
g)
h)
Picture2
Picture 3
Picture 1
Hes a tall.1man. He has grey hair and a 2nose. Hes wearing a
blue3suit and a red...4 His trousers arent .
An inch of
.6shows from each of his 7 His grey shoes are. 8 From the way
hes bending, he seems to be looking for something.
single-breasted
crooked
sleeves
slim
cuff
polished
well-pressed
tie
Picture 2
Hes a .1man with2shoulders and a slim3 He has no beard or
moustache; hes..4 Hes wearing a light blue.5, pink.6,
grey.7and light blue..8 He has got a 9round his head and sports
cuffs at his10as tennis players have. Hes holding a tennis racket in his right hand.
broad
young
wrist
waist
trainers
shorts
T-shirt
clean-shaven
socks
band
Picture 3
.3 Her short
business colleagues.
plain
thirtysh
wavy
blouse
neatly
short-sleeved
slender
figure
II. Re-arrange the lines of the following poem from Sonnets from the Portuguese XLIII to
make up another poem.
How do I love thee? Let me count the ways,
I love thee to the depth and breadth and height
My soul can reach, when feeling out of sight
For the ends of Being and Ideal Grace.
I love thee to the level of every days
Most quiet need, by sun and candlelight.
I love thee freely, as men strive for Right;
I love thee purely, as they turn from Praise;
I love thee with the passion put to use
In my old griefs, and with my childhoods faith;
I love thee with a love I semed to lose
With my lost saints, -- I love thee with the breath,
Smiles, tears, of all my life! and, if God choose,
I shall but love thee better after death.
UNITATEA 5:
DIVERGENCE OF INTERESTS
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
Speaking:
Chain Story (simple past) Students choose a word from the recently learnt vocabulary. Each
student contributes to the telling of a story started by the teacher. The sentence must contain
the chosen word.
Reading:
Text Danger of Too Great Divergence of Interests, General Psychology, page 165
Although a person should have more than one interest which has become habitual with
him, there is danger in the possession of too many interests, in that none of them can be
developed successfully. An illustration of this danger may be seen in the story of a man who was
extremely versatile.
This man painted a little,; he sang a little; he took part in several successful motion
pictures; he was one of the first to explore artistic photograhy; he was deeply religious, and he
devoted time freely to boys organisations. He seemed intensely interested in each of these
activities at the time of engaging in it, but he was unable to stay with any one of them long
enough to develop more than moderate success. This man is now old and disillusioned, without
any definite interest for his old age.
Often a bright student is interested in so many fields that he finds it difficult to decide
upon his vocation or his major in college. He may choose one field of interest and switch to
another. For a student of this kind the advisable thing to do might be to choose a vocation or
profession which is in line with his abilities and interests, and which also represents a definite
occupational need of his community. He then can specialise in that field, and direct some of his
other interests into a-vocational or leisure-time activities.
Comparative
Superlative
better
(than) (the) best
Worse
worst
More
most
More
most
Less
least
further/farther
furthest/farthest
Older/elder
oldest/eldest
nearer
nearest/next
Comparative Superlative
Faster (than) (the) fastest
Nicer
nicest
Heavier
heaviest
Thinner
thinnest
3..Adjective + enough
Long
Big
Strong
enough
enough
enough
Practice
1.Provide the required forms (as specified above the arrow) of the following:
comparative 1
a) old
b) old
comparative 2
superlative
c) ill
comparative
d) many
superlative
e) many
comparative
f) hot
superlative
g) easy
superlative
h) little
adverb
i) improper
noun
j) occupy
adverb
k) good
superlative
l) good
adjective
m) success
adverb
n) success
adjective
o) use
adverb
p) use
past (second form)
q) do
past (second form)
r) have
past (second form)
s) be
past participle (third form)
t) be
2.Match the words in the two columns below to make up the appropriate set phrases (structure:
as + adjective + as + noun):
as
adjective
a) Mad
b) Proud
c) Quick
d) Light
e) Heavy
f) Warm
g) White
h) Sweet
i) Cold
j) Good
as a
noun
1) Lightning
2) Toast
3) Feather
4) Ice
5) Hatter
6) Lead
7) Peacock
8) Snow
9) Gold
10) Honey
Example:
(a)
5
(b)
1)
(c)
6.Simple Past
Use:
(d)
(e)
(f)
(g)
(h)
(i) (j)
Time Expressions:
last Sunday/week/month/July/year;
then;
Form:
Affirmative:
Regular verbs: Subject + verb-ed
Irregular Verbs
PRESENT CONTINUOUS
PRESENT SIMPLE
PAST SIMPLE
IV. Ask questions and give answers according to the hints below (add any necessary words):
1) When / meet / Carly ?
Fortnight ago.
2) You / have a good time / together?
Yes,
3) Helen / join you?
No, / can / because / have to / baby-sit / for her nephews.
4) How long ago / last / go to a fair?
Long enough. / 1995 / when / graduate from high school.
Interest factors
UNITATEA 6:
AGGRESSION
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
Pre-reading
I.Match the concept/phrase to its definition:
Concept
Definition
Longitudinal research Behaviour intended to injure another person
Angry aggression
Behaviour intended to injure another person to obtain
Aggression
something of value
Impulsive, emotional behaviour intended to injure another
Instrumental
person
Regarding someone as less than human and therefore not
aggression
Cycle
of
violence
Dehumanization
Arrange the following nouns (to show that they gradually differ in terms of meaning) on
imaginary steps: fury, anger, cruelty, rage, grudge, resentment, outburst (of anger).
