UNIVERSITATEA Titu Maiorescu

Facultatea de Psihologie
Departamentul de învaţământ la distanţă

MODUL:

Comunicare de specialitate în limba engleză

I

TUTOR: Lect. univ. dr. Alice Popescu

An univ
2013-2014
 CUPRINS:

Cuprins 2

Introducere 3

Unitatea 1 : Why studying psychology 7

Unitatea 2 : Thinking like a psychologist 13

Unitatea 3 : Human attachment 17

Unitatea 4 : Feelings and the self 24

Unitaea 5 : Divergence of interests 30

Unitatea 6 : Aggression 37

Bibliografie 42

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 INTRODUCERE

1. Scopul si obiectivele cursului:

Cursul de limba engleză pentru învăţământ la distanţă îşi propune să sedimenteze

elemente de limba engleză dobândite în formarea preuniversitară a studentului ID, elemente
lingvistice şi de interpretare necesare unei deschideri a studentului ID către lumea ştiinţifică
internaţională. Pentru o analiză gramaticală şi interpretarea de texte, sunt folosite tematici cu
predilecţie din psihologie (inclusiv psihologie socială, psihologia comunicării etc.). De
asemenea, prin acest curs se urmăreşte formarea deprinderilor orale şi scrise utile în activitatea
socio-profesională, în vederea căpătării unei autonomii valide de informare şi comunicare în
limba engleză.

Obiective generale:

Dezvoltarea de competenţe în utilizarea limbii engleze pentru comunicare şi informare

în general , ca şi în domeniul ştiinţelor sociale şi în special al psihologiei, astfel încât studenţii să
fie capabili :
 Să înţeleagă după auz enunţuri în flux verbal;
 Să înţeleagă enunţuri, texte citite în limba engleză;
 Să comunice verbal un mesaj, enunţ în limba engleză;
 Să exprime în cuvinte proprii în limba engleză, în scris, un mesaj/enunţ.

Obiective specifice:

1.pronunţarea de diverse enunţuri cu intonaţia corectă;

2.înţelegerea sensului global al unui mesaj ascultat;
3.raportarea informaţiei ascultate la limbajul şi experienţa culturală proprie;
4.adaptarea formulelor conversaţionale la contextul dat (formal, informal);
5.susţinerea de dialoguri referitoare la sine şi la universul propriu;
6.descrierea de persoane, locuri, activităţi;

3
7.identificarea unităţilor de conţinut ale unui text;
8.exprimarea înţelesului global al unui text;
9.recunoaşterea şi utilizarea formelor speciale de corespondenţă;
10.valorificarea deprinderilor acumulate pentru perfecţionarea competenţelor de limbă engleză.

2. Cerinţe preliminare:

1.demonstrarea stăpânirii unor cunoştinţe de gramatică si vocabular corespunzătoare nivelului

elementary.
2.participare la activităţile anunţate în calendarul disciplinei.

3. Conţinutul materialului de studiu. Organizarea pe unităţi de studiu

Materialul de studiu cuprinde, pe de o parte, texte de specialitate in limba engleză, menite sa

pună bazele unui vocabular corespunzător psihologiei şi ştiinţelor sociale şi, pe de altă parte,
noţiuni şi exerciţii de gramatică.

Unitate de studiu 1: WHY STUDYING PSYCHOLOGY?

Ca primă unitate de studiu, aceasta familiarizează studentul cu motivele şi raţiunile pentru care
un tânăr poate îmbrăţişa profesia de psiholog. De asemenea, propune spre recapitulare cîteva
noţiuni de bază referitoare la substantiv, la formele de Present Tense Simple şi Simple Past ale
celor mai importante verbe auxiliare din limba engleză şi la situaţiile de folosire a timpului
Present Simple.

Unitate de studiu 2: THINKING LIKE A PSYCHOLOGIST

Această unitate de studiu se concentrează asupra calităţilor profesionale necesare viitorului

psiholog si asupra unor chestiuni de vocabular.

Unitate de studiu 3: HUMAN ATTACHMENT

Aceasta este o unitate de studiu concepută in mare parte pe principiul interactivităţii. Accentul
cade asupra vocabularului asociat diverselor stări de spirit şi a diferitelor tipurilor de ataşament

4
uman. Din punct de vedere gramatical, sînt furnizate noţiuni de bază referitoare la Present
Continuous.

Unitate de studiu 4: FEELINGS AND THE SELF

Aceasta este o completare a unităţii de studiu precedente, atât în plan conceptual (ataşamentul
uman), cât şi în cel gamatical, introducând exerciţii privind raportul dintre folosirea lui Present
Tense Simple şi Present Tense Continuous în limba engleză.

Unitate de studiu 5: DIVERGENCE OF INTERESTS

În această unitate de studiu este tratat pericolul pe care îl presupune, pentru personalitatea
individului, o prea mare diversitate de interese. Sînt tratate, de asemenea, noţiuni referitoare la
formele de gerund ale verbelor şi la gradele de comparaţie ale adjectivelor.
Unitate de studiu 6: AGGRESSION
Unitatea de studiu introduce citeva elemente teoretice referitoare la agresivitate şi la cele mai
cunoscute tipuri de agresivitate cu care se operează în psihologia generală. Din punct de vedere
gramatical, sînt abordate noţiunile de habitual past şi frequentative „would”.

4. Recomandări de studiu
Este important ca studentul să respecte timpul alocat calendarului disciplinei, modul de abordare
a testelor de evaluare si sarcinile de învăţare. De asemenea, recomandăm ca studentul sa
parcurgă bibliografia şi să consulte indicaţiile rubricii cunoştinţe preliminare.
Fiecare unitate de studiu atinge următoarele aspecte: obiective, cunoştinţe preliminare, resurse
necesare şi recomandări de studiu, durata medie de parcurgere a unităţii, cuvinte cheie. Un
test de autoevaluare se va regăsi la sfârşitul acestui modul. Fiind un curs practic de limba
engleză si nu unul teoretic (de psihologie, sociologie etc.) propriu-zis, nu se vor regăsi rezumate
şi concluzii, ca instrumente de învăţare. Studentului i se cere o abordare creativă a cursului,
capacitatea de a se lansa in situaţii conversaţionale spontane care să-i solicite abilităţile de
comunicare in viaţa de zi cu zi şi nu cele de memorare rigidă a unor structuri.
Fiecare din subpunctele mai sus menţionate sînt semnalizate în text prin intermediul unor
pictograme.
În continuare, prezentăm un tablou cu principalele pictograme prezentate în text:

5
 OBIECTIVE

CUNOȘTINȚE PRELIMINARE

RESURSE BIBLIOGRAFICE

DURATA MEDIE DE
PARCURGERE A UNITĂȚII
DE STUDIU

CUVINTE CHEIE

TESTE DE AUTOEVALUARE

RĂSPUNS CORECT

EXPUNEREA TEORIEI
AFERENTE UNITĂȚII

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5. Recomandări de evaluare
După parcurgerea fiecărei unităţi de studiu se impune rezolvarea sarcinilor de învăţare, ce
presupun studiu individual, dar şi a celor de autoevaluare.
Activităţile de evaluare condiţionează nivelul nivelul de dobîndire a competenţelor specificate
prin obiectivele disciplinei.
În ceea ce priveşte evaluarea finală, se va realiza printr-un examen, planificat conform
calendarului disciplinei. Examenul constă în rezolvarea unei probe de tip grilă.

