Documente Academic
Documente Profesional
Documente Cultură
FACULTATEA DE LITERE
DEPARTAMENTUL DE LIMBI STRAINE SPECIALIZATE
Asist.univ.drd. CAMELIA-DANIELA TEGLA cameliateglas@gmail.com
2012/2013
Informaii generale
Date de identificare a cursului
Date de contact ale titularului de curs:
A
1
A
2
B
1
B
2
C
1
C2
nelegerea
sc
ul
ta
re
nelegerecitire
Vorbireconversaie
Vorbireexprimare
Scriere
Trebuie avut n vedere faptul c nscrierea la examenul de licena la finalul ciclului bachelor este
conditionat de susinerea i promovarea unui test de competena lingvistic ntr-o limba de circulaie
internaional.
Descrierea cursului
Este un curs cu obiective specifice care vizeaz achiziia de cunotine i dezvoltarea deprinderilor de
limb strin ca instrument de formare i informare academic i profesional. Tipologia
programului de nvare are n vedere crearea unui profil de utilizator cu competene axate pe
studiul limbajelor de specialitate. n acest sens, studenii i vor dezvolta capacitatea de
contientizare a strii actuale a cunotinelor i deprinderilor, se vor deprinde s-i fixeze obiective
reale i realiste, s-i selecteze n mod autonom materialele i s se autoevalueze.
Obiectivele disciplinei: Studenii vor putea utiliza competent limba englez, cel puin la nivelul B2,
n activitatea lor academic i n viitoarea activitate profesional:
1. Cunoaterea i nelegerea aprofundat a contextelor i rolurilor, precum i a conceptelor, metodelor
i a discursului/limbajului specific diverselor situaii de comunicare profesional n mediul academic
de limba englez, cu accent pe situaia retoric, formele de comunicare scris i oral, etapele
procesului de scriere i produsele scrisului academic, precum i pe deontologia profesional.
2. Utilizarea cunotinelor aprofundate pentru explicarea i interpretarea diverselor modaliti de
comunicare scris (genuri de texte tiinifice) i oral (comunicri tiinifice) i a conveniilor ce
guverneaz redactarea textelor tiinifice n limba englez n contextul studiilor de licenta i al
comunitii profesionale extinse (naionale i internaionale).
3. Transferul conceptelor/principiilor/metodelor nvate n activiti de receptare a textului scris i de
producere viznd etapele procesului de scriere, organizarea i dezvoltarea ideilor, structura textului i
strategiile de comunicare verbal oral i scris la standarde specifice limbii engleze specializate
pentru discursul tiinific.
4. Utilizarea grilelor de criterii standard ale comunitii academice/profesionale pentru evaluarea
calitii produselor comunicrii academice scrise i orale n limba englez.
5. Elaborarea unor lucrri scrise i prezentri orale originale care s utilizeze principiile i tehnicile de
redactare consacrate n mediul academic, cu accent pe genurile predilecte din psihologie i tiinele
educaiei.
6. Realizarea sarcinilor de lucru individuale n contexte de autonomie/independen.
7. Participarea la realizarea de proiecte de lucru n perechi i n echip, cu accent pe asumarea de
roluri n cadrul echipei de lucru n mediul academic.
8. Managementul propriei nvri, diagnoza nevoilor de formare, monitorizarea i reflecia asupra
utilizrii eficiente a instrumentelor de munc intelectual i a resurselor/tehnicilor/strategiilor de
nvare traditionale si TIC.
Coninut:
SEMESTRUL 1
Placement Test
Introduction.
Psychology in a Nutshell
Psychology in a Nutshell
Reporting structures; Tenses used in reports; Research report: title; abstract
Education
Education
Reported Speech; Research Report: introduction and method
Autism and Communication
Autism and Communication
Reported Speech; Research Report: results, discussion and references
Psychology of Advertising
Psychology of Advertising
Academic Definitions; Relative Clauses
Psychology of Advertising
Emphasis; Rephrasing; Quoting APA Style
Secret Lives
Secret Lives
Cohesion: reference, ellipsis, substitution, conjunctions; Paraphrasing
Revision
Bibliografie obligatorie:
1.Side, Richard Wellman, Guy: Grammar & Vocabulary For Cambridge Advanced and Proficiency,
Longman, 2001
2. Prodromou, L., Grammar and Vocabulary for First Certificate, Longman, 2001
3. Tegla, Camelia (coord.), Felea, Cristina, Mezei, Vlad English B2 C1, Social Sciences and Sport,
Seria Autodidact (coord. Liana Pop), Cluj, Ed. Echinox, 2009
4. Longman Dictionary of Contemporary English, Longman, 2003
5. http://granturi.ubbcluj.ro/autodidact
6. psychologyabout.com
7. http://esl.about.com/c/ec/1.htm
8. owl.english.purdue.edu/
9. www.psychologytoday.com
Organizarea cursului
Cursul este organizat n doua module, corespunznd celor doua semestre de studiu.
Activitile presupuse de acest curs vor consta n mare parte n studiu i exerciii individuale,
la care se adaug ntlnirile semestriale cu profesorul.
Pe parcursul semestrelor 1 si 2, n care se studiaz disciplina de
fa, sunt programate dou ntlniri/ semestru fa n fa (consultaii) cu
toi studenii; ele sunt destinate soluionrii, nemediate, a oricror
nelmuriri de coninut sau a celor privind sarcinile individuale.
Evaluare
Unit 1: Introduction
The Reading Process
Though reading is often considered a passive skill, research in the field of psycholinguistics
has demonstrated that it is actually a highly complex process of interaction between the
reader and text.
For example, it has been shown that the reader does not
decode the text in his first language in an orderly, linear fashion, word after word, but rather
his eyes move rapidly over the page, going forward and backward as he perceives meaningful
groups of words and relates these to the non-verbal information at his disposal (that is, to his
knowledge of the world and topic of the written text), thereby deriving meaning from the text.
=
Reading thus can be seen as the processing of information. The reader brings to the text his
own store of information deriving from his native culture, education, personal experience,
and, normally some specific knowledge of the written text. At the same time, the reader
possesses a linguistic competence, including knowledge of words, of how these words are
deployed according to the linguistic system in order to form sentences, and the rhetorical
pattern and linguistic conventions which characterize different types of text.
Furthermore, in an ideal situation, the reader approaches a text with a genuine motivation to
read and a reading purpose. Whatever the text, he will also have some expectations or
predictions regarding its content and how the text is likely to be organized depending on its
genre. As he reads, these predictions are confirmed or not confirmed by the text. Depending
of his reason for reading, he will use one or more specific strategies.
Reading strategies
When we read in our own language we use often unconsciously a variety of reading
strategies and techniques depending on the text and our reason for reading. There are four
principal styles of reading:
Skimming involves moving your eyes rapidly over the page or pages in order to get a general
idea of what the text is about, focusing on certain key words or phrases.
Scanning, instead, is a strategy we use when we seek specific pieces of information in a text,
such as names, dates, statistics, or whether a particular topic is treated. Here our expectations
are heightened by our awareness of certain lexical fields or other textural features which are
likely to signal the presence of the information we are looking for.
Intensive reading is the style we use when we wish to have a very clear and complete
understanding of the written text. This implies a careful de-codification of the writers
discourse, usually with the aim of comprehending not only the literal meaning of the text, but
also the writers deeper purpose, his position or other eventual text subtleties.
Extensive reading is the term we use to describe the strategies called into play when we read
longer texts either for pleasure or for information, and may involve all the strategies
previously mentioned, which the reader applies according to the individual text and his
interest in its various parts.
Thus, the reading style we apply to any given text should be a function of the type and
content of the text on the one hand, and our reading purpose on the other. It is important to
use these strategies appropriately and flexibly: obviously not all texts need to be read
intensively, though language learners often apply only this strategy to texts in foreign
languages. In reading English for academic purposes, for example, it will often suffice to
have a general idea of whether certain information is contained in an article and, if so, where,
so that it might be consulted at a later date. On the other hand, information which is of
interest may be located quickly and selected passages focused upon for the purpose of
extracting and annotating specific information.
(Source: Adapted from Jordan, R.R, Academic Writing Course, Collins, London 1993)
With the help of language instructors, students learn how they can adjust their listening
behaviour to deal with a variety of situations, types of input, and listening purposes, develop
a set of listening strategies and match appropriate strategies to each listening situation.
Listening Strategies
Listening strategies are techniques or activities that contribute directly to the comprehension
and recall of listening input. Listening strategies can be classified by how the listener
processes the input.
Top-down strategies are listener based; the listener taps into background knowledge of the
topic, the situation or context, the type of text, and the language. This background knowledge
activates a set of expectations that help the listener to interpret what is heard and anticipate
what will come next.
Bottom-up strategies are text based; the listener relies on the language in the message, that is,
7
Strategic listeners also use metacognitive strategies to plan, monitor, and evaluate their
listening.
They plan by deciding which listening strategies will serve best in a particular
situation.
They monitor their comprehension and the effectiveness of the selected strategies.
They evaluate by determining whether they have achieved their listening
comprehension goals and whether the combination of listening strategies selected was
an effective one.
contributions of nature vs. nurture, are deep rooted in these early philosophical concepts. So why is
psychology different from philosophy? While many of the early philosophers relied heavily on
methods like logic and observation, the psychologists of today tend to use methods to study and come
to conclusions about the human behaviour and thought. Physiology also made large contributions
towards the eventual emergence of psychology as a science. Early physiology research on behaviour
and brain had a very dramatic impact on psychology as it is today, ultimately leading to the
application of many scientific methodologies that study the human behaviour and thought.
Psychology as a Separate Scientific Discipline
During the mid 19th century, Wilhelm Wundt, a German physiologist started using scientific research
methods to look into reaction times. His works outlined many of the most important connections
between physiology and psychology. So what were Wundts views on psychology? He looked upon
the subject as a study of the human consciousness and even sought to apply certain experimental
methods in order to study the internal mental processes. While this process today is known as
introspection and is considered to be highly unscientific and unreliable, in those days it helped set the
stage for all the future experimental methods. And although his influence began to dwindle in the
years to come, this impact on the subject is definitely unquestionable.
The First School of Thought
One of Wundts most famous students, Edward B Titchener, went on to become one of the founders of
psychologys very first school of thought. According to structuralism, the human consciousness can be
broken down into small parts. Using introspection, trained students attempted to break down reactions
and responses to the most basic of all perceptions and sensations. Though structuralism is notable
because of its emphasis on scientific research methods, it is considered to be unreliable, subjective
and limiting today. When Titchener died, the concept of structuralism also died with him.
Functionalism
Psychology really flourished in America in the 19th century. William James came out on top as the
leading American psychologist during this period and his principles of psychology made him the
Father of American Psychology. His ideas and concepts served as the foundation for a new school of
thought, which was known as functionalism. Functionalism focused on how the human behaviour
works towards helping people comfortably in their respective environments. Functionalists use
methods like direct observation. The functionalists however stressed on the fact that consciousness is
an ever changing and more continuous process. Although functionalism is no longer considered to be
a school of thought, it however did go on to influence the next generation of psychologists.
