Sunteți pe pagina 1din 48

UNIVERSITATEA Titu Maiorescu

Facultatea de Psihologie
Departamentul de nvamnt la distan

MODUL:
Comunicare de specialitate n limba englez
I

TUTOR: Lect. univ. dr. Alice Popescu

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

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
2

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 englez.
2. Cerine preliminare:

1.demonstrarea stpnirii unor cunotine de gramatic si vocabular corespunztoare nivelului


elementary.
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: WHY STUDYING PSYCHOLOGY?
Ca prim unitate de studiu, aceasta familiarizeaz studentul cu motivele i raiunile pentru care
un tnr poate mbria profesia de psiholog. De asemenea, propune spre recapitulare cteva
noiuni de baz referitoare la substantiv, la formele de Present Tense Simple i Simple Past ale
celor mai importante verbe auxiliare din limba englez i la situaiile de folosire a timpului
Present Simple.
Unitate de studiu 2: THINKING LIKE A PSYCHOLOGIST
Aceast unitate de studiu se concentreaz asupra calitilor profesionale necesare viitorului
psiholog si asupra unor chestiuni de vocabular.
Unitate de studiu 3: HUMAN ATTACHMENT
Aceasta este o unitate de studiu conceput in mare parte pe principiul interactivitii. Accentul
cade asupra vocabularului asociat diverselor stri de spirit i a diferitelor tipurilor de ataament
uman. Din punct de vedere gramatical, snt furnizate noiuni de baz referitoare la Present
Continuous.
Unitate de studiu 4: FEELINGS AND THE SELF
Aceasta este o completare a unitii de studiu precedente, att n plan conceptual (ataamentul
uman), ct i n cel gamatical, introducnd exerciii privind raportul dintre folosirea lui Present
Tense Simple i Present Tense Continuous n limba englez.
Unitate de studiu 5: DIVERGENCE OF INTERESTS
n aceast unitate de studiu este tratat pericolul pe care l presupune, pentru personalitatea
individului, o prea mare diversitate de interese. Snt tratate, de asemenea, noiuni referitoare la
formele de gerund ale verbelor i la gradele de comparaie ale adjectivelor.
4

Unitate de studiu 6: AGGRESSION


Unitatea de studiu introduce citeva elemente teoretice referitoare la agresivitate i la cele mai
cunoscute tipuri de agresivitate cu care se opereaz n psihologia general. Din punct de vedere
gramatical, snt abordate noiunile de habitual past i frequentative would.
4. Recomandri de studiu
Este important ca studentul s respecte timpul alocat calendarului disciplinei, modul de abordare
a testelor de evaluare si sarcinile de nvare. De asemenea, recomandm ca studentul sa
parcurg bibliografia i s consulte indicaiile rubricii cunotine 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 cele de memorare rigid a unor structuri.
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

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 cele mai imporante situaii de folosire a timpurilor Present Tense Simple i Present
Tense Continuous, exemplificnd cu cte o propoziie n limba englez pentru fiecare situaie n
6

parte.

UNITATEA 1
WHY STUDYING PSYCHOLOGY?

La sfritul acestui curs, studentul va putea:


s i motiveze opiunea pentru profesia de psiholog n limba englez
s exerseze utilizarea corect a formelor de prezent i trecut simplu a celor mai
importante verbe auxiliare din limba englez i s cunoasc situaiile de folosire ale
timpului Present Tense Simple

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.

Discuss the following questions in groups:

1.Why do you want to study psychology?


Suggested motives:

Because we like the domain;


9

Because we can get good jobs;

Because we can earn a good living;

Because Id like to understand myself and the others better.

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

Irregular Verbs: understand, be, make, give, think, have, read.


PRONUNCIATION: inherent, coherent
GRAMMAR FOCUS
Auxiliaries BE, DO, HAVE
I)BE
SIMPLE PRESENT
I am
You are
He/She/It is
We are
You are
They are
II.)DO

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

The Simple Present


Use:

Habitual, repeated actions in the present;

Permanent situations;

General truths;

Timetables/ official programmes (with future meaning).

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.