6. Test de evaluare iniţială

Desemnaţi cele mai imporante situaţii de folosire a timpurilor Present Tense Simple şi Present
Tense Continuous, exemplificând cu cîte o propoziţie în limba engleză pentru fiecare situaţie în
parte.

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 UNITATEA 1
WHY STUDYING PSYCHOLOGY?

La sfârşitul acestui curs, studentul va putea:

 să îşi motiveze opţiunea pentru profesia de psiholog în limba engleză
 să exerseze utilizarea corectă a formelor de prezent şi trecut simplu a celor mai
importante verbe auxiliare din limba engleză şi să cunoască situaţiile de folosire ale
timpului Present Tense Simple

Cunoştinţe privind regulile generale de formare a timpurilor Present Tense Simple şi Past
Tense Simple

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

Două ore

8
Text 1: from “GENERAL PSYCHOLOGY”, Littlefield, Adams & Co., New Jersey, 1963, pages
4-6
Why We Study Psychology
“Interest in the study of psychology grows out of a felt need to gain a better
understanding of people. The purpose of an elementary or first course in psychology is to give
the student an opportunity to become acquainted at first hand with the functional aspects of
psychological principles, to correct misconceptions he may have had concerning his own and
other people’s attitudes and behaviour, and to come to appreciate the various areas of
psychological study.
Functions of psychological study
An individual of any age is faced with problems that have psychological implications.
From early childhood through old age, everyone experiences situations involving one or more
specific form of relationship. His abilities, motives and mode of thinking may be inadequate for
success-achieving behaviour unless he is helped to gain a better understanding of all the factors
inherent in the situation.
The primary concern of psychology is human adjustment. An individual is stimulated to
action by forces within or outside himself. He experiences needs, wants, or interests, and seeks
ways of fulfilling them. People and objects in his environment become motivators of the kind of
behaviour which he exhibits. A person’s entire life consists of series of responses that are either
satisfying or unsatisfying to himself and that earn either approval or disapproval from his
associates. In other words, as a child, an adolescent, or an adult, a person constantly is engaging
in the process of adapting himself or adjusting to inner strivings or outer demands.
Without some knowledge or understanding of a situation, the individual by chance
makes a good adjustment; too often the adjustment is bad and may even become serious
maladjustment. The psychologist’s functions are to discover the basic principles of good
adjustment and then to help people apply these principles in every phase of human relationships
so that they become well-adjusted, constructive members of their various groups. A further
responsibility of psychologists is to recognize the overt symptoms of maladjustment, trace its
causes, and utilize such methods as may seem appropriate to effect an improved adjustment.
AREAS OF RELATIONSHIP. An individual’s problem of adjustment may concern the
relationship of,
1. One person with another, e.g., teacher-child, husband-wife,
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2. One person with a group, e.g., worker-fellow workers, child-siblings (fraţi sau surori cu un
părinte comun),
3. Group with group, e.g., adolescent gang with rival gang, nation with nation,
4. Person with object, e.g., driver with automobile, scientist with atom,
5. Object with object, e.g., earth with moon, fiber glass with curtain,
6. Self with self, e.g., personal honesty with loyalty, immediate desire with long range goal.
Each of the foregoing problems-arousing relationships represents many influencing factors. It
is the function of psychology to assist the individual to analyse these factors, recognise their
relative significance, and pattern his behaviour in such way as to solve the problem
satisfactorily.”

Pre-reading
I. Discuss the following questions in groups:
1.Why do you want to study psychology?
Suggested motives:
 Because we like the domain;
 Because we can get good jobs;
 Because we can earn a good living;
 Because I’d like to understand myself and the others better.
Give at least five motives, and group them under the right heading: 1. extrinsic motives; 2.
intrinsic motives.
2.Has anyone (a family member, a friend, …) influenced you in making such a decision ?

Reading
LANGUAGE FOCUS
New Vocabulary: gain, earn, win; purpose, goal, aim, target; to become acquainted; (in)
adequate; to trace; to achieve, accomplish, to fulfil; area, domain, field; foregoing; to arouse;
(mal)adjustment; (dis)approval; to approach, to tackle; average; (un)skilled; peers; further;
hence; thoroughly, in detail; concern; regard(less); thus; to evolve; in terms of.

Practice
Group Work: Decide upon 3-7 key words in the text you have read. Try to give your personal
meaning to these words. Discuss the meanings you have assigned to them.
STRUCTURES
The Noun:
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 irregular plural of nouns (child – children, ox—oxen, man—men, woman—women, foot—
feet, tooth—teeth, goose—geese, louse—lice, mouse—mice; …);
 spelling irregularities (Nouns which receive “-es” at the plural form, end in :
a)-sh: flash–flashes;
b)-ss: kiss-kisses;
c)-ch: watch-watches;
d)-x: box-boxes;
e)-z: buzz-buzzes;
f)-consonant + «o»:tomato-tomatoes;
g)-consonant + “y” (yi):fly-flies;
h)-f/-fe (fv): wife-wives, leaf-
leaves.
 nouns borrowed from Latin and Greek (datum-data, addendum-addenda, thesis-theses,
synthesis-syntheses, analysis-analyses, basis-bases, focus-foci, genius-genii, stimulus-
stimuli, trauma-traumata, schema-schemata, phenomenon-phenomena, criterion-criteria,
matrix-matrices, appendix-appendices); nouns that have the same form both in the singular
and in the plural: series-series, species-species, means-means.
Practice:
Insert the missing noun forms (either plural or singular) in the table below:

SINGULAR PLURAL
a) analysis …
b) … addenda
c) … diagnoses
d) priority …
e) process …
f) hypothesis …
g) … foci
h) … phenomena
i) genius …, …
j) schema …
k) … appendices
l) datum …
m) life …

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 n) … teeth
o) woman …
p) … children
q) stimulus …
r) phone-booth …
s) letter-box …
t) … series
u) millenium …

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

PRONUNCIATION: inherent, coherent

GRAMMAR FOCUS
Auxiliaries BE, DO, HAVE
I)BE
SIMPLE PRESENT SIMPLE PAST
I am I was
You are You were
He/She/It is He/She/It was
We are We were
You are You were
They are They were
II.)DO
SIMPLE PAST
SIMPLE PRESENT
I do I did
You do You did
He/She/It does He/She/It did
We do We did
You do You did
They do They did
III.)HAVE

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 SIMPLE PAST
SIMPLE PRESENT
I have I had
You have You had
He/She/It has He/She/I had t
We have We had
You have You had
They have They had

The Simple Present

Use:
 Habitual, repeated actions in the present;
 Permanent situations;
 General truths;
 Timetables/ official programmes (with future meaning).
Time Expressions: (expressing frequency) never, always, sometimes, often, usually, seldom
(rarely); every day/week….