Sigmund Freud
Up until this point, psychology tended to stress more on the conscious human experience. However,
Sigmund Freud, the famous Austrian physician changed the whole face of psychology in such a
dramatic way by putting forward a theory of personality that stressed on the importance of the
unconscious mind. His work with patients suffering from mental ailments like hysteria led him to
believe that our early childhood experiences as well as our unconscious impulses contribute greatly
towards the development of our adult behaviours and personalities. According to him, psychological
disorders are basically the result of unconscious conflicts that take place within us, and that become
unbalanced or extreme. His theory had a huge impact on the 20th century psychology, influencing the
mental well being as well as in many other fields like literature, art and popular culture. Although
many of his concepts are looked upon with scepticism today, his influence on modern psychology
cannot be questioned.
The Emergence of Behaviourism
Psychology evolved dramatically during the 20th century and another school of thought known as
behaviourism became dominant. Behaviourism was a very big change from all of the previous
theoretical perspectives, and rejected emphasis on the conscious as well as the unconscious mind.
Instead it strove to make the discipline a more scientific one by stressing on observable behaviour.
Behaviour stresses on the fact, that the subject matter of psychology is basically the behaviour of a
human being. The impact of this school of thought was enormous and it dominated the scene for
almost 50 years. Even though it eventually lost its importance, the basic principles of behaviourism
are still used today. Therapeutic methods like token economies and behavioural modification are often
used to help kids overcome maladaptive behaviours and to learn new skills. Conditioning is used in
most situations ranging from education to parenting.
The Third Force or Humanistic Psychology
Although behaviourism and psychoanalysis dominated the first half of the 20th century, a new school
of thought, known to us as humanistic psychology emerged during the latter half of the 20th century.
Referred to most as the Third Force in psychology, this theoretical concept lays emphasis on
conscious experiences.
Psychology as it is Today
As you may have already noticed the discipline of psychology has seen enormous change and growth
since its early beginnings with Wundt. The story certainly does not end right here. Psychology has
since continued to change and evolve and new perspectives and ideas have been introduced. Recent
psychological research focuses on many aspects of the human behaviour and experience, right from
impact of cultural and social factors to biological influences on human behaviour.
Today, most of the psychologists dont identify themselves with a single school of thought. Instead,
they prefer focusing on certain specialty perspectives or areas, often drawing conclusions from a wide
range of theoretical backgrounds. This contemporary approach has contributed new theories and ideas
that still continue to shape the future of psychology.
By Natasha Bantwal, Published: 1/27/2008, http://www.buzzle.com/articles/brief-history-of-psychology.html
Language Focus: Read the fragment above and try to identify the tenses used in the text.
Write down two or three verbs for each identified tense.
.......
...........................................................
VERB FORMATION
The following chart shows the positive, negative and interrogative (question) forms of all the
principle tenses in English with a brief description of the principle usage.
TENSE
USE
They
She went to
(did
Paris
last
drive
week.
work.
didn't
not) Where did she Actions happening at a defined
to get that hat? moment in the past.
the airport
able to come.
tomorrow.
Present
Continuous
They aren't
He's
(is)
Actions happening at the
(are
not) What are you
working at
present moment. Near future
coming this doing?
the moment.
intention and scheduling.
evening.
Past
Continuous
He
wasn't
I
was
(was
not) What
were Interrupted past action, action
watching
working
you
doing happening at a specific moment
TV
when
when
she when I called? in time in the past.
you called.
arrived.
Future
Continuous
Future
Going to
He's
(is) They're (are)
with going to fly not going to Where are you
Future intent or planned action
to
Boston invite
the going to stay?
next week. Browns.
Past Perfect
She
hadn't
I'd
(had)
Had you ever
(had
not)
To express an action that
already
seen such a
been
to
happens before another action in
eaten before
crazy
lady
Rome before
the past.
they came.
before that?
that trip.
three hours.
studying for
that problem? present.
long.
If the human brain were so simple that we could understand it, we would be so simple that we
couldn't.
Emerson M. Pugh
Specialist
Vocabulary
behaviour
cognition
discipline
emotion
empirical
experiment
lobotomize
So, as you will see, we still have a long way to go in psychology. We have
a large collection of theories about this part of being human or that part;
we have a lot of experiments and other studies about one particular detail
of life or another; we have many therapeutic techniques that sometimes
work, and sometimes don't. But there is a steady progress that is easy to
see for those of us with, say, a half century of life behind us. We are a bit
like medicine in that regard: Don't forget that it wasn't really that long ago
when we didn't have vaccines for simple childhood diseases, or
anaesthesia for operations; heart attacks and cancer were things people
simply died of, as opposed to things that many people survive; and mental
patients were people we just locked away or lobotomized!
Some day -- sooner rather than later, I think -- we will have the same
kinds of understanding of the human mind as we are quickly developing
of the human body. The nice thing is you and I can participate in this
process!
Source: Adapted from: General Psychology by Dr. C. George Boeree Shippensburg University
http://webspace.ship.edu/cgboer/genpsy.html
mind
perception
psychology
research
science
theory
therapeutic
techniques
Phrases
to be astounded at
to die of
to lock away
to pin down
to stick to
Unusual words
Zook
goo
Model:
13
2. The most famous experiment Milgram (to conduct _1) was also his most controversial. The issue
(to deal _2) with the people's right to know on what he/she is being studied. On the surface, the
experiment (to look _3) legit and totally scientific. Two people (to be brought _4) in at a time and
each would draw from a hat. One would be the teacher, one the learner. After going over exactly how
the shock treatment (to work _5), the teacher (to go _6) to his control panel and the learner (to be
hooked up _7) to electrodes. The teacher would first read lists of paired words then (to ask _8) the
learner to pair up the now separated words. For each wrong answer the learner (to give _9), an
increasing dose of electricity (to be given _10).
(Source: Adapted from: http://www.free-researchpapers.com/dbs/b11/smu317.shtml)
14
B. Identify the tenses of the verbs underlined in the following fragment and match them to the uses
suggested in the table below:
The research of consciousness, or states of awareness, has provided numerous interesting and
influential studies. Sleep, dreams, and hypnosis are states of awareness that have intrigued
psychologists because they relate to the quality of psychological interaction with the environment.
States of awareness change constantly, which produces changes in behaviour. Studies in this area have
made great contributions to the understanding of psychology. Researchers pursuing answers about
states of awareness discovered Rapid Eye Movement sleep and how it relates to dreaming. Rosalind
Cartwright, a leading researcher in this area, takes the study of consciousness to another level by
suggesting that people may be able to control what they dream about. Many psychologists have
theorized about why people dream. Sigmund Freud believed that dreams were windows to your
unconscious; that your greatest unfulfilled wishes and fears would be expressed symbolically in your
dreams. Freud's view has been highly influential, and psychotherapists still use dream interpretation
during therapy.
(Source: Adapted from: http://www.free-researchpapers.com/dbs/b6/pnl224.shtml)
VERBS
TENSE
USE
An action that was begun in the
past and continues into the present/
An action that happened in the
unspecified past/ A recent action
that has a present effect.
Actions that happened at a defined
moment in the past.
Habitual activities - States
15
In general, the attitudes of psychology majors closely resembled the attitudes of practicing
psychologists.
This article reports the results of a national survey in which psychology majors were asked
about the use of animals in psychological research and teaching.
Opposition to the use of animals was greatest among women, among students at selective
schools, and among students living in the Northeast/ Mid-Atlantic region of the country.
Students tended to (a) support animal experiments involving observation or confinement, but
disapprove of studies involving pain or death; (b) support mandatory pain assessments and the federal
protection of rats, mice, pigeons and reptiles; and (c) support the use of animals in teaching, but
oppose an animal laboratory requirement for the psychology major.
...............................................
16
Born in Zurich, Johann Heinrich Pestalozzi (1746 - 1827) took up Rousseau's ideas
and explored how they might be developed and implemented. His early experiments in
education ran into difficulties but he persisted and what became known as the
'Pestalozzi Method' came to fruition in his school at Yverdon.. Instead of dealing with
words, he argued, children should learn through activity and through things. They
should be free to pursue their own interests and draw their own conclusions.
I wish to wrest education from the outworn order of doddering old teaching hacks as
well as from the new-fangled order of cheap, artificial teaching tricks, and entrust it to
the eternal powers of nature herself, to the light which God has kindled and kept alive
in the hearts of fathers and mothers, to the interests of parents who desire their children
grow up in favour with God and with men. (Pestalozzi quoted in Silber 1965: 134)
Pestalozzi goes beyond Rousseau in that he sets out some concrete ways forward based on research. He tried to reconcile the tension, recognized by Rousseau, between
the education of the individual (for freedom) and that of the citizen (for responsibility
and use).
His initial influence on the development of thinking about pedagogy owes much to a
book he published in 1801: How Gertrude Teaches Her Children. He wanted to
establish a 'psychological method of instruction' that was in line with the 'laws of
human nature. As a result he placed a special emphasis on spontaneity and self-activity.
Children should not be given ready-made answers but should arrive at answers
themselves. To do this their own powers of seeing, judging and reasoning should be
cultivated, their self-activity encouraged (Silber 1965: 140). The aim is to educate the
whole child - intellectual education is only part of a wider plan. He looked to balance,
or keep in equilibrium, three elements - hands, heart and head.
William H. Kilpatrick in his introduction to Heinrich Pestalozzi (1951) The Education
of Man - Aphorism has summarized six principles that run through Pestalozzi's efforts
around schooling.
Personality is sacred. This constitutes the inner dignity of each individual.
As 'a little seed... contains the design of the tree', so in each child is the promise of his
potentiality. 'The educator only takes care that no untoward influence shall disturb
nature's march of developments'.
Love of those we would educate is 'the sole and everlasting foundation' in which to
work. 'Without love, neither the physical nor the intellectual powers will develop
naturally'. So kindness ruled in Pestalozzi's schools: he abolished flogging - much to
the amazement of outsiders.
To get rid of the 'verbosity' of meaningless words Pestalozzi developed his doctrine of
Anschauung - direct concrete observation, often inadequately called 'sense perception'
or 'object lessons'. No word was to be used for any purpose until adequate Anschauung
had preceded. The thing or distinction must be felt or observed in the concrete.
Pestalozzi's followers developed various sayings from this: from the known to the
unknown, from the simple to the complex, from the concrete to the abstract.
To perfect the perception got by the Anschauung the thing that must be named, an
appropriate action must follow. 'A man learns by action'.
Out of this demand for action came an emphasis on repetition - not blind repetition, but
repetition of action following the Anschauung.
