Documente Academic
Documente Profesional
Documente Cultură
FACULTATEA DE LITERE
DEPARTAMENTUL DE LIMBI STRAINE DE SPECIALITATE
2010
I. Informaţii generale
Nume: Asit. drd. Teglaş Camelia-Daniela Numele cursului – Curs practic de limba
Birou: Cab.10, Departamentul LSS, Horea engleza
nr.7 Codul cursului –
Telefon: 0264/530724 Anul, Semestrul – anul 1, semestrele 1,2
Fax: Tipul cursului - obligatoriu
E-mail: cameliateglas@yahoo.com Pagina web a cursului
Consultaţii: joi, 10-12 Tutori:
Adresa e-mail tutori:
Înţelegere- 1 2 3 4 5 6
asc
ulta
re
Înţelegere- 1 2 3 4 5 6
citire
Vorbire- 1 2 3 4 5 6
conversaţie
Vorbire- 1 2 3 4 5 6
exprimare
Scriere 1 2 3 4 5 6
Trebuie avut în vedere faptul că înscrierea la examenul de licenţa la finalul ciclului bachelor
este conditionat de susţinerea şi promovarea unui test de competenţe lingvistică într-o limba
de circulaţie internaţională. Pentru aceasta, studenţii au la îndemînă două variante:
a. Susţinerea unui test în cadrul facultăţii, care se finalizează, în caz de promovare, cu
acceptul de înscriere la (şi numai) la licenţă;
b. Susţinerea Testului de competenţă lingvistică ALPHA, la Centrul Alpha al UBB, care se
soldează cu obţinerea unu certificat de competenţă lingvistică ce atestă nivelul de cunoştinţe
al candidatului. Condiţionarea înscrierii la licenţă este obţinerea a minimum 20 puncte din
totalul de 30 posibile.
1.3.Descrierea cursului
Este un curs cu obiective specifice care vizează achiziţia de cunoştinţe şi dezvoltarea
deprinderilor de limbă străină ca instrument de formare şi informare academică şi
profesională. Tipologia programului de învăţare are în vedere crearea unui profil de
utilizator cu competenţe axate pe studiul limbajelor de specialitate. În acest sens, studenţii
îşi vor dezvolta capacitatea de conştientizare a stării actuale a cunoştinţelor şi deprinderilor, se
vor deprinde să-şi fixeze obiective reale şi realiste, să-şi selecteze în mod autonom materialele
2
şi să se autoevalueze. Pentru aceasta, catedra LSS a elaborat o programă care a utilizat ca
documente de bază Cadrul European Comun de Referinţă pentru limbi şi
documentele referitoare la Politica lingvistică a UBB.
http://lett.ubbcluj.ro/limbi_straine/limbi_straine.html
1.4.Organizarea temelor în cadrul cursului
Cursul este organizat în doua module, corespunzând celor doua semestre de studiu.,
cate 14 intalniri/ semestru.
3
1.10. Elemente de deontologie academică
În caz de fraudă sau plagiat, vezi poziţia UBB.
Modulul 1 si 2
• Scopul şi obiectivele
Obiective: formarea şi dezvoltarea competenţelor de comunicare orală şi scrisă ale studenţilor
(limbaj general şi de specialitate) precum şi a deprinderilor de studiu academic, informare şi
comunicare de profil.
Aceste obiective se vor atinge prin:
- exploatarea textelor de interes general şi de specialitate prin formarea de deprinderi şi
strategii de lectură, de dezbatere/comentariu academic, şi dezvoltarea şi fixarea limbajului de
specialitate;
- abordarea gramaticii limbii engleze, insistînd asupra categoriile gramaticale şi structurilor
preponderent folosite în limbajul de specialitate şi asupra sintaxei propoziţiei şi a frazei, în
contextul comunicării generale şi de specialitate (scrise şi orale);
- traduceri/retroversiuni în vederea exersării limbajului fundamental şi de specialitate,
punerea în practică a competenţei/performanţei de comunicare;
- redactări - genuri ale scrisului academic: fişa de lectură, rezumat, recenzie, eseu
descriptiv/argumentativ, interpretare de date.