Practice
Arrange the expressions of time in the right place on an axis which has “0%” marked at one end,
and “100%” at the other end, to express frequency.

100% always
………
………
……...
……...
………
………
0% ………

Form: Affirmative (no auxiliary !): Add “-s” or “-es” to the short infinitive of the verb, at the 3 rd
person singular.
Verbs which receive “-es” at the 3rd person singular, end in :
a)-sh: wash–washes;
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 b)-ss: miss-misses;
c)-ch: search-searches;
d)-x: mix-mixes;
e)-z: buzz-buzzes;
f)-consonant + «o»:do-
does;
g)-consonant + “y”
(yi):fly-flies.
Give the simple present third person singular form of the following verbs:

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 a) Smile; g) Cry; m) Scratch;
b) Fix; h) Pray; n) Try;
c) Travel; i) Teach; o) Admit;
d) Match; j) Crash; p) Deny;
e) Go; k) Fry; q) Say;
f) Caress; l) Do; r) Hiss.

Practice (bibliography)
Grammar exercises from: G. Gălăţeanu, Exerciţii de gramatică engleză, Editura Albatros, 1980
(sau reeditări mai recente), paginile 6-7, sau V. Evans, Round-up 4, Longman, 1993, paginile 3-
8, sau N.Coe, Grammar Spectrum 3, Oxford Univ. Press, 1995, paginile 6-7, sau alte volume cu
exerciţii de gramatică.

1.Choose the most appropriate words underlined:

a) A person’s life consist/consists of series of responses to stimuluses/stimuli.
b) Each area of human relationship requires/require intensive and extensive study based on
some hypothesis/hypotheses.
c) The psychologist’s functions is/are to discover the basic principles of psychological
phenomena/phenomenons.
d) The research datums/data shows/show overt symptoms of maladjustment.

Motivation for/ functions of psychological study

 UNITATEA 2:
THINKING LIKE A PSYCHOLOGIST

La sfârşitul acestui curs, studentul va putea:

 să se exprime (în limba engleză) asupra calităţilor necesare profesiei de psiholog
 să utilizeze corect formele de interogatov şi negativ ale Present Simple

Cunoaşterea funcţiilor verbelor auxiliare şi a negaţiei în limba engleză

Exerciţii de gramatică engleză, Gălăţeanu, Georgiana, Editura Albatros,

Bucureşti,1987;

Două ore
 Pre-reading

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

Stages of growth Interests and attitudes

Perception PSYCHOLOGIST Affectivity/

Feelings

………………. Personality Positive thinking ………………..

Therefore he needs some:

Creativity Empathic approach Critical thinking

SKILLS

……………… Problem solving Ability to investigate ……………..

 Reading

Text: WHAT IT TAKES TO THINK LIKE A PSYCHOLOGIST

(From December 1995 American Psychological Association Monitor)
Some psychology educators fear that graduate programs neglect to teach
the critical thinking skills students need to succeed.

Imagine practitioners who are so sure they know what causes patients’ troubles, they search
automatically the diagnostic categories, automatically tying anxiety to childhood trauma or
depression to a bad marriage.

It’s a disturbing prospect, yet an entirely possible one for someone whose academic
training was strong on facts, but weak on critical-thinking skills needed to ”think like a
psychologist,” says Boston College psychologist Peter Gray, PhD.

A psychology student with the proper training knows to view the anxiety or depression as
a scientific problem – to consider a broad range of possible causes and treatments, says Gray,
who writes on critical thinking and how to teach it.

Thinking like a psychologist is thinking scientifically, says George Stricker, PhD, of

Adelphi University’s Institute of Advanced Psychological Studies. It’s approaching every
problem as a new one. Problem-solving skills transfer into practice, while facts and theory often
change, Stricker points out.

But not all of today’s psychology students are encouraged to think scientifically, say
Gray, Stricker and other psychology professors. These educators are concerned that unless more
emphasis is put on thinking critically and scientifically—the fundamental traits of what’s needed
to be a good psychologist—the field runs the risk of producing bad-prepared professionals.

To ensure that they’re turning out critical thinkers, educators should focus on the logic
and evidence behind the concepts they teach instead of treating them as premises for
memorisation, they advise.

Most importantly, educators should teach students to always approach problems with an
inquiring and skeptical attitude,Stricker says.

“We need to convey a message that thinking like a psychologist means always asking
yourself how you know something,” he says.
 Looking for contradictions

Teaching students to practice scientific thinking at all levels of psychology enables them
to become more competent professionals, says psychologist Diane Halperne, PhD, of California
State University—San Bernardino. Halperne served as critical thinking consultant to the
National Education Goals Panel, Which in 1992 charged educators with increasing the number of
college graduates with advanced skills in critical thinking and problem-solving.

Halperne weaved critical thinking into her teaching by encouraging students to look for
both evidence and lack of evidence. Investigators should always seek information that
contradicts their Hypothesis or that’s easily overlooked or omitted, Halperne teaches.

If a student were writing a paper on whether exercise reduces depression, she would
advise the student to also consider whether exercise increases depression, and to look for data
supporting both arguments.

Consistent with the scientific method, which is essentially the application of logic,
scientific thinkers constantly question their own assumptions and look for alternative
conclusions and disconfirming evidence, she says.The method involves the basics of any
scientific experiment, such as hypotheses, control variables, methodology, systemic
observations and statistical analysis.

Theory vs. facts

In undergraduate psychology, educators can help students think like psychologists by

centering classes around theories and ideas , rather than facts and technical terms, says
Gray. “It’s not the accumulation of facts that makes people educated, it’s whether they can ask
the right questions and use evidence to answer them,,” he said. “If they haven’t learned that, they
haven’t learned anything useful.”

In his introductory classes, even the tests are theory-based. He may, for example, ask
students to critique Piaget’s stages of children’s intellectual development from an evolutionary
psychology perspective.