Source: Adapted from http://www.pestalozziworld.com/pestalozzi/pestalozzi2.html
New Vocabulary
doddering
flogging
everlasting
hacks
to kindle
outworn
to pursue
sole
untoward
verbosity
to wrest
Phrasal verbs
to set out
to run into
to run through
to take up
Phrases
to come to
fruition
to draw
conclusions
to get rid of smth.
to grow up in
favour with
Compound
words
new-fangled
ready-made
self-activity
Prefixes
reconcile
implement
inadequately
entrust
outsiders
Suffixes
education
responsibility
achievement
psychological
spontaneity
kindness
meaningless
Unit 3: Education
The principal goal of education is to create men who are capable of doing new things, not simply of
repeating what other generations have done.
Jean Piaget
17
Category
VERB
Suffix
-ment
New Word
development
education
fruition
responsibility
achievement
psychological
spontaneity
kindness
meaningless
intellectual
activity
Category
NOUN
C. There are three forms of compound words: the closed form (headquarters), the hyphenated form (sit-in)
and the open form (post office). Match the words in column A with those in column B to form a new word.
A.
B.
eye
distance middle
throw heart
president
estate
class
stopping
back
full
single
real
half
life
freeze check
elect
minded
shadow
learning
moon
sister
dry
time
child
else fore
like in
where
catching
Model:
eye + catching = eye-catching
18
education
assigned
attend choice
standards
range
conducted
satisfaction
private
Parents of children who _____(1) private schools are more satisfied with their schools than parents of
children in public _____(2) settings, according to a new report from the National Center for Education
Statistics, while parents whose children attend the public school of their _____(3) are more satisfied
than those whose children attend an _____(4) public school.
Released in August, the _____(5) is based on telephone interviews with parents _____(6) in the first
half of 2007 on a wide _____(7) of topics: school satisfaction, parental involvement in schools,
school-parent communication, _____(8) with teachers, discipline and homework levels. While the
specific numbers varied, more _____(9) school parents than public school parents were very satisfied
with teachers, academic _____(10), discipline, and school/parent interaction.
19
(Source: Adapted from http://www.educationreport.org, Parent satisfaction higher in private schools, September 16, 2008)
A. The researchers then scored the tests and correlated the results using the Pearson product-moment
correlation.
B. When one spends longer hours exposed to these factors, stress levels may become greater.
C. Having someone to listen and give empathy helps to justify our feelings and makes us feel better.
D. We experience stress each day, sometimes positively and sometimes negatively.
E. Although minor hassles alone may not be stressful, many hassles may build up and overwhelm an individual,
causing stress.
F. Exercise and getting a good night sleep are also very important to coping with stress.
20
21
Specialist
Vocabulary
acquire
communication
impair
occur
phonology
pragmatics
repetitive behaviour
relate
rigid routines
semantics
spectrum
strike
syntax
vocalise
Acronyms
AIDS
ASD
DSM
PDD-NOS
Antonyms
pair impair
integrate
disintegrate
order disorder
Compounds
eye-contact
lifetime
neurobiological
Phrases
to break down into
to fall under
Word family
integrate
integral
integration
integrative
disintegrate
disintegration
disintegrative
...............................................
C. Follow the link http://www.all-acronyms.com/ to find what these acronyms stand for. Choose the
ones that are the most suitable to the text above.
Model: ASD = autism spectrum disorders
AIDS =
CDD =
DSM =
PDD-NOS =
22
B. Complete the second sentence so that it has the similar meaning to the first sentence, using the
word given.
ModelYou should focus more on the topic, the teacher told me.
advised
The teacher advised me to focus more on the topic.
1. Reading more articles in a foreign language is good for you too, she said.
recommended
She more articles in a foreign language.
2.You wrote a very good research report! the professor told her.
congratulated
The professor ...a very good research report.
3. Dont leave your room after dark. This is not a safe area, our instructor told us.
warned
Our instructor .....our room after dark.
4. If you copy the review, you will be accused of plagiarism, said the lecturer.
threatened
The lecturer if I copied the review.
5. Dont forget to bring your project, my colleague told me.
reminded
My colleague... my project.
When reporting emotions or impressions we may use certain adjectives.
C. Match the adjectives (A-F) with the faces (1-6) Model: 6 F
A. concerned; worried; alarmed; afraid; uneasy
annoyed;
23
Social Sciences use the APA formatting and style to cite sources.
A. Read the information contained in this section of a research report and fill in with the missing figures.
Results
Pearson product-moment correlations were computed to measure the relationship between stress
levels and the other factors studied. The following table presents the findings.
Table 1 n = 30
Correlations between Stress & Various Stress Factors Daily hassles, life experiences, and hours of
Factors
Stress
work were all significantly correlated with
Daily Hassles
.47**
stress. This indicates significant positive
Social support
relationships exist between these factors and
Life experiences
.42*
stress levels. As hassles, life experiences or
Weekly exercise
work hours increase, so does stress.
Hrs of sleep
The correlation between social support and
Hrs of work
.39*
stress was r = -.35 (p<.05), indicating a
** p <.01, * p <.05
significant negative relationship between the
two. (That is, lower levels of social support
are associated with higher levels of stress, and
vice versa).
However, the correlations between exercise
Source: Adapted from http://www.capilanou.ca The Effects of Daily Life and stress (r= -.08) and between sleep and
on Stress Levels by Chad Clippingdale & Shannon Birk
stress (r = -.21) were not significant.
B. You will now listen to the Discussion section of the report above. Mark the following statements true
(T) or false (F). You will hear the recording twice.
1. The author suggests that even one hassle is extremely harmful. ___
2. Social support helps people to reduce stress. ___
3. If the work environment is stressful, people want to spend more time there. ___
4. The participants did not report the amount of exercise they did. ___
5. The results show that sleep is an essential factor to reduce stress. ___
C. The information below belongs to the last section of a research paper. The resources have been
wrongly cited. Follow the link http://owl.english.purdue.edu/owl/resource/560/01/ to find the correct way
and make all the necessary changes.
References
Brown, J. D. (1991). Journal of Psychology and Social Psychology, 60, 555-561. Staying fit and
staying well: Physical fitness as a moderator of life stress [Abstract].
Davis, M. H., Morris, M. M., & Kraus, L. A. Journal of Psychology and Social Psychology, 74, 468481Relationship-specific and global perception of social support: Associations with well-being and
attachments (1998).
Assessing the impact of life changes: Development of the Life Experiences Survey. Journal of
Consulting and Clinical Psychology, 46, 943-946. Sarason, I. G., Johnson, J. H., Siegel, J. M. (1978).
24
Advertising has been a form of glorifying or gaining publicity for goods and
merchandise since very early times. In fact, advertising has been around as an informal
concept since the beginning of civilizations and former methods were oral advertising
or claiming the benefits of products verbally when merchants sold goods to people
directly on the streets. However with the advent of paper and writing, advertising took
a more formal shape.
Egyptians and Ancient Greeks used the papyrus for advertising and rock painting was
also used. Advertising in English in magazines as we know today dates back to the end
of the 17th century and newspaper advertising in America began during the first part of
the 18th century with advertisements for estates. With the growth of mass media and
different forms and avenues of communication like radio, TV, newspapers, magazines,
and of course the internet in the 20th century, advertising started becoming an
important aspect for commercialization of products. People started understanding the
potential of advertisements and it became a business with the establishment of
advertising agencies with the first advertising agency in US opened in 1841.
With advertising becoming a business in itself, the methods of using advertisements
became even more formalized, controlled and systematic and the advertisements for
products started appearing as newspaper ads, on billboards, hoardings, as handbills,
leaflets, on magazines, newspapers, on TV and radio as commercials and more
recently on the internet. Web advertising is now a very powerful means to take the
message across to the customers. However to actually appeal to customers, advertising
will have to work in accordance with the principles of psychology and sociology. Thus
an advertiser or an advertising professional will also have to be a sociologist and a
psychologist to really have an impact on the minds of consumers.
The principles of advertising are largely based on cognitive psychology and the
psychological processes of attention, perception, association and memory to bring out
the complete impact or uses of a product or 'brand'. Any advertisement will have to first
focus on the attention that it is able to capture of the consumers. Strong messages,
strong visuals and glaring colours are sometimes used on hoardings and billboards. For
commercials, attention catching clothes and attractive models are sometimes used.
Once the attention is drawn with the colours and the sounds or words, the focus is on
retaining consumer interests by using 'association'. Themes or products which a
particular segment of customers could associate with are used. Thus for baby food,
mothers and babies are featured so association would have more to do with relevance
or context of the advertisement. Certain colours also have associative value and certain
brands and companies use a specific colour to promote their products. The company
logo or symbol is also a part of developing a brand and helps in giving identity to a
brand and has a strong associative value.
The association should be such that it not only serves the purpose of quick
understanding and perception of the consumers but is also retained in their memory for
a long time. Thus memory or retention is an important aspect of the psychology of
advertising as only an advertisement that consumers can easily remember for a long
time for its novelty or use of words, colours and figures will be the most effective.
Source: Adapted from http://ezinearticles.com/The-Psychology-of-Advertising
25
Edgar A. Shoaff
New Vocabulary
advent
appeal
billboard
commercial
estate
handbill
hoarding
glaring
leaflet
merchandise
novelty
Synonyms
memory = retention
Word families
ad
advertisement
advertiser
advertising
Phrases
to bring out
to draw attention
to give identity
to serve a purpose
to take the message
across
to work in accordance
with
When we describe things we sometimes need to define them as well, especially in academic writing,
so that is perfectly clear what we mean. We may also need to give examples of what we define, and to
classify.
Simple Definitions
If we look in a dictionary for the word hospital we may find:
hospital a large building where sick or injured people receive medical treatment.
More formally in writing we would put:
A hospital is a large building where sick or injured people receive medical treatment.
Study these other examples.
A psychiatrist is a doctor who is trained in the treatment of mental illness.
Steel is a strong metal which can be shaped easily.
Who is used for persons, which is used for inanimate objects and animals, where is used for
places.
Complete the following sentences in the same way as the examples above.
a. A college ________________ students receive higher or professional education.
b. A dentist _________________ treats peoples teeth.
c. Steel _____________________ is produced from iron and carbon.
2. Join pairs of sentences by using relative clauses.
e.g. Bronze is an alloy. It is produced from copper and tin.
Bronze is an alloy which is produced from copper and tin.
The sentences below have been mixed up. Join the 8 sentences on the left with the correct ones from the
10 on the right. Use the appropriate relative pronoun.
1. An engineer is a person
a. It produces electricity
2. A microscope is an instrument
b. He studies the way in which industry and trade produce
and use wealth.
3. A generator is a machine
c. He treats the diseases of animals.
4. A botanist is a person
d. It makes distant objects appear nearer and larger.
5. A square is a geometric figure
e. He designs machines, buildings or public works.