4
MODULE I
INTRODUCTION
THE SKILL AND PRACTICE OF READING
1. 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.
2. 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 writer’s discourse,
usually with the aim of comprehending not only the literal meaning of the text, but also the writer’s
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
5
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: Jordan, R.R, Academic Writing Course, Collins, London 1993)
7
COGNITION
EXPERIMENT RESEARCH
LOBOTOMIZ EMOTION=
E J
PSYCHOL
OGY
Ψ
EMPIRICAL SCIENCE
BEHAVIOU
DISCIPLINE
R
THEORY
to be astounded at =
to die of =
to lock away =
to pin down =
to stick to =
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).
8
(Source: Adapted from: http://www.free-researchpapers.com/dbs/b11/smu317.shtml)
Research Report
Title – The title of the report must be short and descriptive. Try to use around 15 words.
Abstract – The abstract is a very important section of a research paper because it may be the only part
people read. Therefore, it should help a person decide whether to read the paper or not. The purpose of
this section is to provide a brief and comprehensive summary of the study. It should include a brief
description of the problem being investigated, the methods used, the results and their implications,
written in a concise, specific and accurate manner
9
Abstract:
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.
…………………………………………………………………...............................................
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
10
Unit 2: Pestalozzi, Father of Modern Pedagogy
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
Model:
His early experiments in education ran into difficulties.
to run into = to start to experience a difficult situation
1. The 'Pestalozzi Method' came to fruition in his school at Yverdon.
to come to fruition =
2. They should be free to pursue their own interests and draw their own conclusions.
to pursue =
3. The educator only takes care that no untoward influence shall disturb nature's march of developments.
untoward =
4. To get rid of the 'verbosity' of meaningless words Pestalozzi developed his doctrine of Anschauung.
verbosity =
5. Love of those we would educate is 'the sole and everlasting foundation' in which to work.
sole =
B. Adding a suffix to a noun, verb or an adjective we can obtain new nouns or
adjectives. In the table below there are several adjectives and nouns which were
obtained like this. Mention the word formation process, according to the model:
A. eye distance middle full real half life child else fore
throw heart president single freeze check
Model:
eye + catching = eye-catching
…………………………………………………………………………………………………………
……………………………………………………………………………………………………………
12
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
C. Read the text below and insert the word which best fits each space.
Choose from the list below:
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
13
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.
(Source: Adapted from http://www.educationreport.org, Parent satisfaction higher in private schools, September 16, 2008)
A. You will read an excerpt from a research report. Six sentences have
been removed from this text. Choose from the sentences A-G the one
which fits each gap. There is an example at the beginning (0)
Introduction
Stress is a part of everyday life (Weiten, 2001). 0 D. Without stress life would be dull; however, we must
learn to cope with all forms of stress to prevent it affecting our psychological and physical health (Weiten,
2001).
Kohn, Lafreniere & Gurevich (as cited in Weiten, 2001) found that routine daily hassles can have a
significant effect on our mental health. 1 ___. Also, Holmes & Rahe (as cited in Weiten, 2001) and others have
found that changes in life, positive or negative, require adjustment. During this time of adjustment, one may be
more susceptible to stress. More changes in one's life may increase one's susceptibility to stress. However, not all
life experiences are stressful. Social support is very important to reducing stress (House, Landis & Umberson,
1988). 2 ___. According to Davis, Morris & Kraus (1998), there is an inverse correlation between social support
and mental health.
3___. Exercise provides an opportunity to release frustrations and increases resistance to stress, while sleep
deprivation decreases it. When deprived of sleep, one might under-perform on cognitive tasks, which itself may
increase stress levels (Weiten, 2001).
Work stress is another important factor that has been the subject of much research. Weiten (2001) noted that
"pressure has turned out to be more strongly related to measures of mental health than the SSRS" (p. 534), a
measure of life change. A heavy workload, a hectic work schedule, a poor work environment, and low job
security are all factors that can cause stress at work (Weiten, 2001). 4 ___.