Motivation for/ functions of psychological study

UNITATEA 2:
THINKING LIKE A PSYCHOLOGIST

La sfritul acestui curs, studentul va putea:


s se exprime (n limba englez) asupra calitilor necesare profesiei de psiholog
s utilizeze corect formele de interogatov i negativ ale Present Simple

Cunoaterea funciilor verbelor auxiliare i a negaiei n limba englez

Exerciii de gramatic englez, Gleanu, Georgiana, Editura Albatros,


Bucureti,1987;

Dou ore

Pre-reading

Word-web: A psychologist has to deal with: (Brainstorming)


Stages of growth

Interests and attitudes

Perception

PSYCHOLOGIST

Affectivity/

Feelings

Personality

Positive thinking

..

Therefore he needs some:

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.

Looking for contradictions


Teaching students to practice scientific thinking at all levels of psychology enables them
to become more competent professionals, says psychologist Diane Halperne, PhD, of California
State UniversitySan Bernardino. Halperne served as critical

thinking consultant to the

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

evidence. Investigators should always seek information that

contradicts their Hypothesis or thats easily overlooked or omitted, Halperne teaches.


If a student were writing a paper on whether exercise reduces depression, she would
advise the student to also consider whether exercise increases depression, and to look for data
supporting both arguments.
Consistent with the scientific method, which is essentially the application of logic,
scientific thinkers constantly question their own assumptions and look for alternative
conclusions and disconfirming evidence, she says.The method involves the basics of any
scientific experiment, such as hypotheses, control variables, methodology, systemic
observations and statistical analysis.
Theory vs. facts
In undergraduate psychology, educators can help students think like psychologists by
centering classes around theories and ideas , rather than facts and technical terms, says
Gray. Its not the accumulation of facts that makes people educated, its whether they can ask
the right questions and use evidence to answer them,, he said. If they havent learned that, they
havent learned anything useful.
In his introductory classes, even the tests are theory-based. He may, for example, ask
students to critique Piagets stages of childrens intellectual development from an evolutionary
psychology perspective.
At the graduate level, students often find critical thinking difficult because theyve grown
accustomed to memorising facts, says William Halikias, PhD, a psychology instructor at Antioch
New England GraduateSchool. They learn the material to pass the test and forget it just as fast.
Halikias believes psychology professors can break students from narrow-minded thinking

and prepare them for practice by teaching them to:


Organise inferencesStudents need to look at all possible reasons for a problems
occurrence instead of being drawn in by the most emotionally compelling one. For example, if a
child refuses to attend school, it could be difficulty learning to read rather than separation anxiety
from the mother, that is causing the problem.
Distinguish the level of certaintyEducators must teach students how to separate
known facts from speculation, instead of jumping to conclusions. For example, in a sex-abuse
case, a childs anxiety is not necessarily evidence of abuse; it may be due to the trauma of being
removed from the home and interviewed by strangers.
Manage the data collection processStudents must learn to collect all relevant data
about the client, instead of taking shortcuts. For example, neglecting to take a complete medical
history from a client with a memory disability means neglecting the role of the clients past
alcoholism in the disorder.
Use knowledge of groups to understand behaviour of the individualEducators
should teach students how to assess clients, without generalising and stereotyping the clients
behaviour. For example, the belief that most divorcing spouses are hostile to one another is
unfounded because most divorcing couples are willing to negotiate out of court.
The good psychologist has two faces, says Halikias. One is pointed to the individual
and the other to the group.

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

Scientific & Cultural Organisation


Very Important Person
British Broadcasting Corporation
Long-playing record
Program Information File
The Microsoft Network
Basic Input/Output System
International Business Machines
Tuberculosis
The United Nations
The
Federal
Bureau
of

PhD
URL
OLE

Investigation
High fidelity
Portable Document Format
Uniform
Resource
Locator
(address of a document on the

PDF

web)
Object Linking and Embedding

II. Group Work


Imagine a situation in which a patient/client needs help from a person who graduated
from the School of Psychology. One of the students in each group presents the situation. The
others try to establish what kind of job should have the person who can better serve the patients
needs (see the list below)
List of jobs related to psychology: human resource manager; psychiatrist (shrink);
psychotherapist; job counsellor; family counsellor; school counsellor.
GRAMMAR FOCUS

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.

Contradictions, theory vs. facts

UNITATEA 3
HUMAN ATTACHMENT

La sfritul cursului, studentul va fi apt s:


dezbat n limba englez asupra diferitelor tipuri de ataament psihologic
s utilizeze structuri gramaticale coninnd Present Tense Continuous

Cunotine privind formarea aspectului continuu al timpului prezent n limba englez

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

RUBINS CONCLUSIONS Short text (page 260)


They found that casual daters reported more liking than loving. But among those in more
committed relationships, liking and loving did not differ.
Do these conclusions apply to our situation/context ?
GRAMMAR FOCUS
The Present Progressive
Use: The present progressive is used to express:
an action in progress at the moment of speaking;
a temporary action in the present (I am attending an English course.);
fixed arrangements in the near future (Shes flying to Paris the day after tomorrow.)
annoyance or criticism (with always): Hes always talking too much.
Time Adverbials: now; at the/this moment.
Form:
Affirmative: Subject + am/is/are + verb-ing.