6. A cucumber is a vegetable
f. It gives information on subjects in alphabetical order
7. An economist is a person
g. He studies plants
8. An encyclopedia is a book
h. It makes very small near objects appear larger
i. It is long and round with a dark green skin and light green
watery flesh
j. It has four equal sides and four right angles
26
Academic Definitions
Look at the following definition:
Plastics are compounds made with long chains of carbon atoms. In full the definition would be
Plastics are compounds which are made with long chains of carbon atoms.
Often subjects, particularly academic subjects, omit the wh- word in the following way:
Criminology is the study of crime (or illegal acts).
Psychiatry is the study and treatment of mental illness.
Politics is the science of government.
Botany is the science of the structure of plants.
Write out definitions of the subjects given below. Use the notes given next to each subject; write in the
same style as above.
1. Demography study population growth and its structure.
2. Zoology science structure, forms and distribution of animals.
3. Biology science physical life of animals and plants
Academic subjects may be more cautiously defined, thus:
Geography may be defined as the science of the earths surface.
Linguistics may be defined as the science of language.
Write out definitions of the following subjects in the same way as above.
1. Sociology science nature and growth of society and social behavior.
2. Theology study religious beliefs and theories
3. Astronomy science sun, moon, stars and planets
Extended Definitions
It is possible for academic subjects to be defined more specifically. Normally, this can only be done
if more information is given.
Look at the following example (branch has the meaning of division).
Psychology may be defined as the branch of biological science which studies the phenomena of
conscious life and behavior. (old definition)
Write out definitions of the following subjects in the same way as above.
1. Criminal psychology psychology investigates the psychology of crime and the criminal.
2. Chemistry science deals with the composition and behavior of substances.
3. Social economics economics is concerned with the measurement, causes and consequences
of social problems.
A definition may be extended in order to be more precise and/or to give more information about the
subject. Look carefully at the following examples.
Sociology may be defined as the branch of science which studies the development and
principles of social organization. It is concerned with group behavior as distinct from the
behavior of individuals in the group.
Econometrics may be defined as the branch of economics which applies mathematical and
statistical techniques to economic problems. It is concerned with testing the validity of
economic theories and providing means of making quantitative predictions.
Write a definition of your subject in a similar way to the above.
.........................................................................................................................................................................................................
.............................................................................................................................................................................................................
........................................................................................................................................................................................................
27
..
D. Study the following extended definition of memory and notice the words marked in the text.
Memory, the ability to retain information or to recover information about previous experiences, is a
function of the brain. When we remember something, a process takes place in which our brains
recover and reconstruct information about things we've done or learned. There are two types of
memory: short-term memory (STM) and long-term memory (LTM).
Short term is memory of recent knowledge and happenings, while long-term memory helps us recall
events and knowledge from our pasts.
Source Adapted from http://www.aarp.org/health/brain/works/what_is_memory.html
Below is a list of words that collocate with memory. Form new words (some precede and others follow
memory) and look them up in the Penguin Dictionary of Psychology by Arthur S. Reber
afterimage; associative; autobiographical;
biological; colour; declarative; drum; echoic;
episodic; explicit; fact; false; flashbulb; genetic;
holographic; iconic; immediate; implicit;
inaccessible; lexical; long-term; operating
characteristics;
memory
28
29
So......that
This is a common inversion, usually used with an adjective & the verb `be`.
So exciting was the soap opera that I forgot to do my English homework.
It can also be used with much.
So much did she adore John that she would not give him up.
Such....that
Used with the verb `be` and a noun, it means so much or so great.
A. Rephrase the following sentences, beginning with the words given.
Model: I had never seen so many people queuing at the door of the supermarket.
Never had I seen so many people queuing at the door of the supermarket.
1. You must never associate this colour with our product again.
On no account ..
2. They did not realise much about the impact of their billboard.
Little ..
3. You will not find a better advertising manager in the whole country.
Nowhere ....
4. She used strong visuals and messages in the advertisement.
Strong ....
5. People started calling soon after they had posted the advertisement.
Hardly ..when ...
6. I did not say you can use my name on the hoarding.
At no time .....
7. The merchant did not say anything about the sales action.
Not .
8. I understood the associative value of this colour only at the end of the presentation.
Only then ..
9. Egyptians used the papyrus and rock painting for advertising.
Papyrus..
10. Advertisement for baby food feature mothers and babies.
Mothers and babies .
B. Rearrange the words to make coherent sentences using the words given. They are all examples of
emphasis.
Model: this it does an make like ad you products the buy
Rarely does an ad like this make you buy the products it presents.
1. eyes was impressive the with brought the to my babies tears commercial it
So .. that..eyes.
2. ad these quality have visuals the improved the of sent they also powerful a have
Not only..but ... message.
3. advertisement I most their the new was the and music liked about
What ..colours.
4. who Annie leaflets came up was the with idea of brilliant the spreading at
It...entrance.
5. was the new social psychologist who wrote this powerful logo for our
It .. brand.
6. agent the displayed his claimed had customers for goods
No sooner .than..more.
7. the value gave of was associative our symbol the identity to that
It ..products.
30
B. You will read an excerpt from an article. Five sentences have been removed from this text. Choose
from sentences A-E the one which fits each gap. All contain examples of quoting.
GALE AND THE NEW SCIENCE OF PSYCHOLOGY
These rapid changes in advertising were noticed by Harlow Gale, who was uniquely qualified to recognize and
study the effects of these newly emerging attention structures in the mass media. In 1883, while a sophomore at
Yale, a chance reading of a copy of the Proceedings of the Society for Psychical Research called Gale's attention
to empirical studies of mental life and reasoning (Gale 1900). _____ (1)
Gale credits Professor Wilhelm Wundt for providing him with three and a half years of "inestimable profit"
working in the Institute for Experimental Psychology at the University of Leipzig (Gale 1900). Letters in the
archival files reveal that Gale and the progressive journalist Lincoln Steffens became friends in Germany,
studied together taking courses from Wundt, and enjoyed a lifelong correspondence. _____ (2) Steffens
reported, "[T]he laboratory where we sought the facts and measured them by machinery was a graveyard where
the old idealism walked as a dreadful ghost" (1931, p. 149).
In 1894, prepared as an experimental psychologist, a 32-year-old Harlow Gale returned to his boyhood home in
Minneapolis. At that time there were no psychology departments in American universities. _____ (3) He was
hired as an instructor of "physiological psychology" and given responsibility for the university's laboratory for
experimental psychology. ____ (4) It was there, until 1903, that Gale taught a series of courses in psychology,
including a seminar that involved students in conducting studies on "the psychology of advertising" (Gale
1904). _____ (5) Up until that time, the subject of human attention had received scant experimental attention in
the laboratories of the new psychologists (Scripture 1895, p. 94).
Source: Adapted from http://www.accessmylibrary.com/article-1G1-172907089/harlow-gale-and-origins.html
A. The laboratory consisted of "a few pieces of psychological apparatus" gathered by the university's previous instructor in
experimental psychology.
B. Steffens quoted Professor Wundt as saying, "We want facts, nothing but facts," and that theories were only aids to
experimentation, which was the test of theory.
C. In 1895, in the midst of the increasing visibility of consumer advertising, Harlow Gale became interested in "people's
commercial actions as influenced by street car and magazine advertising" as an application of his training in the emerging
field of experimental psychology (Gale 1900).
D. After completing his B.A. in 1885, he undertook postgraduate studies in economics at the University of Minnesota,
philosophy at Yale and Cambridge, and experimental psychology at Leipzig (Kuna 1976a).
31
E. In the spring of 1895, Gale joined the faculty of the University of Minnesota as a member of the Philosophy Department
(Gale 1904, p. 9).
32
One mislaid credit card bill or a single dangling e-mail message on the home
computer would have ended everything: the marriage, the big-time career, the reputation
for decency he had built over a lifetime.
So for more than 10 years, he ruthlessly kept his two identities apart: one lived in a
Westchester hamlet and worked in a New York office, and the other operated mainly in
clubs, airport bars and brothels. One warmly greeted clients and waved to neighbours,
sometimes only hours after the other had stumbled back from a "work" meeting with
prostitutes or cocaine dealers.
In the end, it was a harmless computer pop-up advertisement for security software,
claiming that his online life was being "continually monitored," that sent this New York
real estate developer into a panic and to a therapist.
The man's double life is an extreme example of how mental anguish can cleave an
identity into pieces, said his psychologist, Dr. Jay S. Kwawer, director of clinical
education at the William Alanson White Institute in New York, who discussed the case at
a recent conference.
But psychologists say that most normal adults are well equipped to start a secret life, if
not to sustain it. The ability to hold a secret is fundamental to healthy social
development, they say, and the desire to sample other identities (to reinvent oneself, to
pretend) can last well into adulthood. And in recent years researchers have found that
some of the same psychological skills that help many people avoid mental distress can
also put them at heightened risk for prolonging covert activities.
"In a very deep sense, you don't have a self unless you have a secret, and we all have
moments throughout our lives when we feel we're losing ourselves in our social group,
or work or marriage, and it feels good to grab for a secret, or some subterfuge, to reassert
our identity as somebody apart," said Dr. Daniel M. Wegner, a professor of psychology
at Harvard. He added, "And we are now learning that some people are better at doing
this than others."
Although the best-known covert lives are the most spectacular - the architect Louis Kahn
had three lives; Charles Lindbergh reportedly had two - these are exaggerated examples
of a far more common and various behaviour, psychologists say. Some people gamble
on the sly, or sample drugs. Others try music lessons. Still others join a religious group.
And there are thousands of people - gay men and women who stay in heterosexual
marriages, for example - whose shame over or denial of their elemental needs has set
them up for secretive excursions into other worlds. Whether a secret life is ultimately
destructive, experts find, depends both on the nature of the secret and on the
psychological makeup of the individual.
Psychologists have long considered the ability to keep secrets as central to healthy
development. Children as young as 6 or 7 learn to stay quiet about their mother's
birthday present. In adolescence and adulthood, fluency with small social lies is
associated with good mental health. And researchers have confirmed that secrecy can
enhance attraction, or as Oscar Wilde put it, "The commonest thing is delightful if only
one hides it."
The urge to act out an entirely different persona is widely shared across cultures as well,
social scientists say, and may be motivated by curiosity, mischief or earnest soulsearching. Certainly, it is a familiar tug in the breast of almost anyone who has stepped
out of his or her daily life for a time, whether for vacation, for business or to live in
another country.
New Vocabulary
anguish
brothel
to cleave
covert
distress
earnest
to enhance
to gamble
hamlet
mischief
persona
ruthlessly
tug
Compounds
best-known
big-time
pop-up
soul-searching
Prefixes
distress
heterosexual
mislaid
reassert
Suffixes
adolescence
adulthood
delightful
elemental
reportedly
reputation
spectacular
Word family
secret
secretive
secrecy
Phrases
to act out
to grab for a secret
on the sly
to sample drugs
Source: Adapted from The Secret Lives of Just About Everybody by Benedict Carey, http:/www.nytimes.com
In all secrets there is a kind of guilt, however beautiful or joyful they may be, or for what good end they may be
set to serve. Secrecy means evasion, and evasion means a problem to the moral mind.