This study was designed to replicate past research and investigate the correlations between stress and daily
hassles; social support; life experiences; exercise; sleep; and work levels.
Method
Participants
There were 30 participants in this study, 15 men and 15 women. 5 ___. The mean age was 30.4. Participants
were attending school, work, or both.
Materials
Information was gathered using the Hassles Scale (Delongis, Folkman, & Lazarus, 1988), Life Experiences
Survey (Sarason, Johnson, & Siegel, 1978), Stress Test (Weiten, 2001), and Social Support Scale (Weiten, 2001)
Participants were also asked to report their average hours of work or school per week,
average hours of sleep per night, and average hours of exercise per week.
Procedure
Each participant was asked to complete the questionnaire package. Confidentiality was
emphasized and participants were asked not to include their names. 6 ___
Source: Adapted from: http://www.capilanou.ca
The Effects of Daily Life on Stress Levels by Chad Clippingdale & Shannon Birk
14
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.
G. Ages ranged from 13 to 59.
15
Specialist
Vocabulary
Autism is a complex neurobiological disorder that typically lasts acquire
throughout a person's lifetime. It is part of a group of disorders known as
communication
autism spectrum disorders (ASD). Today, 1 in 150 individuals are
impair
diagnosed with autism, making it more common than paediatric cancer,
occur
diabetes, and AIDS combined. It occurs in all racial, ethnic, and social
phonology
groups and is four times more likely to strike boys than girls.
pragmatics
Autism was first identified in 1943 by Dr. Leo Kanner of Johns Hopkins
repetitive
Hospital. At the same time, a German scientist, Dr. Hans Asperger,
behaviour
described a milder form of the disorder that is now known as Asperger
Syndrome. These two disorders are listed in the DSM IV as two of the five relate
developmental disorders that fall under the autism spectrum disorders. The rigid routines
others are Rett Syndrome, PDD-NOS, and Childhood Disintegrative semantics
Disorder. All of these disorders are associated with rigid routines and spectrum
repetitive behaviours, such as obsessively arranging objects or following strike
very specific routines, but the most important characteristic is that they syntax
impair a person's ability to communicate and relate to others. vocalise
The capacity to acquire and use language is a key aspect that distinguishes
humans from other organisms. Language acquisition starts in infancy and it Acronyms
is the process by which humans acquire the capacity to perceive, produce AIDS
and use words to understand and communicate. ASD
A child's acquisition of language can be broken down into different DSM
segments: phonology, which is a person's use of speech sounds; syntax - the PDD-NOS
rules of grammar; semantics, which refers to a person's ability to
understand and create the meaning of language; pragmatics - the ability to Antonyms
use language for the purpose of communication. pair ≠ impair
Breaking down language into these different segments allows professionals integrate ≠
to clarify to what extent and which aspects of the language and disintegrate
communication of a child with an autism spectrum disorder (ASD) is order ≠
impaired. disorder
Children with an ASD often fail to communicate using speech or any other
type of language, for example eye-contact, hand gestures, body language. If Compounds
a child does not wish to communicate intentionally, they will not explore eye-contact
their ability to vocalise, learn new sounds or listen to the language spoken lifetime
around them. This will ultimately result in a delay in their language neurobiological
acquisition. Without this means of communication, a child will find it
difficult to express themselves. A child with an ASD may not see any Phrases
reason to communicate with other people and, consequently, without a to break down
reason there is no point in communicating or no need to communicate. into
Children with an ASD may also remove themselves from situations that to fall under
require communication, limiting their opportunities to communicate.
Without opportunities there cannot be a development in communication. Word family
Source: Adapted from http://www.autismspeaks.org/, http://www.nas.org.uk The National Autistic integrate
Society – Speech and Language Therapy integral
integration
integrative
disintegrate
disintegration
disintegrative
16
SECTION I: Vocabulary Activities
A prefix is placed at the beginning of a word to modify or change its meaning. dis- shows an apposite
or negative and, in verbs, it shows the stopping or removing of a condition.