At the graduate level, students often find critical thinking difficult because they’ve grown
accustomed to memorising facts, says William Halikias, PhD, a psychology instructor at Antioch
New England GraduateSchool. They learn the material to pass the test and forget it just as fast.

Halikias believes psychology professors can break students from narrow-minded thinking
and prepare them for practice by teaching them to:
 Organise inferences—Students need to look at all possible reasons for a problem’s
occurrence instead of being drawn in by the most emotionally compelling one. For example, if a
child refuses to attend school, it could be difficulty learning to read rather than separation anxiety
from the mother, that is causing the problem.

Distinguish the level of certainty—Educators must teach students how to separate

known facts from speculation, instead of jumping to conclusions. For example, in a sex-abuse
case, a child’s anxiety is not necessarily evidence of abuse; it may be due to the trauma of being
removed from the home and interviewed by strangers.

Manage the data collection process—Students must learn to collect all relevant data
about the client, instead of taking shortcuts. For example, neglecting to take a complete medical
history from a client with a memory disability means neglecting the role of the client’s past
alcoholism in the disorder.

Use knowledge of groups to understand behaviour of the individual—Educators

should teach students how to assess clients, without generalising and stereotyping the client’s
behaviour. For example, the belief that most divorcing spouses are hostile to one another is
unfounded because most divorcing couples are willing to negotiate out of court.

“The good psychologist has two faces,” says Halikias. “One is pointed to the individual
and the other to the group.”

LANGUAGE FOCUS:
New Vocabulary: (under)graduate; to neglect; to succeed vs to fail; practice (word family); broad
vs. narrow; to tie, to connect, to link; weak, feeble vs. strong; proper, suitable; to jump to
conclusions ; to be due to; shortcut; to focus ; evidence (cognate); to grow accustomed; to
inquire; (dis) order; to occur-occurence; to assess(to evaluate); to weave; to overlook; to miss the
mark; to challenge; to engage in; faculty; tool; trial; to put on the stand; spouse(wife or husband);
debiasing; forensic work; lack of; to lack; to run a risk; to enable (word family).

PRONUNCIATION:
Alcoholism; skepticism; hostile; doubt.

Practice
I.Match the abbreviations in column A to their explanations in column B:
 A . B
BBC Bachelor of Arts
TB General Meeting
LP Doctor of Philosophy
UN Television
FBI The United Nations Educational,
Scientific & Cultural Organisation
TV Very Important Person
BA British Broadcasting Corporation
UNESCO Long-playing record
MSN Program Information File
IBM The Microsoft Network
Hi-Fi Basic Input/Output System
PIF International Business Machines
BIOS Tuberculosis
VIP The United Nations
GM The Federal Bureau of
Investigation
PhD High fidelity
URL Portable Document Format
OLE Uniform Resource Locator
(address of a document on the
web)
PDF Object Linking and Embedding

II. Group Work

Imagine a situation in which a patient/client needs help from a person who graduated
from the School of Psychology. One of the students in each group presents the situation. The
others try to establish what kind of job should have the person who can better serve the patient’s
needs (see the list below)

List of jobs related to psychology: human resource manager; psychiatrist (shrink);

psychotherapist; job counsellor; family counsellor; school counsellor.

GRAMMAR FOCUS

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 Simple Present
Form: Interrogative: Do/Does + Subject + Verb……?
Negative: Subject + do/does + not + Verb (short form: don’t/doesn’t).

Practice
Write/Say at least four things that you usually, often, always do, and other four that you don’t
do/never do.

Exercises
1.Make up affirmative, interrogative or negative sentences as suggested by the hints below:

a) She/always/approach/a hypothesis/thoroughly.
b) …/his parents/approve of/ his behaviour?
c) What kind of data …/she/obtain/whenever/she/apply/such a test?
d) A child/…not evolve/normally in an aggressive environment.
e) He/seldom/speak/in terms of/his own life experience.
f) A researcher/usually/show/special interest in the adjustment problems.

Contradictions, theory vs. facts

22
 UNITATEA 3
HUMAN ATTACHMENT

La sfârşitul cursului, studentul va fi apt să:

 dezbată în limba engleză asupra diferitelor tipuri de ataşament psihologic

 să utilizeze structuri gramaticale conţinând Present Tense Continuous

Cunoştinţe privind formarea aspectului continuu al timpului prezent în limba engleză

Engleza pentru admitere, Bantaş, Andrei, Ed. Teora, Bucureşti, 1995, vol. 1;

Două ore

23
 Speaking
A student draws a family (as he/she imagines it) on the blackboard. The other students are asked
to write sentences (in the present progressive tense: am/ is/ are + verb-ing) to describe the mimic
and the gestures of the student at the blackboard as he/she is drawing.

Words at the students’ disposal:

Smile, frown, withdraw, sad, happy, shocked, hidden, hold hands, keep at a distance,
warm, cold, indifferent, look forward, look at one another, look downwards, have fun,
together, stay isolated, in front of, behind, next to, become tense, become relaxed,
frustrated, smug(arrogant) undecided, hurt, thoughtful, puzzled, confident, joyful,
relieved, frightened, guilty, miserable, open-hearted, suspicious, indifferent, childish,
generous, egoistic, impulsive…

Then the student at the blackboard is asked to describe his/her drawing using the present
progressive.
Such tests are applied in psychotherapy and counselling.

Practice
I. LIKING AND LOVING Test (from Social Psychology; page 260, table 6.2.)
Answer each of the following questions on a scale from 1=not at all, to 10=totally.

Answer them first with a good friend in mind and then thinking of a possible
partner.

STATEMENT FRIEND PARTNER

1.This person is one of the most
likable people I know.
2.I feel I am confident in this
person about virtually
everything.
3.This person is the sort of

24
 person I would like to be.
4.I would forgive this person for
practically anything.
5.I have great confidence in this
person’s good judgment.
6.I would do almost anything for
this person.
A. Sum of your responses to
questions 1+3+5=
B. Sum of your responses to
questions 2+4+6=
Which is greater? A or B?

What kind of relationships have you been thinking about: (tick the right answer)
 Casual dating …
 Exclusive dating…
 Engaged couple…
 Married couple…
I. RUBIN’S CONCLUSIONS Short text (page 260)
“They found that casual daters reported more liking than loving. But among those in more
committed relationships, liking and loving did not differ.”
Do these conclusions apply to our situation/context ?

GRAMMAR FOCUS

The Present Progressive

Use: The present progressive is used to express:
 an action in progress at the moment of speaking;
 a temporary action in the present (I am attending an English course.);
 fixed arrangements in the near future (She’s flying to Paris the day after tomorrow.)
 annoyance or criticism (with “always”): He’s always talking too much.
Time Adverbials: now; at the/this moment.
Form:
Affirmative: Subject + am/is/are + verb-ing….
Interrogative: Am/is/are + Subject + verb-ing..?