Gilbert Parker
A. The following words belong to the new vocabulary. Read the text again and, aided by the context, try
to understand their meaning. Match the words with the most suitable definition.
Model: 0. earnest = K
0. earnest = K
1. anguish
2. to cleave
3. covert
4. distress
5. to tug
6. hamlet
7. persona
8. to gamble
9. mischief
10. to enhance
B. Listen to Pet Shop Boys song on http://www.last.fm/music/ and fill in the blanks with the missing
information:
Chorus
I sometimes think that I'm too many people
Too many people, too many people
I sometimes think that I'm too many people
Too many people, too many people at once
The husband or the ................
The ......... or the communist
The artist or the showbiz ............................
The lover or the ................................................. geek
The question of identity is one that's always .............. me
.................... I decide to be depends on who is with me
Chorus
The ............................... twit putting his foot in it
Or the sensitive soul who's a .................................
C. Match the words in column A with the correct definition in column B. All the concepts below are
related to identity and behaviour.
A
1. role model
2. jet setter
3. creep
4. identity
5. haunted
6. introvert
7. hedonist
8. simpleton
9.conformity
10.bon-viveur
B
a. troubled, disturbed
b. someone who enjoys good food and wine
c. rich people who travel to a lot of different parts of the world and have exciting lives
d. a person who is not very intelligent and can be tricked easily
e. behaviour that is acceptable because it is similar to the behaviour of everyone else
f. someone whose behaviour is considered to be a good example for other people to copy
g. someone who believes that pleasure is very important and who tries to spend all their time doing
things that they enjoy
h. an unpleasant person, especially someone who tries to please or impress people in authority
i. the qualities that make someone what they are and different from other people
j. someone who tends to concentrate on their thoughts and feelings rather than communicating with
other people
Cohesion refers to the grammatical and lexical means by which written sentences are joined together
to make texts. Grammatical cohesion in English is made through reference, ellipsis, substitution or
conjunctions.
A. Study the following sentences and mention which of the procedures mentioned above was used to
give cohesion to the text. The first is done for you.
Model:
1. But psychologists say that most normal adults are
well equipped to start a secret life, if not to sustain it.
2. Whether a secret life is ultimately destructive,
experts find, depends both on the nature of the secret
and on the psychological makeup of the individual.
3. Im thinking of sharing my secret with my
family.
So am I.
4. Got a pen?
Sorry, dont use.
5. I want to change my workplace.
I dont. My colleagues are generally very
supportive and I hope they will understand me.
6. A remark so harmless it could have been
ignored had actually reached its purpose when
heard by his colleagues. The softly whispered
words confirmed the earlier rumours about his
having two secret lives.
conjunctions
B. The order of the following sentences has been changed. Read them carefully paying attention to the
grammatical means of cohesion and establish the correct order so that you obtain a coherent paragraph.
A. Each evening on his commute home, John sees a beautiful woman, staring with a lost expression
through the window of a dance studio.
B. John Clark is a man with a wonderful job, a charming wife and a loving family, who nevertheless
feels that something is missing as he makes his way every day through the city.
C. But, as his lessons continue, John falls in love with dancing.
D. Haunted by her gaze, John impulsively jumps off the train one night, and signs up for dance
lessons, hoping to meet her.
E. Even worse, when he does meet Paulina, she icily tells John she hopes he has come to the studio to
seriously study dance and not to look for a date.
F. His friendship with Paulina blossoms, as his enthusiasm rekindles her lost passion for dance.
G. At first, it seems like a mistake: his teacher turns out to be not Paulina, but the older Miss Mitzi,
and John proves just as clumsy as his equally clueless classmates on the dance-floor.
H. With his secret about to be revealed, John will have to do some fancy footwork to keep his dream
going and realize what it is he really yearns for.
I. But the more time John spends away from home, the more his wife becomes suspicious.
J. Keeping his new obsession from his family and co-workers, John feverishly trains for Chicago's
biggest dance competition.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
A paraphrase is: your own rendition of essential information and ideas expressed by someone else,
presented in a new form; one legitimate way (when accompanied by accurate documentation) to
borrow from a source; a more detailed restatement than a summary, which focuses concisely on a
single main idea.
A. Study the following examples and notice the changes that occurred:
Original passage
Students frequently overuse direct quotation in
taking notes, and as a result they overuse
quotations in the final [research] paper. Probably
only about 10% of your final manuscript should
appear as directly quoted matter. Therefore, you
should strive to limit the amount of exact
transcribing of source materials while taking
notes. Lester, James D. Writing Research Papers.
2nd ed. (1976): 46-47.
Paraphrase
In research papers students often quote
excessively, failing to keep quoted material down
to a desirable level. Since the problem usually
originates during note taking, it is essential to
minimize the material recorded verbatim (Lester
46-47).
Source: http://owl.english.purdue.edu/owl/resource/619/1/
B. The following fragments belong to the text The Secret Lives of Just About Everybody. Paraphrase
them in the same way as above.
But psychologists say that most normal adults are well equipped to start a secret life, if not to sustain it. The
ability to hold a secret is fundamental to healthy social development, they say, and the desire to sample other
identities (to reinvent oneself, to pretend) can last well into adulthood. And in recent years researchers have
found that some of the same psychological skills that help many people avoid mental distress can also put them
at heightened risk for prolonging covert activities.
...............................................
Although the best-known covert lives are the most spectacular - the architect Louis Kahn had three lives;
Charles Lindbergh reportedly had two - these are exaggerated examples of a far more common and various
behaviour, psychologists say. Some people gamble on the sly, or sample drugs. Others try music lessons. Still
others join a religious group.
And there are thousands of people - gay men and women who stay in heterosexual marriages, for example whose shame over or denial of their elemental needs has set them up for secretive excursions into other worlds.
Whether a secret life is ultimately destructive, experts find, depends both on the nature of the secret and on the
psychological makeup of the individual.
...................................
............................................................................................................................................
............................................................................................................................................
36
SEMESTRUL 2
Anger Fuels Better Decisions
Anger Fuels Better Decisions; Passive Constructions; Summarizing
Beginning Reading
Beginning Reading; Varieties of Bristish and American English; Passive
Constructions; Punctuation
Not ADHD? Think Dyslexia
Not ADHD? Think Dyslexia; Affixation; Word derivation; Modal Verbs;
Usage of italics
Williams Syndrome
Williams Syndrome; Nouns of Greek and Latin origin; Word derivation;
Root words; Conditionals; Data interpretation
The Psychology of Competition
The Psychology of Competition; Present and Past Subjunctive; Article
Structure
Opinion paragraph
Argumentative essays
Descriptive essays
Revision
Bibliografie obligatorie:
1.Side, Richard Wellman, Guy: Grammar & Vocabulary For Cambridge Advanced and Proficiency,
Longman, 2001
2. Prodromou, L., Grammar and Vocabulary for First Certificate, Longman, 2001
3. Tegla, Camelia (coord.), Felea, Cristina, Mezei, Vlad English B2 C1, Social Sciences and Sport,
Seria Autodidact (coord. Liana Pop), Cluj, Ed. Echinox, 2009
4. Longman Dictionary of Contemporary English, Longman, 2003
5. http://granturi.ubbcluj.ro/autodidact
6. psychologyabout.com
7. http://esl.about.com/c/ec/1.htm
8. owl.english.purdue.edu/
9. www.psychologytoday.com
37
Despite its reputation as an impetus to rash behaviour, anger actually seems to help
people make better choices - even aiding those who are usually very poor at thinking
rationally. This could be because angry people base their decisions on the cues that "really
matter" rather than things that can be called irrelevant or a distraction. Previous research has
shown that anger biases peoples thinking - turning them into bigger risk-takers and making
them less trusting and more prejudiced, for instance. But little has been done to study how
anger affects a persons thinking. So Wesley Moons, a psychologist at the University of
California at Santa Barbara, and his colleague Diana Mackie designed three experiments to
determine how anger influences thinking - whether it makes people more analytical or careful
about their decisions, or whether it leads people to make faster, rasher decisions. In the first
experiment, the researchers induced anger in a group of college students by either asking
them to write about a past experience that had made them very angry, or by having their
stated hopes and dreams harshly criticized by another participant. In a second group of
students, anger was not induced. The researchers later checked to be sure that the subjects
were as riled up as they were supposed to be. The two groups were then asked to read either
compelling or weak arguments designed to convince them that college students have good
financial habits. The strong argument cited research from numerous scientific studies,
whereas the weak argument contained largely unsupported statements. The subjects were
asked to logically evaluate the strength of the arguments they read and indicate how
convinced they were by them. The researchers repeated the experiment with a second group
of students, this time giving the subjects an additional piece of information: who had made the
arguments. Some students were told that the argument was made by an organization with
relevant expertise in financial matters; others were told that the argument was made by a
medical organization whose expertise was irrelevant to the financial topic being considered.
In both studies, the researchers found that the angry subjects were better at discriminating
between strong and weak arguments and were more convinced by the stronger arguments.
Those who were not made to feel angry tended to be equally convinced by both arguments,
indicating that they were not as analytical in their assessments. The angry students were also
better at weighing the arguments appropriately depending on which organization had made
them.
The researchers repeated the experiment a third time using a different argument - one that
supported the implementation of a university-wide requirement for graduating seniors to take
comprehensive exams. This time, they tested only those subjects who were the least
analytical, or in other words, those who were the least likely to make logical decisions. This
way, the researchers would be able to see whether anger also makes typically non-analytical
thinkers more analytical.
Once again, they found that the angry subjects were better able to discriminate between
strong and weak arguments than the ones who were not angry - suggesting that anger can
transform even those people who are, by disposition, not very analytical into more careful
thinkers.
Their findings, detailed in this months issue of the Personality and Social Psychology
Bulletin, suggest that anger helps people focus on the cues that matter most to making a
rational decision and ignore cues that are irrelevant to the task of decision-making. This could
be because anger is designed to motivate people to take action - and that it actually helps
people to take the right action, the authors wrote.
(Source: Adapted from http://news.yahoo.com/s/livescience)
38
New Vocabulary
appropriately
bias
compelling
cue
discriminate
expertise
impetus
prejudiced
rash
Prefixes
irrelevant
unsupported
Suffixes
behaviour
distraction
logically
Compound
words
risk-takers
university-wide
decision-making
Synonyms
aid = help
anger = rile
Antonyms
strong weak
relevant
irrelevant
False friends
distraction=
interruption,
disturbance
distraction=
amusement
Phrases
to be likely
to be riled up
39
40
B. Now summarise the article Anger Fuels Better Decisions in your own words,
following the steps you were given in the brief guide above. The original number of words is 598.