A. Add the prefix dis- to the following words. Use a dictionary to find
their meaning.
Model:
appear disappear to become impossible to see
any longer
…………………………………………………………………...............................................
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
17
Model: ASD = autism spectrum disorders
AIDS =
CDD =
DSM =
PDD-NOS =
18
B. angry; infuriated; outraged; annoyed; irritated
C. bored; uninterested; fed up; jaded
D. content; blissful; cheerful; joyful; delighted
1 2 3
E. depressed; miserable; unhappy; disheartened
F. surprised; astonished; amazed; taken aback
4 5 6
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.
Source: Adapted from http://www.capilanou.ca The Effects of Daily Life on Stress Levels by Chad Clippingdale & Shannon Birk
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. ___
19
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. ___
20
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 New
advertising agencies with the first advertising agency in US opened in 1841.
Vocabulary
With advertising becoming a business in itself, the methods of using advertisements
advent
became even more formalized, controlled and systematic and the advertisements for
appeal
products started appearing as newspaper ads, on billboards, hoardings, as handbills,
billboard
leaflets, on magazines, newspapers, on TV and radio as commercials and more
commercial
recently on the internet. Web advertising is now a very powerful means to take the
estate
message across to the customers. However to actually appeal to customers, advertising
handbill
will have to work in accordance with the principles of psychology and sociology. Thus
hoarding
an advertiser or an advertising professional will also have to be a sociologist and a
glaring
psychologist to really have an impact on the minds of consumers.
leaflet
The principles of advertising are largely based on cognitive psychology and the
merchandise
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 novelty
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 Synonyms
commercials, attention catching clothes and attractive models are sometimes used. memory =
Once the attention is drawn with the colours and the sounds or words, the focus is on retention
retaining consumer interests by using 'association'. Themes or products which a
particular segment of customers could associate with are used. Thus for baby food, Word families
mothers and babies are featured so association would have more to do with relevance ad
or context of the advertisement. Certain colours also have associative value and certain advertisement
brands and companies use a specific colour to promote their products. The company advertiser
logo or symbol is also a part of developing a brand and helps in giving identity to a advertising
brand and has a strong associative value.
The association should be such that it not only serves the purpose of quick Phrases
understanding and perception of the consumers but is also retained in their memory for to bring out
a long time. Thus memory or retention is an important aspect of the psychology of to draw attention
advertising as only an advertisement that consumers can easily remember for a long to give identity
time for its novelty or use of words, colours and figures will be the most effective. to serve a
purpose
Source: Adapted from http://ezinearticles.com/The-Psychology-of-Advertising to take the
message across
to work in
accordance with
22
while long-term memory helps us recall events and
knowledge from our pasts. procedural; racial;
Source Adapted from http://www.aarp.org/health/brain/works/what_is_memory.html reconstructive; recovered;
reproductive; semantic;
source; span; trace;
unconscious; working
Quoting A quotation is the repetition of one expression as part of another one and it is generally
punctuated by quotation marks.
A. You are going to listen to an APA style set of rules used for quoting. Fill in the
blanks with the missing information. You will listen to the recording twice.
Quotations
- Fewer than 40 words: Include in the text, ______________ (1) by double quotation marks
- 40 words or more: Set off from the text in indented block form without quotation marks. If the quotation
contains _______________ (2) paragraphs, indent the start of each one 0.5".
- To indicate errors in the original source, use sic, __________ (3) and bracketed: “. . . biolgical [sic]”
- To indicate changes in the original source:
a. Use an_________ (4) to indicate omission. Add a period if the omission comes between sentences.
b. Use brackets to insert material.
c. If someone other than the original author has italicized words for ___________ (5), add the words [italics
added] in brackets after the words.
- Cite quotations in the following ways (depending on quote ________ (6) 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 _____________ (7).
Source: Adapted from http://sparkcharts.sparknotes.com/study/researchstyleapamla/section4.php
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).