25
 Negative: Subject + am/is/are + not + verb-ing…(short form: isn’t/aren’t).

Practice:

1. Talk about things that are happening now.

2. Fill in the blanks with the correct form of the verb in brackets:
a) We (go)…………… on a camp to the mountains next weekend.
b) The birds (sing)……………., the sun (shine), and I (feel)………….intoxicated now that I
(think)…………..about the upcoming holidays.
c) Some neighbours …….always (make)………. too much noise.
d) She (work)…………..at the new project this month.

Reading;

Text HOW DO I LOVE THEE ? (Part 1, page 261-263, Social Psychology)

Different Types of Love : How Do I Love Thee ?

Both Rubin and Clark see an important difference between a relationship that is not love
(liking, exchange relationships) and one that is (loving, communal relationships). But love
itself is not some simple, unitary, psychological state.
As Elizabeth Barrett Browning expressed it her famous poem, we experience many kinds
of loving: « How do I love thee? Let me count the ways. » Apparently, the count can be quite
high. George Levinger (1988) notes that love has more entries in Bartlett’s Familiar
Quotations than any other word except man. Poets, novelists, philosophers, and
theologians—among others—have all tried to define love and count its varieties. So have
social psychologists.
The most common approach in social psychology divides all love into two types: the
intensely romantic passionate love, and the more stable partnership of companionate love
(Hatfield, 1988; Peele, 1988). Passionate love is a state of high arousal: being loved by the
partner is ecstasy; being rejected is agony. Companionate love, on the other hand, is a secure,
trusting attachment. This basic dichotomy runs throughout several more elaborate
classifications.
In their perspective on love, Philip Shaver and his colleagues (1988) propose that the way
in which a person interacts with significant others, called attachment style, may be
relatively constant across the life span. A person’s attachment to a romantic partner should,

26
therefore, resemble the sort of attachment he or she experienced as a child in relation to
parents. Basing their approach on research examining parent-child relationships (Ainsworth
et al., 1978). Cindy Hazan and Shaver (1987) asked adult subjects which of three attachment
styles best described their experiences and feelings. The three alternatives subjects chose
from are listed in the table below. Subjects also responded to a variety of more specific
questions about the nature and quality of their romantic relationships.

Table: Attachment Styles

Which of these descriptions best characterises your adult attachments?

Question: Which of the following best describes your feelings?

A. I find it relatively easy to get close to others and am comfortable depending
on them and having them depend on me. I don’t often worry about being
abandoned or about someone getting too close to me.
B. I am somewhat uncomfortable being close to others; I find it difficult to trust
them completely, difficult to allow myself to depend on them. I am nervous
when anyone gets too close, and often, love partners want me to be more
intimate than I feel comfortable being.
C. I find that others are reluctant to get as close as I would like; I often worry
that my partner doesn’t really love me or won’t want to stay with me. I want
to merge completely with another person, and this desire sometimes scares
people away.

The first type of attachment style is described as “secure,” the second as “avoidant,” and the third
as “anxious/ambivalent.”

LANGUAGE FOCUS

Archaic forms of the personal pronoun: thee, thine, thou, thy, etc.
Suffixes: “-ship”, as in “relationship“. Give other examples.
Expressing similarities: “Both…and…”(see also Penny Ur, page 9, Comparing things)

Practice:

Use the structure “Both …and…,” and the hints below to make comparisons:

27
 a) I / my fellow students / study at university.
b) A shrink / a psychotherapist / have studied psychology.
c) A cat / a dog / are mammals.
d) Freud / Jung / are well-known psychoanalysts.

New Vocabulary: entry (about dictionaries); arousal; attract vs reject; (in)secure; dichotomy;
span; respond, answer, reply.
Prepositions: BETWEEN (when we refer to two things) vs AMONG (when we refer to more
than two things). Give examples.
Adjectives: TOO + ADJECTIVE (table above) E.g.: “too close”. Give at least three
examples.

Practice:

Match the definition in the first column to the right concept in the second column (concepts:
passionate love, attachment style, companionate love) by drawing arrows to connect them.

Definition Concept
 a secure, trusting attachment Attachment style
 the way in which a person interacts with Passionate love
significant others, may be relatively constant
across the life span.
 a state of high arousal: being loved by the Companionate love
partner is ecstasy; being rejected is agony

Passionate love/ companionate love

28
 UNITATEA 4:
FEELINGS AND THE SELF

La sfârşitul acestei unităţi, studentul va fi apt să:

- işi extindă aria de discuţie privind sentimentele umane de iubire şi ataşament
- facă distncţia între situaţiile de folosire ale lui Present Tense Simple şi cele ale
lui Present
Tense Continuous

Cunoştinţe privind tipurile de verbe care suportă forma continuă şi cele care nu
suportă forma continuă în limba engleză

Engleza pentru admitere, Bantaş, Andrei, Ed. Teora, Bucureşti, 1995, vol. 1;
Practise Your Tenses, Adamson, Donald, Longman, 1996;
Exerciţii de gramatică engleză, Gălăţeanu-Fârnoagă, Georgiana, Editura Albatros,
Bucureşti,1987;

Două, până la trei ore

29
Pre-reading

I. Fill in the blanks with the suitable words from the box below:

Which , the, metaphor, truly, emphasis,

secondary, love, other, according to,
like

For John Lee (1977), love is ________ a “many splendored thing,” with the
____________ on many. Lee uses color as a _____________ for love. Three types of love
-- ______________ he calls eros, ludus, and storge – are ________ primary colors; they
form the basis for _________ combinations. Lee also describes three ________________
types – called mania, agape, and pragma – although ______ potential number runs much
higher. _______________ Lee, “How many colors of __________ are there ?As many as
there are possible mixtures and combinations, as in color itself”.(Lee, 1988, p.49).

Reading:

II. Text (part 2)

Of the adults who participated in this research, 56 percent indicated that the secure
style of attachment best described the experiences and feelings. Around 25 percent of
subjects chose the avoidant description, and about 20 percent selected the
anxious/ambivalent characterisation. This distribution is within the range of that obtained
for children in a number of different cultures (van Ijzendoorn and Kroonenberg , 1988).
Among children, however, the secure attachment style is usually a more prevalent, and
the anxious/ambivalent style more rare.
Adults who reported a secure style of attachment described their romantic
relationships as involving happiness, friendship, and trust. Those with the avoidant style

30
 emphasised a fear of closeness. Individuals with an anxious/ambivalent attachment style
reported a love life full of emotional extremes, obsessive preoccupation, sexual attraction,
desire for union with the partner, desire for reciprocation from the partner, and love at
first sight. Thus, the anxious/ambivalent attachment style in adults resembles passionate
love, while the secure adult attachment style is similar to companionate love.