Interrogative: Am/is/are + Subject + verb-ing..?


Negative: Subject + am/is/are + not + verb-ing(short form: isnt/arent).
Practice:
1. Talk about things that are happening now.
2. Fill in the blanks with the correct form of the verb in brackets:
a) We (go) on a camp to the mountains next weekend.
b) The birds (sing)., the sun (shine), and I (feel).intoxicated now that I
(think)..about the upcoming holidays.
c) Some neighbours .always (make). too much noise.
d) She (work)..at the new project this month.
Reading;
Text HOW DO I LOVE THEE ? (Part 1, page 261-263, Social Psychology)
Different Types of Love : How Do I Love Thee ?
Both Rubin and Clark see an important difference between a relationship that is not love
(liking, exchange relationships) and one that is (loving, communal relationships). But love
itself is not some simple, unitary, psychological state.
As Elizabeth Barrett Browning expressed it her famous poem, we experience many kinds
of loving: How do I love thee? Let me count the ways. Apparently, the count can be quite
high. George Levinger (1988) notes that love has more entries in Bartletts Familiar
Quotations than any other word except man. Poets, novelists, philosophers, and theologians
among othershave all tried to define love and count its varieties. So have social
psychologists.
The most common approach in social psychology divides all love into two types: the
intensely romantic passionate love, and the more stable partnership of companionate love
(Hatfield, 1988; Peele, 1988). Passionate love is a state of high arousal: being loved by the
partner is ecstasy; being rejected is agony. Companionate love, on the other hand, is a secure,
trusting attachment. This basic dichotomy runs throughout several more elaborate
classifications.
In their perspective on love, Philip Shaver and his colleagues (1988) propose that the way

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

(table above) E.g.: too close. Give at least three

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

across the life span.


a state of high arousal: being loved by the Companionate love
partner is ecstasy; being rejected is agony

Passionate love/ companionate love

UNITATEA 4:
FEELINGS AND THE SELF

La sfritul acestei uniti, studentul va fi apt s:


- ii extind aria de discuie privind sentimentele umane de iubire i ataament
- fac distncia ntre situaiile de folosire ale lui Present Tense Simple i cele ale
lui Present
Tense Continuous

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;

Dou, pn la trei ore

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

anxious/ambivalent characterisation. This distribution is within the range of that obtained


for children in a number of different cultures (van Ijzendoorn and Kroonenberg , 1988).
Among children, however, the secure attachment style is usually a more prevalent, and
the anxious/ambivalent style more rare.
Adults who reported a secure style of attachment described their romantic
relationships as involving happiness, friendship, and trust. Those with the avoidant style
emphasised a fear of closeness. Individuals with an anxious/ambivalent attachment style
reported a love life full of emotional extremes, obsessive preoccupation, sexual attraction,
desire for union with the partner, desire for reciprocation from the partner, and love at
first sight. Thus, the anxious/ambivalent attachment style in adults resembles passionate
love, while the secure adult attachment style is similar to companionate love.

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).

GRAMMAR FOCUS recycling


f

Present Simple vs Present Progressive

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)

Bibliography: G. Gleanu, Exerciii de gramatic englez, p.52 sau Grammar Spectrum


3, p.10-11, or other grammar books.
Additional Activities:
I. Describing peoples appearance. (see also B.J. Thomas, Advanced Vocabulary & Idiom,
Longman 1989, p.71-72 What are they wearing ? for further practice)
Complete each passage below with the correct words from the list above it to make an
accurate description of one of the people in the illustration.
Picture1

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

Shes young, maybe..1 She has a ..2

.3 Her short

.4hair is light brown. She is.5dressed. Shes wearing a


6

yellow7and a8dark green skirt. Shes standing in front of her

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.