24
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).
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).
Unit 5: Secret Lives
25
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
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 New
decency he had built over a lifetime. Vocabulary
So for more than 10 years, he ruthlessly kept his two identities apart: one lived in a anguish
Westchester hamlet and worked in a New York office, and the other operated mainly in brothel
clubs, airport bars and brothels. One warmly greeted clients and waved to neighbours, to cleave
sometimes only hours after the other had stumbled back from a "work" meeting with covert
prostitutes or cocaine dealers. distress
In the end, it was a harmless computer pop-up advertisement for security software, earnest
claiming that his online life was being "continually monitored," that sent this New York to enhance
real estate developer into a panic and to a therapist. to gamble
The man's double life is an extreme example of how mental anguish can cleave an hamlet
identity into pieces, said his psychologist, Dr. Jay S. Kwawer, director of clinical mischief
education at the William Alanson White Institute in New York, who discussed the case persona
at a recent conference. ruthlessly
But psychologists say that most normal adults are well equipped to start a secret life, if tug
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 Compounds
well into adulthood. And in recent years researchers have found that some of the same best-known
psychological skills that help many people avoid mental distress can also put them at big-time
heightened risk for prolonging covert activities. pop-up
"In a very deep sense, you don't have a self unless you have a secret, and we all have soul-searching
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 Prefixes
our identity as somebody apart," said Dr. Daniel M. Wegner, a professor of psychology distress
at Harvard. He added, "And we are now learning that some people are better at doing this heterosexual
than others." mislaid
Although the best-known covert lives are the most spectacular - the architect Louis Kahn reassert
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 Suffixes
on the sly, or sample drugs. Others try music lessons. Still others join a religious group. adolescence
And there are thousands of people - gay men and women who stay in heterosexual adulthood
marriages, for example - whose shame over or denial of their elemental needs has set delightful
them up for secretive excursions into other worlds. Whether a secret life is ultimately elemental
destructive, experts find, depends both on the nature of the secret and on the reportedly
psychological makeup of the individual. reputation
Psychologists have long considered the ability to keep secrets as central to healthy spectacular
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 Word family
good mental health. And researchers have confirmed that secrecy can enhance attraction, secret
or as Oscar Wilde put it, "The commonest thing is delightful if only one hides it." secretive
The urge to act out an entirely different persona is widely shared across cultures as well, secrecy
social scientists say, and may be motivated by curiosity, mischief or earnest soul-
searching. Certainly, it is a familiar tug in the breast of almost anyone who has stepped Phrases
out of his or her daily life for a time, whether for vacation, for business or to live in to act out
another country. to grab for a
Source: Adapted from The Secret Lives of Just About Everybody by Benedict Carey, http:/www.nytimes.com
26 secret
on the sly
to sample
drugs
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 A. a feeling of extreme unhappiness
B. to risk money or possessions on the result of
1. anguish something such as a card game or a race, when you do
not know for certain what the result will be
2. to cleave C. to divide something into two completely separate
3. covert parts
D. a very small village
4. distress E. to improve something
5. to tug F. the way you behave when you are with other people
6. hamlet or in a particular situation, which gives people a
7. persona particular idea about your character
G. bad behaviour, especially by children, that causes
8. to gamble trouble or damage, but no serious harm
9. mischief H. to pull with one or more short, quick pulls
I. mental or physical suffering caused by extreme pain
10. to enhance or worry
J. secret or hidden
K. very serious and sincere
27
3. creep c. rich people who travel to a lot of different parts of the world and have exciting lives
4. identity d. a person who is not very intelligent and can be tricked easily
5. haunted e. behaviour that is acceptable because it is similar to the behaviour of everyone else
6. introvert f. someone whose behaviour is considered to be a good example for other people to copy
7. hedonist g. someone who believes that pleasure is very important and who tries to spend all their time
doing things that they enjoy
8. simpleton h. an unpleasant person, especially someone who tries to please or impress people in authority
9.conformity i. the qualities that make someone what they are and different from other people
10.bon-viveur j. someone who tends to concentrate on their thoughts and feelings rather than communicating
with other people
Model:
1. But psychologists say that most normal adults are conjunctions
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. “I’m thinking of sharing my secret with my
family.”