LANGUAGE FOCUS

New Vocabulary: to avoid, avoidant, avoidance, avoidable; at first sight; label; bottom vs top;
to depend on; to manage, to merge, to combine, to ”become one”; to scare away; reluctant,
unwilling, disinclined to; to partake; storge; to commit to, make oneself responsible for;
commitment, pledge, (un)commited, promise; undertaking; to focus (verb) – focus –
foci/focuses (noun); according to, as X puts it/suggests; to consist of + enumeration, be made
up of: to consist in, have as the chief or only element – E.g.: “The happiness of a country
consists in the freedom of its citizens.”; to involve vs to evolve; to depict, to present, to deal
with; major vs minor; pattern, structure, model.

PRONUNCIATION:

Beloved [bilvid]

Practice:

Match the concepts in column A to their right definitions in column B (table 6.5, page 264,
Social Psychology).

GRAMMAR FOCUS recycling

f Present Simple vs Present Progressive

g 1. Put the verbs in brackets into the present simple or the present continuous (progressive):
a) Young people (become)……………..less willing to assume commitment through
marriage.
h b) According to Philip Shaver and his colleagues (1988) the way in which a person

31
 (interact)………...with significant others (be)….. called attachment style.
c) He … always (avoid)………… people who don’t look up to him and praise him
excessively.
d) The documentary “Focus on Attachment Styles” (begin) …………tomorrow at 5 p.m..
e) Jerry (work)…………. at a psychological research institute in Vienna.
f) But this week he (participate)……………… to an international colloquium in Berlin.
g) We (go)………………. to the library for the next couple of days.
h) As John Lee (put)………..it, there are three types of love.
2. Match the expressions below --that denote the use of each verb tense-- in the sentences in
exercise 2 above to the letter of the sentence and specify what verb tense (present simple or
present continuous/progressive) is used (as in the example):
A. temporary situation/action;
B. annoying repeated situation/action;
C. changing situation;
D. commentaries, reviews, narratives;
E. general truths, laws of nature;
F. officially programmed actions/future meaning;
G. informally planned actions/future meaning;
H. permanent situations/actions.
E.g.:
Sentence Use Simple Present
(see exercise2) Present Continuo
us
a) C. -- v
b)
c)
d)
e)
f)
g)
h)

Bibliography: G. Gălăţeanu, Exerciţii de gramatică engleză, p.52 sau “Grammar Spectrum 3”,
p.10-11, or other grammar books.

32
 Additional Activities:
I. Describing people’s appearance. (see also B.J. Thomas, Advanced Vocabulary & Idiom,
Longman 1989, p.71-72 – What are they wearing ? for further practice)
Complete each passage below with the correct words from the list above it to make an
accurate description of one of the people in the illustration.

Picture1 Picture2 Picture 3

Picture 1

He’s a tall…………….1man. He has grey hair and a …………2nose. He’s wearing a

blue…………3suit and a red………...4 His trousers aren’t …………. 5
An inch of
……….6shows from each of his ……………7 His grey shoes are……………. 8
From the
way he’s bending, he seems to be looking for something.
single-breasted crooked sleeves
slim cuff polished
well-pressed tie

Picture 2

He’s a ……….1man with…………2shoulders and a slim………3 He has no beard or

moustache; he’s……………..4 He’s wearing a light blue………….5, pink………….6,
grey………….7and light blue……………..8 He has got a ……9round his head and sports
cuffs at his…………10as tennis players have. He’s holding a tennis racket in his right hand.
broad young wrist band
waist trainers shorts
T-shirt clean-shaven socks
Picture 3

33
She’s young, maybe…………..1 She has a …………..2 …………….3 Her short
………….4hair is light brown. She is…………….5dressed. She’s wearing
a……………6yellow……………7and a……………8dark green skirt. She’s standing in front
of her business colleagues.
plain thirtysh wavy
blouse neatly short-sleeved
slender figure

II. Re-arrange the lines of the following poem from “Sonnets from the Portuguese” XLIII to
make up another poem.
“How do I love thee? Let me count the ways,
I love thee to the depth and breadth and height
My soul can reach, when feeling out of sight
For the ends of Being and Ideal Grace.
I love thee to the level of every day’s
Most quiet need, by sun and candlelight.
I love thee freely, as men strive for Right;
I love thee purely, as they turn from Praise;

I love thee with the passion put to use

In my old griefs, and with my childhood’s faith;
I love thee with a love I semed to lose
With my lost saints, -- I love thee with the breath,
Smiles, tears, of all my life! – and, if God choose,
I shall but love thee better after death.
(Elizabeth Barrett Browning)

Replace the underlined words/phrases with other words of your choice to follow in Elizabeth
Browning’s footsteps.

Attachment style

34
 UNITATEA 5:
DIVERGENCE OF INTERESTS

La sfârşitul acestei unităţi, studentul va putea să:

- dezbată în limba engleză asupra personalităţii umane şi a pericolului pe care îl

reprezintă o prea vastă arie de interese
- să utilizeze corect gradele de comparaţie a adjectivelor în limba engleză şi formele
de Past Tense

Cunoştinţe privind formele regulate şi neregulate ale verbelor în limba engleză

Engleza pentru admitere, Bantaş, Andrei, Ed. Teora, Bucureşti, 1995, vol. 1;
Practise Your Tenses, Adamson, Donald, Longman, 1996;
Exerciţii de gramatică engleză, Gălăţeanu, Georgiana, Editura Albatros,
Bucureşti,1987;

Două ore

35
 Speaking:

Chain Story (simple past) Students choose a word from the recently learnt vocabulary. Each
student contributes to the telling of a story started by the teacher. The sentence must contain
the chosen word.

Reading:

Text “Danger of Too Great Divergence of Interests”, General Psychology, page 165
Although a person should have more than one interest which has become habitual with
him, there is danger in the possession of too many interests, in that none of them can be
developed successfully. An illustration of this danger may be seen in the story of a man who was
extremely versatile.
This man painted a little,; he sang a little; he took part in several successful motion
pictures; he was one of the first to explore artistic photograhy; he was deeply religious, and he
devoted time freely to boys’ organisations. He seemed intensely interested in each of these
activities at the time of engaging in it, but he was unable to stay with any one of them long
enough to develop more than moderate success. This man is now old and disillusioned, without
any definite interest for his old age.
Often a bright student is interested in so many fields that he finds it difficult to decide
upon his vocation or his major in college. He may choose one field of interest and switch to
another. For a student of this kind the advisable thing to do might be to choose a vocation or
profession which is in line with his abilities and interests, and which also represents a definite
occupational need of his community. He then can specialise in that field, and direct some of his
other interests into a-vocational or leisure-time activities.