41
42
New
Vocabulary
lullaby
pace
reinforced
rote
strengthen
toddler
Antonyms
context
isolation
Compounds
check-ups
one-on-one
pre-literacy
Key words
reading
letters
sounds
meaning
memorization
drills
language
linguistics
phonics
verbal
communication
connections
individual
needs
literacy
skills
Am. English
vs.Br. English
favorite vs.
favourite
pediatrician vs.
paediatrician
program vs.
programme
vs.
Br E
-our
-se
-l
-ogue
-re
-oe or -ae
-que
words
favorite/ favourite; color/ colour; behavior/ behaviour;
-dge
-ence
43
other
program/ programme;
B. For each of the sentences below, write a new sentence as similar as possible in meaning to
the original sentence, using the word given, which must not be altered in any way.
Model According to the protocol, we must call the president Mr. President.
addressed According to the protocol, the president must be addressed as Mr. President.
1. They will deduct points if you do not solve all the tasks on the answer sheet.
penalised
2. All of a sudden the dyslexic child became very emotional.
overcome
3. The researcher was given an honorary doctorate in education by Cambridge University.
conferred
4. There were hundreds of children in the school yard.
packed
5. The results of her study came as a complete surprise to us.
aback
Structures with get and have passive patterns The passive pattern means arrange for
somebody else to do something e.g. Ill get the book brought to you, or things that happen
to you e.g. Shes had her computer stolen.
C. Rearrange the words to make coherent sentences inside the first and last words given.
Model has bibliography be just to
That .. compiled.
That bibliography just has to be compiled.
1.
article has Journal published Special of the had his in
John . Education.
2.
get the teachers have to children their reading prepared for
The .. test.
3.
her had a application has for turned scholarship
Jenny . down.
4.
my have our photo had for class taken just
I ... album.
5.
car his had into broken ago a and days the few CD player
George stolen.
44
45
lightening to strike some sense into your teen. Although parents may feel that they are being pushed
away during the teen years its your responsibility to firmly push back.
(Source: Adapted from http://www.education.com)
46
disabled
B. Check the meaning of the following suffixes, then choose the suitable one in order to form new words.
- less
- like
-able
- worthy
- ful
- proof
- tight
Model: I think it is going to rain, so you will probably use your new watertight jacket.
1. The physicians needed trust persons for their research.
2. They have to pay consider..... attention to the traits displayed by children.
3. Dealing with dyslexia may sometimes be a pain .. experience.
4. Dyslexics must not feel hope ... as long as help can be provided.
5. People suffering from ADHD may display child .. behaviour.
6. We should use error - . tests in the assessment of these children.
WORD FAMILIES
protect
agree
assess
avoid
behave
comprehend
consider
diagnose
develop
educate
evaluate
injure
persuade
represent
relieve
require
reverse
select
signify
symbolise
NOUN
protection
47
VERB
protect
ADJECTIVE
protective
Modal Verb
B. Write sentences of your own using some of the modal verbs listed above and the prompts given.
Model: Being on holiday, I could relax in the swimming pool all day long.
1. ..
2. .......
3. ......
4. ....
5. .
6. ...
7.
8. ...
48
9...
10. ...
49
................
10. The word disorder appears too often in this short paragraph.
50
If a person suffers the small genetic accident that creates Williams syndrome,
hell live with not only some fairly conventional cognitive deficits, like trouble
with space and numbers, but also a strange set of traits that researchers call the
Williams social phenotype or, less formally, the Williams personality: a love
of company and conversation combined, often awkwardly, with a poor
understanding of social dynamics and a lack of social inhibition.
Williams syndrome rises from a genetic accident during meiosis, when DNAs
double helix is divided into two separate strands, each strand then becoming the
genetic material in egg or sperm. Normally the two strands part cleanly, like a
zippers two halves. But in Williams, about 25 teeth in one of the zippers 25
genes out of 30,000 in egg or sperm are torn loose during this parting. When
that strand joins another from the other parent to eventually form an embryo,
the segment of the DNA missing those 25 genes cannot do its work.
The resulting cognitive deficits lie mainly in the realm of abstract thought.
Many with Williams have so vague a concept of space, for instance, that even as
adults they will fail at six-piece jigsaw puzzles, easily get lost, draw like a
preschooler and struggle to replicate a simple T or X shape built with a halfdozen building blocks. Few can balance a check book. These deficits generally
erase about 35 points from whatever I.Q. the person would have inherited
without the deletion. Since the average I.Q. is 100, this leaves most people with
Williams with I.Q. in the 60s. Though some can hold simple jobs, they require
assistance managing their lives.
The low I.Q., however, ignores two traits that define Williams more distinctly
than do its deficits: an exuberant gregariousness and near-normal language
skills. Williams people talk a lot, and they talk with pretty much anyone. They
appear to truly lack social fear. Indeed, functional brain scans have shown that
the brains main fear processor, the amygdala, which in most of us shows
heightened activity when we see angry or worried faces, shows no reaction
when a person with Williams views such faces. Its as if they see all faces as
friendly.
People with Williams tend to lack not just social fear but also social savvy. Lost
on them are many meanings, machinations, ideas and intentions that most of us
infer from facial expression, body language, context and stock phrasings. If
youre talking with someone with Williams syndrome and look at your watch
and say: Oh, my, look at the time! Well its been awfully nice talking with
you . . . , your conversational partner may well smile brightly, agree that this
is nice and ask if youve ever gone to Disney World. Because of this and
because many of us feel uneasy with people with cognitive disorders, or for that
matter with anyone profoundly unlike us people with Williams can have
trouble deepening relationships. This paradox the urge to connect, the
inability to fully do so sits at the centre of the Williams puzzle, whether
considered as a picture of human need or, as a growing number of researchers
are finding, a clue to the fundamental drives and tensions that shape social
behaviour.
After being ignored for almost three decades, Williams has recently become one
of the most energetically researched neurodevelopmental disabilities after
autism and it is producing more compelling insights.
Source: Adapted from David Dobbs, The Gregarious Brain www.newyorktimes.com
New Vocabulary
compelling
drive(s)
helix
insight
meiosis
phenotype
realm
replicate
savvy
stock phrasing
strand
urge
Prefixes
inability
preschool
uneasy
Suffixes
conventional
personality
assistance
heighten
conversational
deepen
Nouns of
foreign origin
amygdala
meiosis
Compounds
half-dozen (blocks)
near-normal (skills)
six-piece (puzzle)
Phrases
to be torn loose
to feel uneasy
Word families
gene(s)
genetic
genetics
gregarious
gregariousness
Many nouns taken from other languages form their plurals by adding s or es to the singular.
However, some have kept their foreign (Latin and Greek) plurals thesis/theses; phenomenon/
phenomena, alga/algae, etc.
LATIN:
um a datum/data, medium/media, stratum/strata, addendum/addenda, symposium/symposia,
bacterium/bacteria
but
museum/museums, asylum/asylums, stadium/stadiums
Datum is much less common than its Latin plural data (information, especially information organized
for analysis) which in English is usually constructed as a plural: These data are inconclusive but
often also as a singular, especially in scientific context This data is inconclusive.
LATIN:
us i
cactus/cacti also cactuses, focus/foci also focuses, radius/radii, terminus/termini,
nucleus/ nuclei also nucleuses, bacillus/bacilli, stimulus/stimuli
but
bonus/bonuses, genius/geniuses, virus/viruses
LATIN:
a ae
alga/algae, larva/larvae, formula/formulae also formulas, antenna/antennae also
antennas, vertebra/vertebrae also vertebras
but
arena/arenas, dillema/ dillemas, diploma/diplomas, era/eras, encyclopaedia/ encyclopaedias,
retina/retinas, villa/villas
LATIN:
x ces
index/indices also indexes, appendix/appendices (in books) also appendixes
(anatomical), matrix/matrices
LATIN:
others
genus/genera, stamen/stamina
Words of Greek origin retain their declentional endings, but anglicised plurals for some of them are
favoured:
GREEK:
is es
analysis/analyses, axis/axes, basis/bases, crisis/crises, diagnosis/diagnoses,
hypothesis/hypotheses, paranthesis/parantheses, thesis/theses
GREEK:
on a
phenomenon/phenomena, criterion/criteria
but
demon/demons, neuron/neurones, proton/protons, ganglion/ganglions
Some foreign nouns are at half way stage with two plurals, the original plural and the English one. As
a rule, the difference is not of sense, but of style. The foreign plural is characteristic of formal usage,
particularly in scientific and academic writing. In some cases the two plurals have different meanings.
index/indices (algebraical signs) indexes (table of contents)
genius/genii (spirits)
geniuses (men of genius)
There are also words borrowed from other languages that in certain circumstances retain their original
endings in the plural.
HEBREW:
cherub/cherubim(cherubs), seraph/seraphim (seraphs)
ITALIAN:
bandit/banditti (bandits), virtuoso/virtuosi also virtuosos
Confetti (from Italian confetto, which is not used in English) takes a singular verb.
Graffiti (lacking a singular form) takes the plural.
FRENCH:
beau/beaux, bureau/bureau
A. Fill in the correct plural form of the words in brackets.
52
Model Although extensively investigated, these phenomena still fascinate researchers (phenomenon)
1. Both the preliminary and final .. revealed that 25 genes were missing (analysis)
2. The researchers collected a great deal of .. for their report (datum)
3. There are several ... that must be considered when calculating the IQ (criterion)
4. The brain scans revealed that there was a set of ...to which the brain reacted (stimulus)
5. More ...are to be confirmed by the new experiments (hypothesis)
Word formation is one of the most useful methods to enrich your vocabulary. To the root word you
may add a prefix or a suffix to form a new word: misunderstanding.
B. Form new words using prefixes and/or suffixes to fill in the blanks with the aid of the words in
capitals.
Model Many people suffering from Williams syndrome draw like a preschooler. SCHOOL
1. The cognitive deficit was .. by the genetic accident that occurred during meiosis. HIGH
2. We were all surprised to see John behaving so ...... in a new environment. GREGARIOUS
3. The brains main fear ... is the amygdala. PROCESS
4. Jenas cognitive .. made impossible any human interaction. PAIR
5. His lack of social puzzles everybody. INHIBIT
C. Each group of words written below has a root word which you must guess and write in column B; then
match it with the appropriate definition in column C. The first is done for you.
A
biodiversity; autobiographical;
biologist; biography; symbiosis
admittance; emitted; omit;
permitting; remittance;
unremitting; submitted;
transmitter
dictation; indicate; dictionary;
predictable; verdict
infer; transfer; preferable; offer;
confer; ferry
apathy; pathetic; pathology;
sympathy; telepathic; empathy;
antipathy
biological; psychologist; logic;
philology
analgesia; nostalgic; analgesic;
neuralgia; nostalgia
anthropomorphism;
metamorphosis; amorphous;
B
bio = life
C
feel
bear; bring; carry
send
speech; word; reason; study
pain
form
say; speak
life
Conditionals are clauses which begin most typically with if. They go in several types and they are
used to express events which are possible, likely events in the future, unlikely situations in the present
or future or an event that did not happen in the past.