“So am I.”
4. “Got a pen?”
“Sorry, don’t use.”
5. “I want to change my workplace.”
“I don’t. 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.
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.
28
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.
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.
29
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.
…………………………………………………………………...............................................
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
MODULE II
Unit 1: Anger Fuels Better Decisions
Recent studies suggest that anger can transform even those people who are, by disposition, not very
analytical into more careful thinkers.
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 people’s 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 person’s thinking. So Wesley Moons, a psychologist at the University of New
California at Santa Barbara, and his colleague Diana Mackie designed three experiments to Vocabulary
determine how anger influences thinking - whether it makes people more analytical or careful appropriatel
about their decisions, or whether it leads people to make faster, rasher decisions. In the first y
experiment, the researchers induced anger in a group of college students by either asking bias
them to write about a past experience that had made them very angry, or by having their compelling
stated hopes and dreams harshly criticized by another participant. In a second group of cue
students, anger was not induced. The researchers later checked to be sure that the subjects discriminate
were as riled up as they were supposed to be. The two groups were then asked to read either expertise
compelling or weak arguments designed to convince them that college students have good impetus
financial habits. The strong argument cited research from numerous scientific studies, prejudiced
whereas the weak argument contained largely unsupported statements. The subjects were rash
asked to logically evaluate the strength of the arguments they read and indicate how Prefixes
convinced they were by them. The researchers repeated the experiment with a second group irrelevant
of students, this time giving the subjects an additional piece of information: who had made the unsupported
arguments. Some students were told that the argument was made by an organization with Suffixes
relevant expertise in financial matters; others were told that the argument was made by a behaviour
medical organization whose expertise was irrelevant to the financial topic being considered. distraction
In both studies, the researchers found that the angry subjects were better at discriminating logically
between strong and weak arguments and were more convinced by the stronger arguments. Compound
Those who were not made to feel angry tended to be equally convinced by both arguments, words
indicating that they were not as analytical in their assessments. The angry students were also risk-takers
better at weighing the arguments appropriately depending on which organization had made university-
them. wide
The researchers repeated the experiment a third time using a different argument - one that decision-
supported the implementation of a university-wide requirement for graduating seniors to take making
30
comprehensive exams. This time, they tested only those subjects who were the least Synonyms
analytical, or in other words, those who were the least likely to make logical decisions. This aid = help
way, the researchers would be able to see whether anger also makes typically non-analytical anger = rile
thinkers more analytical. Antonyms
Once again, they found that the angry subjects were better able to discriminate between strong ≠
strong and weak arguments than the ones who were not angry - suggesting that anger can weak
transform even those people who are, by disposition, not very analytical into more careful relevant ≠
thinkers. irrelevant
Their findings, detailed in this month’s issue of the Personality and Social Psychology False
Bulletin, suggest that anger helps people focus on the cues that matter most to making a friends
rational decision and ignore cues that are irrelevant to the task of decision-making. This could distraction=
be because anger is designed to motivate people to take action - and that it actually helps interruption,
people to take the right action, the authors wrote. disturbance
(Source: Adapted from http://news.yahoo.com/s/livescience)
distraction=
amusement
Phrases
to be likely
to be riled up
32
SECTION II: Language Focus
Passives can be used in all tenses and with modal verbs. Study the Passive constructions in these
examples from the text and then do the exercise.
But little has been done to study how anger affects a person’s thinking.
The two groups were then asked to read either compelling or weak arguments…
Those who were not made to feel angry tended to be equally convinced by both arguments…
This could be because anger is designed to motivate people to take action…
A. Rephrase the following sentences, beginning with the words given.
Remember that it is not always necessary to mention the agent.
Model: They told the students that an organization made the argument.
The students were told that the argument was made by an organization.