Reading
Text: Child Abuse, from Social Psychology, pages 381-382
Child Abuse
When six-year-old Lisa Steinberg died in the fall of 1987, the whole country reacted with
outrage. Illegally adopted by Joel Steinberg, a disbarred attorney, Lisa lived with Steinberg and
Hedda Nussbaum, a former editor of children books. According to Nussbaum, Steinberg
terrorized both her and Lisa by repeated beatings. After one vicious attack, Lisa was left lying on
the bathroom floor for nearly twelve hours. By the time Steinberg and Nussbaum called for
medical assistance, Lisas brain injuries were irreversible. She died. On January, 30, 1989,
Steinberg was convicted of first-degree manslaughter.
The amount of media attention given to Lisas death is unusual. Unfortunately, the
tragedy of child abuse is not. The abuse of children is widespread in the United States, as
indicated by the result of two surveys conducted by Straus and his colleagues. Although levels of
overall violence toward children have remained stable across the decade, the incidence of both
severe and very severe violence has declined. This decline does mean, however, that we should
expect reduced reports of child abuse to police and social agencies. Increased reporting and
decreased incidence, at least of extreme abuse, are likely to go hand in hand as people become
more aware of the problem and more determined to do something about it.
The Conflict Tactics Scale used in Strauss two surveys examines only a limited number
of abusive behaviors towards children. It does not, for example, ask about sexual abuse. There
are some important differences between physical and sexual abuse. Mothers are more likely than
fathers to physically abuse their children, and most victims are boys (Straus et al., 1980). In
contrast, fathers are more likely than mothers to sexually abuse their children, and most of these
victims are girls (Russell, 1984). Despite these differences, certain factors are associated with
both types of abuse: stress, social isolation, marital conflict, and having been abused as a child
(Russell, 1984: Straus et al., 1980; Wolfe, 1985).
LANGUAGE FOCUS
New Vocabulary: outrage; disbarred attorney; (the) former vs (the) latter; vicious (attack); to
convict; manslaughter; amount; widespread; survey; graph; overall, global; increase vs decrease;
inflate vs deflate; to be/become aware of...; determined; to injure, to wound, to hurt; lay vs
lie (see B.J. Thomas, Advanced Vocabulary and Idiom, Longman, 1989, pages 44-45, exercises
6 & 7).
GRAMMAR FOCUS
I.HABITUAL PAST used to + verb
Use: to talk about things we did in the past, but we no longer do in the present.
Practice:
Write about, and then tell the other students at least three things that you used to do in the past,
but no longer do.
E.g.: When I was a child I used to
II.FREQUENTATIVE WOULD
Use: to talk/write about habitual/frequent activities in the past
Practice:
I.
Underline the frequentative would forms of the verbs in the text below.
II.
Write a short composition (of 50-100 words) about Christmas and/or Easter.
(See Thanksgiving on the Farm, from Patricia Wilcox Peterson,Changing Times, Changing
Tenses, U.S.Information Agency, Washington D.C., 1992, page 90).
THANKSGIVING ON THE FARM
I remember our Thanksgivings on the farm. When I was growing up, we lived on a farm
near the town. There were many other relatives who lived near us. Every year they would all
come, from other farms and from the town to be with us.
Wed work for days to prepare for the holiday. Mother and the girls would clean every
part of the house, and theyd get all the extra rooms ready for the relatives. Then theyd wash all
our best clotheswe call these dresses and suits our Sunday best. The men would cut extra
wood for all the cooking, for we had an old wood-burning stove. Father would always kill the
biggest turkey, and then hed clean the bird. Finally, the whole family would drive into town to
buy the food that we couldnt produce on the farm, like coffee and sugar.
On Thanksgiving morning the women would get up early to begin cooking. Mother
would stuff the turkey with bread and onions, and then shed roast it. Aunt Ellen would make a
dozen pumpkin pies. Aunt Ann would pick autumn flowers from the garden for the center of the
table. Shed also bring in vegetables to eat with the turkey and the pies.
The older children would help set the table while the twin babies played in their high
chair. But I liked to play with the cat, waiting for somebody to give me pieces of food. All this
time our old dog would lie under the warm stove, watching the activity.
Child abuse
I. Put the verbs in brackets into the present simple or the present continuous (progressive):
a) Young people (become)..less willing to assume commitment through
marriage.
b) According to Philip Shaver and his colleagues (1988) the way in which a person (interact)
...with significant others (be).. called attachment style.
c) He always (avoid) people who dont look up to him and praise him
excessively.
d) The documentary Focus on Attachment Styles (begin) tomorrow at 5 p.m..
e) Jerry (work). at a psychological research institute in Vienna.
f) But this week he (participate) to an international colloquium in Berlin.
g) We (go). to the library for the next couple of days.
h) As John Lee (put)..it, there are three types of love.
II. Match the definition in the first column to the right concept in the second column
(concepts: passionate love, attachment style, companionate love) by drawing arrows to connect
them.
Definition
a secure, trusting attachment
the way in which a person interacts with
Concept
Attachment style
Passionate love
Companionate love
I.
1.
are becoming
2.
interact, is
3.
4.
begins
5.
works
6.
is participating
7.
are going
8.
puts
II.
the way in which a person interacts with significant others, may be relatively constant
across the life span = attachment style
a state of high arousal: being loved by the partner is ecstasy, being rejected is agony =
passionate love
BIBLIOGRAFIE