Other Interest Factors

Sometimes our interests are influenced by community, national, or world conditions. In

wartime, for example, a person may develop an interest which would be completely lacking
during peacetime. Recently, many women have developed interests in an expanding list of
vocational activities. Among these are such as air hostessing, research, and various armed service
activities.
These interests represent a changed attitude of women toward the world of work and their
place in it. Earlier, many of these interests were held by a few women or were completely

36
lacking. In like manner, many persons who in the past were only moderately interested in
political, economic, or international matters, have developed, as a result of recent world
conditions and problems, a keen and enlightened interest in many of these areas.

LANGUAGE FOCUS

New Vocabulary: bright, intelligent, clever; deep vs shallow; versatile, interested in and
clever at many different things, having various uses; success vs failure; leisure-time
activities; avocation, occupation that is not a person’s ordinary business, improperly,
vocation; to switch to, to move to.

Practice

Expressing (dis)like.
1. What are you interested in ? (use the gerund forms: verb-ing)

I’m mostly Interested in Reading books

mainly Collecting stamps,…

2. I’m very fond of + verb-ing

I like Verb-ing
Enjoy
Love
Dislike
hate

3. Express like or dislike regarding the following activities:

a) playing soccer;
b) studying psychology;
c) watching TV;
d) playing chess;
e) collecting things;
f) gardening.

37
 GRAMMAR FOCUS
The Adjective

1.Irregular Adjectives
Positive Comparative Superlative
good better (than) (the) best
ill/bad Worse worst
much More most
many More most
little Less least
far further/farther furthest/farthest
old Older/elder oldest/eldest
near nearer nearest/next

2.Short Adjectives (1-2 syllables)

Positive Comparative Superlative
fast Faster (than) (the) fastest
nice Nicer nicest
heavy Heavier heaviest
thin Thinner thinnest

3..Adjective + “enough”
Long enough
Big enough
Strong enough

4.“Than” versus “then”

E.g.: “more than”, “better than” (the comparative); “then” – to express time (afterwards)

5..Adverbs which end in “-ly”

Adjective + “-ly”: beautifully, successfully; freely; deeply.

38
Practice
1.Provide the required forms (as specified above the arrow) of the following:

comparative 1

a) old

b) old comparative 2

superlative

c) ill

comparative

d) many
superlative

e) many
comparative

f) hot
superlative

g) easy
superlative

h) little
adverb

i) improper
noun

j) occupy
adverb

k) good
superlative

l) good
adjective

m) success
adverb

n) success
adjective

39
o) use
adverb

p) use
past (second form)

q) do
past (second form)

r) have
past (second form)

s) be
past participle (third form)

t) be

2.Match the words in the two columns below to make up the appropriate set phrases (structure:
as + adjective + as + noun):
as adjective as a noun
a) Mad 1) Lightning
b) Proud 2) Toast
c) Quick 3) Feather
d) Light 4) Ice
e) Heavy 5) Hatter
f) Warm 6) Lead
g) White 7) Peacock
h) Sweet 8) Snow
i) Cold 9) Gold
j) Good 10) Honey

Example:
(a) (b) (c) (d) (e) (f) (g) (h) (i) (j)
5

1) 6.Simple Past

Use:
 Activities in the past;
 Past state or habit;

40
  Past actions which happened one after the other.

Time Expressions:
 (the day before) yesterday;
 last Sunday/week/month/July/year;
 three years/a fortnight ago;
 in 1985; on the 1st of December 1918;
 then;
 “When…?”; “How long ago…?”

Form:
Affirmative:
 Regular verbs: Subject + verb-ed (spelling: short verbs; verbs which end in cons. + y)
 Irregular verbs: Subject + verb at the 2nd form
Interrogative: Did + S + verb(short infinitive)…?
Negative:S + did + not (didn’t) + verb…

Practice

I. Find (by skimming through the text) the verbs in the Past Tense and write them under the right
heading :
Regular Verbs Irregular Verbs
…………………. ……………………
II. Answer the questions :
How do you Usually/often/sometimes/always spend Your weekends?
did --------------------------------------- Spend Last weekend?

III. Put the time expressions in italics under the right heading in the table below (to say what verb
tense each is used with):

Usually; a fortnight ago; now; seldom; rarely; in 2000; nowadays; the day before yesterday;
never; on April the first 1992; When…?; these days; How long ago...?; often; every other day;
now and then; sometimes; last Sunday; at the moment, then.

41
 PRESENT CONTINUOUS PRESENT SIMPLE PAST SIMPLE

IV. Ask questions and give answers according to the hints below (add any necessary words):

1) When / meet / Carly ?

Fortnight ago.
2) You / have a good time / together?
Yes,…
3) Helen / join you?
No, …/ can / because / have to / baby-sit / for her nephews.
4) How long ago / last / go to a fair?
Long enough. / 1995 / when / graduate from high school.

Interest factors

42
 UNITATEA 6:
AGGRESSION

La sfârşitul cursului, studentul va fi apt să:

- dezbată în limba engleză asupra diferitelor tipuri de agresivitate umană

- utilizeze corect habitual pastşi frequentative would în engleză

Cunoştinţe privitoare la existenţa diferitelor modalităţi de exprimare a trecutului în

limba engleză

Engleza pentru admitere, Bantaş, Andrei, Ed. Teora, Bucureşti, 1995, vol. 1;
Practise Your Tenses, Adamson, Donald, Longman, 1996;
Exerciţii de gramatică engleză, Gălăţeanu, Georgiana, Editura Albatros,
Bucureşti,1987;

Două ore

43
Pre-reading

I.Match the concept/phrase to its definition:

Concept Definition
Longitudinal research Behaviour intended to injure another person
Angry aggression Behaviour intended to injure another person to obtain
something of value
Aggression Impulsive, emotional behaviour intended to injure another
person
Instrumental Regarding someone as less than human and therefore not
aggression deserving of compassionate treatment (Bandura, 1975)
Cycle of family Studying the same subjects over a period of time so that
violence changes in behaviour can be observed
Dehumanization The transmission of aggressive behaviour across generations

II.Vocabulary Steps

Arrange the following nouns (to show that they gradually differ in terms of meaning) on
imaginary steps: fury, anger, cruelty, rage, grudge, resentment, outburst (of anger).