A. Study the following examples of first, second and third Conditional then fill in with the appropriate
form of the verbs in brackets.
a. If a person suffers the small genetic accident that creates Williams syndrome, he will live with
some fairly conventional cognitive deficits.
b. If we understood their condition, maybe we could help them.
c. I would have made other plans for the trip if you had told me about her disability.
1. Most likely they will leave sooner if they ... (realise) that he has a cognitive disorder.
2. The DNA ..(not be affected) if a genetic accident had not occurred during meiosis.
3. If people with Williams syndrome had a concept of space they .. (not draw) as a preschooler.
4. His IQ ... (be) higher if the deficits had not erased 35 points.
5. If we ...(not feel) uneasy in the presence of people with Williams, they could deepen relations.
Conditional clauses may be introduced by other subordinators than if, for example: as/so long as,
unless, on condition that, only if, provided that, etc.
B. Match the clauses in column A with those in column B to form sentences. One is done for you. 11- A
1. If she had realised her report would be
misinterpreted,
2. As long as you promise to behave yourself,
3. Her latest article may be downloaded freely
4. Supposing you met a Williams person,
5. In the event of a gene deletion during meiosis,
6. In case of a crisis,
7. Humans begin to have hallucinations
8. She will deepen the relation
9. If you had paid more attention to John
10. I m sure they will turn down your invitation
11. You can borrow my laptop for the project
B. Listen to Coldplays song on http://www.last.fm/music/ and fill in the blanks with the missing
information:
What If?
What if there _____ (1) no lie
Nothing wrong, nothing right
What if there _____ (2)
And no reason, or rhyme
What if you _____ (3)
That you don't want me there by your side
That you don't want me there in your life
What if I _____ (4) it wrong
And no poem or song
Could _____ (5) what I got wrong
Or _____ (6) you feel I belong
54
Articles, research papers, reports, etc. use tables, charts or graphs to provide information. Some useful
vocabulary in talking about data includes: verbs: increase, decrease, decline, climb, fluctuate, tend;
adjectives: high, low, dramatic, gradual, slight, steep; nouns: fall, point, trend, average, level.
A. Read the fragment below and fill in with the most suitable word from
the box. One is done for you.
miserable lower graph levels climbing
average progressively point start off
tend
slightly
B. Obtain information from the following charts and write a data commentary in a similar style
as above.
Age-related changes in total amount of sleep and REM sleep
Source: http://faculty.washington.edu/chudler/sleep.html
The five S's of sports training are: stamina, speed, strength, skill, and spirit; but the greatest of these
is spirit.
Ken Doherty
Training the body takes the right state of mind to excel in competition.
A relatively new area in psychological research is sport psychology. However, the
principles involved are much older. Ever since the time of the ancient Greeks a
connection between the body and the mind has been recognized. For any professionals
in the field of psychology it is considered scientific fact that the emotions and
psychological health of an individual has a very significant bearing on their physical
condition. Therefore, it stands to reason that for physical competitors searching for a
slight edge, this connection needs to be explored and used to its fullest extent.
State of mind There are numerous ways that athletes train their bodies. Weight training,
push-ups and running are just a few of the physical training activities utilized by
athletes regardless of the sport involved. There are also a variety of psychological
training exercises that can be used by athletes. At the time of competitions, numerous
elite competitors talk of being "in the zone". What this is referring to is the process of
focusing totally on the task at hand, blocking out any distracting thoughts and giving
the mind the ability to work through the task in a step-by-step fashion. Meditation is
somewhat of a similar process. In and of itself, meditative work is a tool that athletes
can utilize to train their minds. In the evening, prior to going to sleep, sit or lie down
comfortably and allow your mind to become clear. Do not attempt to force this, as the
very thought of forcing will break the meditation process. Instead, as thoughts come to
you, allow them to pass again. Do not concentrate on them, but allow them to go in and
out of your brain. At the beginning of this process, some individuals find it to be helpful
to concentrate on a single thought. If this technique works for you then try it, but keep
in mind that the final goal is complete freedom of thought. As time goes on, you will
apply this state of meditation to competition
Your inner voice The difference between failure and success can be a matter of simply
self talk. Each of us has an inner voice that gives us a running commentary on the
events in our daily lives. Learn to hear that inner voice. Literally speak out loud the
word "stop" at any time that negative self talk starts, then implement positive
conscience self talk, going through in a step-by-step method. When you are not in
training or competition is the best time to learn to control your inner voice. By the time
that you go into competition itself, your interior dialogs should be totally encouraging
and supportive. Self talk and affirmations are related. The main difference between the
two is that affirmations are delivered into the conscious mind. Prior to going to bed, and
again just prior to a competition, look into a mirror and affirm five best strengths you
have for the sport you are in. This will have the effect of building confidence in your
own abilities. Learn to control any stress you may have. Stress can be either negative or
positive, primarily determined by any attitude you may have towards it. Your body does
not realize the difference between negative and positive stress, so it is your thoughts
that must take over to establish that distinction. Instead of fear, learn to identify the
feeling as excitement, and you will harness its power. There are numerous other
psychological techniques that can be applied to competition. Nevertheless, the majority
of the other techniques are based on the concepts of self talk, meditation, and stress
management. If you can master these basic techniques you will begin to move forward
on the right track towards having a competitive edge.
Source: Adapted from : Korbin Newlyn http://www.buzzle.com/articles/the-psychology-of-competition.html
New
Vocabulary
athlete
bearing
conscience
excel
failure
harness
implement
Phrases
to stand to
reason
to search for a
slight edge
to have a
competitive
edge
running
commentary
to build
confidence
to move on the
right track
Antonyms
failure #
success
Suffixes
affirmation
comfortably
confidence
excitement
meditation
meditative
professional
psychological
regardless
supportive
Compounds
self talk
step-by-step
push-ups
A. Look up the meaning of the following phrases and give their Romanian equivalents if possible.
to build confidence
to have a competitive edge
to give a running commentary
to stand to reason
to move on the right track
to search for a slight edge
to gain self-assurance
B. All the concepts listed below are related to competition. Use the words to fill in the spaces.
1. They should always listen to their ................ when they do not know what to do.
2. Recent research shows that .... helps athletes to recover faster from injuries.
3. The pressure of the competition requires a lot of ....... to be successful.
4. .... is a technique which can be used to reduce anxiety.
5. Researchers believe that self-confidence can be built with ... and positive thinking.
6. Athletes need many hours of ...... to stay in good shape.
7. One important step towards success is to build ..... in your own abilities.
8. Freedom of thought is a stage of ... that can be applied to competition.
9. Some psychological techniques are based on the concept of ...... .
10. ... makes sometimes the difference between failure and success.
C. Read the article again and match the following words with their antonyms.
Model: 1. success g. failure
1. success
2. prior
3. excitement
4. distinction
5. strength
6. supportive
7. harness
a. weakness
b. similarity
c. disconnect
d. subsequent
e. unhelpful
f. boredom
g. failure
The subjunctive has limited uses in English. The Present Subjunctive short infinitive (all persons)
I suggest he stop as soon as he becomes tired;
The Past Subjunctive were (all persons) I wish she werent so shy.
A. Fill in the blanks with one of these common phrases:
God forbid
far be it from me
be that as it may
suffice it to say
so be it
is found
agree
hadnt
understand
wouldnt
be
didnt
werent
http://www.donolsen.com
http://www.authentichappiness.sas.upenn.edu/TimeMagazine
http://www.biggerfasterstronger.com
A. Study the layout of the magazine articles printed above and rearrange the following jumbled text in
order to obtain a coherent article. Use the two or three column format.
Steven Pinker: How Our Minds Evolved
By Robert Wright, author of Nonzero: The Logic of Human Destiny Monday, Apr.26, 2004
Decades of social-science dogma depicted the human mind as having few built-in features--kind of
like a computer with no programs, a blank slate. Pinker, along with others in the young field of
evolutionary psychology, disagrees. For starters, he argued in The Language Instinct, we have a
genetically based word processor, engineered by natural selection. Among the other legacies of
natural selection, say the new Darwinians, are such impulses as jealousy and vengefulness. So Pinker
draws fire from those who ascribe all ills to the corruption of pristine souls. But evolutionary
psychology has a brighter side: love and compassion are also in our genes. Besides, Pinker notes,
biology isn't destiny. "Nature," he quotes Katharine Hepburn's character in The African Queen as
saying, "is what we were put in this world to rise above."
Every half-century, it seems, an eminent Harvard psychologist crystallizes an intellectual era. Near the
end of the 19th century, William James, writing in Darwin's wake, stressed how naturally functional
the mind is. In the mid--20th century, after a pendulum swing, B.F. Skinner depicted the mind as a
blank slate. Now the pendulum is swinging again. Harvard, which lured Pinker from the
Massachusetts Institute of Technology last year, seems poised to keep its tradition alive.
Britain's Financial Times once described Steven Pinker as "a handsome man" with a hairstyle that
"works equally well for Led Zeppelin front man Robert Plant." But even if the Harvard psychologist
didn't look like a rock star, he would still play to packed houses on the lecture circuit. He has
something rare among top-tier scholars, an ability to convey complex ideas with clarity, flair and wit.
That's one reason his books--most recently, The Blank Slate--make best-seller lists even as they make
waves in academia. The other reason is those waves in academia. Pinker is on the forefront of an
intellectual sea change.
Source: http://www.time.com/time/magazine/article/
59
The opinion paragraph starts with a clear and original view point or attitude about a topic. Never use
expressions such as In my opinion or I think. You should directly start on with your opinion as it
is a truth. Instead of saying, In my opinion life is worth living fully. just write, Life is worth living
fully. This stage should be heavily concentrated upon because you need to give lucid contentions that
support and justify the authenticity and validity of the opinion.
Convincing as well as persuasive styles should be the most common throughout the whole paragraph.
An opinion without clear and vigorous arguments that support and sustain it is not at all inspiring for
the reader. You should also bear in mind that arguments are not new opinions, but only an attempt to
support the opinion with the most appropriate evidence. Therefore you should be careful about the
way the topic sentence is managed and reinforced through logical, resistant and easy to assimilate
supporting details, here arguments. The arguments must be so comprehensible that in this stage you
have to avoid using assumptions or theories but you must use only facts. Examples are the most
helpful tools to clarify and back up your arguments; however they should neither be volatile nor
vague ones. They should be positive statements aiming at bringing about the readers involvement and
understanding.
The concluding sentence, on the other hand, should not raise a new opinion or present an open
statement. It should be cautiously dealt with in order to echo the whole paragraph or at least to
paraphrase the topic sentence. The concluding shift is crucial because it is the last thing the reader will
keep in mind. The minimum deviation from the opinion stated above or the pace and logic of the
paragraph will engender a deadly effect.