(Elizabeth Barrett Browning)


Replace the underlined words/phrases with other words of your choice to follow in Elizabeth
Brownings footsteps.
Attachment style

UNITATEA 5:
DIVERGENCE OF INTERESTS

La sfritul acestei uniti, studentul va putea s:


- dezbat n limba englez asupra personalitii umane i a pericolului pe care l
reprezint o prea vast arie de interese
- s utilizeze corect gradele de comparaie a adjectivelor n limba englez i formele
de Past Tense

Cunotine privind formele regulate i neregulate ale verbelor 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, 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.

Other Interest Factors


Sometimes our interests are influenced by community, national, or world conditions. In
wartime, for example, a person may develop an interest which would be completely lacking
during peacetime. Recently, many women have developed interests in an expanding list of
vocational activities. Among these are such as air hostessing, research, and various armed service
activities.
These interests represent a changed attitude of women toward the world of work and their
place in it. Earlier, many of these interests were held by a few women or were completely
lacking. In like manner, many persons who in the past were only moderately interested in
political, economic, or international matters, have developed, as a result of recent world
conditions and problems, a keen and enlightened interest in many of these areas.
LANGUAGE FOCUS
New Vocabulary: bright, intelligent, clever; deep vs shallow; versatile, interested in and
clever at many different things, having various uses; success vs failure; leisure-time
activities; avocation, occupation that is not a persons ordinary business, improperly,
vocation; to switch to, to move to.
Practice
Expressing (dis)like.
1. What are you interested in ? (use the gerund forms: verb-ing)
Im mostly Interested in Reading books
mainly
Collecting stamps,
2. Im very fond of + verb-ing
I like
Verb-ing
Enjoy
Love
Dislike
hate

3. Express like or dislike regarding the following activities:


a) playing soccer;
b) studying psychology;
c) watching TV;
d) playing chess;
e) collecting things;
f) gardening.
GRAMMAR FOCUS
The Adjective
1.Irregular Adjectives
Positive
good
ill/bad
much
many
little
far
old
near

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

2.Short Adjectives (1-2 syllables)


Positive
fast
nice
heavy
thin

Comparative Superlative
Faster (than) (the) fastest
Nicer
nicest
Heavier
heaviest
Thinner
thinnest

3..Adjective + enough
Long
Big
Strong

enough
enough
enough

4.Than versus then


E.g.: more than, better than (the comparative); then to express time (afterwards)
5..Adverbs which end in -ly
Adjective + -ly: beautifully, successfully; freely; deeply.

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:

Activities in the past;

Past state or habit;

(d)

(e)

(f)

(g)

(h)

(i) (j)

Past actions which happened one after the other.

Time Expressions:

(the day before) yesterday;

last Sunday/week/month/July/year;

three years/a fortnight ago;

in 1985; on the 1st of December 1918;

then;

When?; How long ago?

Form:
Affirmative:
Regular verbs: Subject + verb-ed

(spelling: short verbs; verbs which end in cons. + y)

Irregular verbs: Subject + verb at the 2nd form


Interrogative: Did + S + verb(short infinitive)?
Negative:S + did + not (didnt) + verb
Practice
I. Find (by skimming through the text) the verbs in the Past Tense and write them under the right
heading :
Regular Verbs
.

Irregular Verbs

II. Answer the questions :


How do you Usually/often/sometimes/always spend Your weekends?
did
--------------------------------------- Spend Last weekend?
III. Put the time expressions in italics under the right heading in the table below (to say what verb
tense each is used with):
Usually; a fortnight ago; now; seldom; rarely; in 2000; nowadays; the day before yesterday;
never; on April the first 1992; When?; these days; How long ago...?; often; every other day;
now and then; sometimes; last Sunday; at the moment, then.

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

La sfritul cursului, studentul va fi apt s:


- dezbat n limba englez asupra diferitelor tipuri de agresivitate uman
- utilizeze corect habitual pasti frequentative would n englez

Cunotine privitoare la existena diferitelor modaliti de exprimare a trecutului 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, 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

deserving of compassionate treatment (Bandura, 1975)


family Studying the same subjects over a period of time so that

violence
Dehumanization

changes in behaviour can be observed


The transmission of aggressive behaviour across generations
II.Vocabulary Steps

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

significant others, may be relatively constant

across the life span.


a state of high arousal: being loved by the
partner is ecstasy; being rejected is agony

Companionate love

I.
1.

are becoming

2.

interact, is

3.

is always avoiding (Present Tense Continuous of Annoyance)

4.

begins

5.

works

6.

is participating

7.

are going

8.

puts

II.

a secure, trusting attachment = companionate love

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

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.
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

S-ar putea să vă placă și