Reading

Text: “Child Abuse”, from “Social Psychology”, pages 381-382

Child Abuse

When six-year-old Lisa Steinberg died in the fall of 1987, the whole country reacted with
outrage. Illegally adopted by Joel Steinberg, a disbarred attorney, Lisa lived with Steinberg and
Hedda Nussbaum, a former editor of children books. According to Nussbaum, Steinberg
terrorized both her and Lisa by repeated beatings. After one vicious attack, Lisa was left lying on
the bathroom floor for nearly twelve hours. By the time Steinberg and Nussbaum called for

44
medical assistance, Lisa’s brain injuries were irreversible. She died. On January, 30, 1989,
Steinberg was convicted of first-degree manslaughter.
The amount of media attention given to Lisa’s death is unusual. Unfortunately, the
tragedy of child abuse is not. The abuse of children is widespread in the United States, as
indicated by the result of two surveys conducted by Straus and his colleagues. Although levels of
overall violence toward children have remained stable across the decade, the incidence of both
severe and very severe violence has declined. This decline does mean, however, that we should
expect reduced reports of child abuse to police and social agencies. Increased reporting and
decreased incidence, at least of extreme abuse, are likely to go hand in hand as people become
more aware of the problem and more determined to do something about it.
The Conflict Tactics Scale used in Straus’s two surveys examines only a limited number
of abusive behaviors towards children. It does not, for example, ask about sexual abuse. There
are some important differences between physical and sexual abuse. Mothers are more likely than
fathers to physically abuse their children, and most victims are boys (Straus et al., 1980). In
contrast, fathers are more likely than mothers to sexually abuse their children, and most of these
victims are girls (Russell, 1984). Despite these differences, certain factors are associated with
both types of abuse: stress, social isolation, marital conflict, and having been abused as a child
(Russell, 1984: Straus et al., 1980; Wolfe, 1985).

LANGUAGE FOCUS

New Vocabulary: outrage; disbarred attorney; (the) former vs (the) latter; vicious (attack); to
convict; manslaughter; amount; widespread; survey; graph; overall, global; increase vs decrease;
inflate vs deflate; to be/become aware of...; determined; to injure, to wound, to hurt; “lay” vs
“lie” (see B.J. Thomas, Advanced Vocabulary and Idiom, Longman, 1989, pages 44-45, exercises
6 & 7).

GRAMMAR FOCUS

I.HABITUAL PAST “used to” + verb

Use: to talk about things we did in the past, but we no longer do in the present.

45
Practice:

Write about, and then tell the other students at least three things that you used to do in the past,
but no longer do.
E.g.: “When I was a child I used to …”

II.FREQUENTATIVE “WOULD”
Use: to talk/write about habitual/frequent activities in the past

Practice:

I. Underline the frequentative “would” forms of the verbs in the text below.
II. Write a short composition (of 50-100 words) about Christmas and/or Easter.
(See “Thanksgiving on the Farm”, from Patricia Wilcox Peterson,“Changing Times, Changing
Tenses”, U.S.Information Agency, Washington D.C., 1992, page 90).

THANKSGIVING ON THE FARM

I remember our Thanksgivings on the farm. When I was growing up, we lived on a farm
near the town. There were many other relatives who lived near us. Every year they would all
come, from other farms and from the town to be with us.
We’d work for days to prepare for the holiday. Mother and the girls would clean every
part of the house, and they’d get all the extra rooms ready for the relatives. Then they’d wash all
our best clothes—we call these dresses and suits our “Sunday best.” The men would cut extra
wood for all the cooking, for we had an old wood-burning stove. Father would always kill the
biggest turkey, and then he’d clean the bird. Finally, the whole family would drive into town to
buy the food that we couldn’t produce on the farm, like coffee and sugar.
On Thanksgiving morning the women would get up early to begin cooking. Mother
would stuff the turkey with bread and onions, and then she’d roast it. Aunt Ellen would make a
dozen pumpkin pies. Aunt Ann would pick autumn flowers from the garden for the center of the
table. She’d also bring in vegetables to eat with the turkey and the pies.
The older children would help set the table while the twin babies played in their high
chair. But I liked to play with the cat, waiting for somebody to give me pieces of food. All this
time our old dog would lie under the warm stove, watching the activity.

46
 Child abuse

I. Put the verbs in brackets into the present simple or the present continuous (progressive):
a) Young people (become)……………..less willing to assume commitment through
marriage.
b) According to Philip Shaver and his colleagues (1988) the way in which a person
(interact)………...with significant others (be)….. called attachment style.
c) He … always (avoid)………… people who don’t look up to him and praise him
excessively.
d) The documentary “Focus on Attachment Styles” (begin) …………tomorrow at 5 p.m..
e) Jerry (work)…………. at a psychological research institute in Vienna.
f) But this week he (participate)……………… to an international colloquium in Berlin.
g) We (go)………………. to the library for the next couple of days.
h) As John Lee (put)………..it, there are three types of love.

II. Match the definition in the first column to the right concept in the second column
(concepts: passionate love, attachment style, companionate love) by drawing arrows to connect
them.
Definition Concept
 a secure, trusting attachment Attachment style
 the way in which a person interacts with Passionate love
significant others, may be relatively constant
across the life span.
 a state of high arousal: being loved by the Companionate love
partner is ecstasy; being rejected is agony

I.

1. are becoming

47
 2. interact, is
3. is always avoiding (Present Tense Continuous of Annoyance)
4. begins
5. works
6. is participating
7. are going
8. puts

II.

 a secure, trusting attachment = companionate love

 the way in which a person interacts with significant others, may be relatively constant
across the life span = attachment style
 a state of high arousal: being loved by the partner is ecstasy, being rejected is agony =
passionate love

48
 BIBLIOGRAFIE

Adamson, Donald, Practise Your Tenses, Longman, 1996;

Bădescu, Alice, Gramatica limbii engleze, Editura Ştiinţifică şi Enciclopedică, Bucureşti,
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Gălăţeanu, Georgiana, Exerciţii de gramatică engleză, Editura Albatros, 1987;
Watkins, Mike, Practise Your Modal Verbs, Longman, 1996.
Conan Doyle, Arthur, The Speckled Band and Other Stories, Heinemann, 1999;
De Devitiis, G., English Grammar for Communication, Longman, 1991;
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verbale, Ed. Echinox, Cluj, 1991;
Groza Filip, A., Synonyms in Practice, Ed. Dacia, Cluj, 1996;
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O’Dell, F., McCarthy, M., English Vocabulary in Use, C.U.P., Cambridge, 1994;
Peterson Wilcox, Patricia, Changing Times, Changing Tenses, U.S. Information Agency,
1992;
Plant, P., Everyday English, VEB Verlag, Leipzig, 1978;
Stancu, Victoriţa, Engleza intensivă, Ed. Niculescu, 1997;
Thomas, B.J., Intermediate Vocabulary, Longman, 1995;
Thomas, B.J., Advanced Vocabulary and Idiom, Longman, 1995

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