( Retrieved from:http://abdessalami.bravehost.com/opinion.html)
60
61
dos
give your essay a clear structure. Make sure that it has an introduction which says what the
aim of the essay is, a body (=the main part of the essay, usually consisting of 3 paragraphs),
and a conclusion at the end which says what your point was
link your ideas together so that they are connected in a logical way
give supporting evidence or quotations from other people in order to support the points you
want to make, and say where they come from
donts
dont mix different ideas in the same paragraph or sentence
dont use informal spoken language, and dont use short forms such as cant or wont
dont overuse phrases such as I think that You can use the form In my opinion or if you
want to say what other people think, you can use phrases such as According to Freud or It
was Freuds view that It is also often better to use the passive form: It has been pointed out
that It has been said that
dont copy other peoples work. This is known as plagiarism and will cause you to fail your
essay. You can give short quotations from other writers to support your arguments, but you
must say who and where the quotation is from.
dont feel that you have to use very formal or complicated language. Simple is best.
You know words in English, and you know what they mean, but how do you use them together to
form a correct English sentence and link your ideas coherently? Here is a selection of the most
common problems that students face when linking words together, and some suggestions for different
ways of doing this.
Listing ideas in a logical order
One of the most common weaknesses in essays is that the ideas are not linked together in a clear and
logical sequence. One simple way of avoiding this problem is to decide exactly which points you
want to make, and then number them, using firstly, secondly, thirdly etc, and lastly. Instead of firstly
you can also say first of all, in the first place, or to begin with. Instead of lastly you can say finally.
Summarizing your ideas
If you want to summarize your ideas at the end of an essay or report, you can begin the summary by
saying in conclusion, to conclude or to sum up
Adding another idea that supports the previous one
The simple way to do this is to use also. Students tend to use also too much but there are other
expressions that you can use instead, including furthermore, moreover (both used in formal English),
what is more and besides (used especially in conversation).
If you want to say that something has two different qualities, you can join them together with the
word both. But remember that you can use both only with two things. If there are more, then you can
say: The jacket combines stylishness, comfort, and warmth.
If you want to name two qualities that something does not have, you can use neithernor.
Contrasting different ideas with each other
There are many different ways of pointing that there is a contrast between two ideas. Some of the
linking words used are but, however, although, though, nevertheless, and yet, whereas, on the one
hand on the other.
Saying what the results of something is
There are several expressions you can use including so, therefore, as a result, and, in formal English,
consequently and thus.
Saying what the reason for something is
When giving the reason for something you can use: because, as, due to, and owing to. Due to and
owing to are used especially in official statements, when saying that something was caused by a
particular event or problem.
Saying what the purpose of something is
You can use to, in order to, and so that.
ACTIVITIES
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1. Read carefully the following description of the procedure for writing an essay. It gives
advice in the form of what you should do. When you have finished reading do the
exercise in 2.
The Stages of Writing an Essay
First, the topic, subject or question should be thought about carefully: what is required in the
essay should be understood. Then a note should be made of ideas, perhaps from knowledge or
experience. After this, any books, journals, etc. should be noted that have been recommended,
perhaps from a reading list or a bibliography. Then to the list should be added any other books,
articles, etc. that are discovered while the recommended books are being found.
Now is the time for the books, chapters, articles, etc. to be read, with a purpose, by
appropriate questions being asked that are related to the essay topic or title. Clear notes should be
written from the reading. In addition, a record of the sources should be kept so that a bibliography
or list of references can be compiled at the end of the essay. Any quotations should be accurately
acknowledged: authors surname and initials, year of publication, edition, publisher, place of
publication, and page numbers of quotations.
When the notes have been finished they should be looked through in order for an overview of
the subject to be obtained. Then the content of the essay should be decided on and how it is to be
organized or planned. The material should be carefully selected: there may be too much and some
may not be relevant to the question. The material, or ideas, should be divided into three main
sections for the essay: the introduction, the main body, and the conclusion. An outline of the essay
should be written, with use being made of headings or sub-headings, if they are appropriate.
The first draft should be written in a suitably formal or academic style. While doing this, the
use of colloquial expressions and personal references should be avoided.
When it has been completed, the draft should be read critically, and in particular, the
organization, cohesion, and language should be checked. Several questions should be asked about
it, for example: Is it clear? Is it concise? Is it comprehensive? Then the draft should be revised
and the final draft written legibly! It should be remembered that first impressions are important.
Finally, the bibliography should be compiled, using the conventional format: the references
should be in strict alphabetical order. Then the bibliography should be added to the end of the
essay.
2. All the sentences containing advice (should) are listed below. Spaces have been left for
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the verbs. In each space write the appropriate verb, but write it as a direct instruction
(putting the verb in its imperative form) e.g. should be finished finish.
The Stages of Writing an Essay
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
m.
n.
o.
p.
q.
r.
s.
t.
u.
v.
w.
x.
y.
(Source: Adapted from Jordan, R.R, Academic Writing Course, Nelson, 1992)
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There are several methods writers use to describe something in an essay. They may choose vivid,
fresh language, or they may use examples, or they might take something ordinary and by comparing it
with something extraordinary, make it interesting, or they may use their senses.
When someone asks you to describe something, the first step you might take is to jot down the first
words that come to you. If I say "egg," for instance, you might write down the following string of
associations: "round, white, brown, fresh, scrambled, farmer, chicken, goose, over-easy." But another
student might write down "ostrich," while yet another chooses "dinosaur." Then a medical student
might chime in with "ovulation, zygote, and baby." At some point, someone else may take it a step
further and mention "fragility." The point is that the one little word "egg" can conjure up a number of
associations, all coming at the subject in a different way. So when you are asked to describe an event
or a person, start with the obvious, but don't stay there.
Features
1. A well-focused subject can be ordinary or extraordinary, but you should strive to make it as
interesting as possible by emphasizing what makes it interesting or new and unusual. Pick something
specific, an event or a person or an animal.
2. How you treat your subject is directly related to how your reader will react to it. Give plenty of
specific descriptive detail. If you're describing an event, watch people moving and hear them talking.
Create a dominant impression for your reader.
3. Create a clear pattern of organization. Your introduction should work from general to specific,
ending in a thesis sentence. You should have several paragraphs that develop and describe your topic,
and your conclusion should restate your thesis or conclude your event.
(Source: Adapted from: Jennifer Jordan-Henley)
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c. If someone other than the original author has italicized words for emphasis, add the words [italics
added] in brackets after the words.
- Cite quotations in the following ways (depending on quote length and use of author name):
Horner (1967) found that Children raised in stable two-parent families . . . (p. 438).
He found that Children raised . . . (Horner, 1967, p. 438).
Horner (1967) found the following: Children raised . . . [assuming quotation is 40 or more words
long]. (p. 438)
You may need to obtain copyright permission for long quotations.
MODULE 2, UNIT 1, SECTION III, EXERCISE A
You are going to listen to a set of instructions for writing a good summary and then fill in the blanks
with the missing information. You will listen to the recording twice.
Writing an effective summary requires that you:
Read with the Writer's Purpose in Mind
Read the article carefully, making no notes or marks and looking only for what the writer is saying.
After you've finished reading, write down in one sentence the point that is made about the subject.
Then look for the writer's thesis and underline it.
Underline with Summarizing in Mind
Once you clearly understand the writer's major point (or purpose) for writing, read the article again.
Underline the major points supporting the thesis; these should be words or phrases here and there
rather than complete sentences.
In addition, underline key transitional elements which show how parts are connected. Omit specific
details, examples, description, and unnecessary explanations.
Write, Revise, and Edit to Ensure the Accuracy and Correctness of Your Summary
Writing Your Summary
Now begin writing your summary. Start with a sentence naming the writer and article title and stating
the essay's main idea. Then write your summary, omitting nothing important and striving for overall
coherence through appropriate transitions.
Be concise, using coordination and subordination to compress ideas.
Conclude with a final statement reflecting the significance of the article -- not from your own point of
view but from the writer's.
Throughout the summary, do not insert your own opinions or thoughts; instead summarize what the
writer has to say about the subject.
Revising Your Summary
After you've completed a draft, read your summary and check for accuracy.
Keep in mind that a summary should generally be no more than one-fourth the length of the original.
If your summary is too long, cut out words rather than ideas. Then look for non-essential information
and delete it.
Write another draft -- still a draft for revision -- and ask someone to read it critically.
Editing Your Summary
Correct grammar, spelling, and punctuation errors, looking particularly for those common in your
writing.
Write a clean draft and proofread for copying errors.
UNIT 2, SECTION III, EXERCISE B
You are going to listen twice to a short audio file. Pay attention to the intonation, pause or stop, so that
you can fill in with the appropriate missing punctuation marks in the fragment below. Use a coloured
pen.
Keeping Your Teen Out of Trouble by Rose Garrett
Teens and trouble: think they go together like bread and butter? Well, you may be wrong. While
teenagers do tend towards risk-seeking behaviour, and seem to enjoy pushing boundaries and
parents' buttons troublesome behaviour can be anything but typical.
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According to Neil Bernstein, a clinical psychologist and author of How to Keep Your Teen out of
Trouble and What to Do If You Can't, moodiness, self-absorption, and obsession with peer approval
are all run of the teenage mill. However, if you notice your teenager getting out of control,
experimenting with drugs, or abusing alcohol, it may be time for a wake-up call for both of you.
Don't expect lightening to strike some sense into your teen. Although parents may feel that they are
being pushed away during the teen years, it's your responsibility to firmly push back.
UNIT 3, SECTION I, EXERCISE D
Listen to the following fragment and note down all the words that contain prefixes. Than check their
meaning in the dictionary. You will listen to the recording twice.
The dyslexic child is often a mislabeled child." Children with unrecognized dyslexia are often seen as
inattentive, careless, or slow, but, the Eides say, often nothing could be farther from the truth.
"Dyslexics are overrepresented in creative and inventive fields like art and architecture or computers
and engineering," according to Dr. Fernette Eide. "As young people, their gifts and talents may be
overlooked because society only sees their weakest link."
Annex 2:
Europass
Curriculum Vitae
Insert photograph.
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Personal information
Surname(s) / First name(s)
Address(es)
Telephone(s)
Mobile:
Fax(es)
E-mail
Nationality
Date of birth
Gender
Desired employment / Occupational field
Work experience
Dates
Add separate entries for each relevant post occupied, starting from the most
recent.
Add separate entries for each relevant course you have completed, starting from
the most recent.
Other language(s)
Self-assessment
Understanding
Speaking
Reading
Spoken
interaction
Writing
Spoken
production
Language
Language
Social skills and competences
Driving licence
State here whether you hold a driving licence and if so for which categories of
vehicle.
Additional information
Include here any other information that may be relevant, for example contact
persons, references, etc.
Annexes
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