1. The students in group A criticised the goals of those in group B.
The goals ………………………………………………………………………………………..
2. Nobody has studied the role of anger in taking better decisions before.
The role …………………………………………………………………………………………
3. Anger can improve analytical thinking.
Analytical thinking ……………………………………………………………………………...
4. The researchers could not convince some of the subjects of the experiment.
Some of the ……………………………………………………………………………………..
5. We must inform you about the results of the experiment.
You ……………………………………………………………………………………………...
6. The psychologists will publish the results of their research in a journal.
The results ………………………………………………………………………………………
7. Generally, scientists design experiments for their research.
Experiments …………………………………………………………………………………….
8. Some psychologists will contest this new theory.
This new theory …………………………………………………………………………………
9. The two researchers did not induce anger in the second group of students.
Anger ……………………………………………………………………………………………
10. They gave the subjects some additional piece of information.
The subjects …………………………………………………………………………………….
B. Rearrange the words to make coherent sentences inside the first and
last words given. All sentences contain Passive constructions.
33
SECTION III: Text Structure
The ability to summarise and paraphrase is an essential academic skill all students must develop.
What is a summary? A summary is a condensed version of the main ideas of all or part of a source
written in your own words.
Why do we write summaries? The goal of writing a summary is to offer as accurately as possible the
full sense of the original, but in a more condensed form.
How do we write summaries?
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……… (1), making ………(2) notes or marks and looking only for what the ………(3)
is saying.
After you've finished………(4), write down in one ………(5) the point that is made about the subject.
Then look for the writer's ………(6) and underline it.
Underline with Summarizing in Mind
Once you clearly ………(7) the writer's major point (or purpose) for writing, read the article again.
Underline the ………(8) supporting the thesis; these should be words or phrases here and there rather
than complete sentences.
In addition, underline ………(9)transitional elements which show how parts are connected. Omit
specific details, examples, description, and ………(10) explanations.
Write, Revise, and Edit to Ensure the Accuracy and Correctness of Your Summary
Writing Your Summary
Now begin writing your summary. ………(11) with a sentence naming the writer and article title and
………(12) the essay's main idea. Then write your summary, omitting nothing important and striving
for overall ………(13) through appropriate transitions.
Be concise, using coordination and subordination to compress ideas.
Conclude with a final ……….(14) reflecting the significance of the article - not from your own point of
view but from the writer's.
Throughout the summary, do not ……(15) your own opinions or thoughts; instead summarise what the
writer has to say about the subject.
Revising Your Summary
After you've completed a draft, read your summary and check for ……….(16).
Keep in mind that a ………(17) 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-………(18)
information and delete it.
Write another draft -- still a draft for revision - and ask someone to read it ………(19).
Editing Your Summary
Correct grammar, spelling, and ………(20) errors, looking particularly for those common in your
writing.
Write a clean draft and proofread for copying errors.
(Source: Adapted from http://leo.stcloudstate.edu/aca)
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.
34
Unit 2: Beginning Reading
Reading is to the mind what exercise is to the body. Richard Steele
Just as your little one develops language skills long before being able to speak, she
also develops literacy skills long before being able to read. What you do, or don't do,
has a lasting impact on your child's reading skill and literacy.
Children develop much of their capacity for learning in the first three years of life,
when their brains grow to 90 percent of their eventual adult weight. When you talk,
sing, and read to your child, links among his brain cells are strengthened and new
cells and links are formed. New
Play is the work of your young children. From the first lullaby to dramatization of a Vocabular
favorite story, music and other creative arts can stimulate language and literacy y
development. You can help build pre-literacy skills through dramatic play and one- lullaby
on-one interaction. pace
Many pediatricians believe that a child who has never held a book or listened to a reinforced
story is not a fully healthy child. Reading aloud to young children is so critical that rote
the American Academy of Pediatrics recommends that doctors prescribe reading strengthen
activities along with other advice given to parents at regular check-ups. toddler
Despite the considerable evidence of a relationship between reading regularly to a Antonyms
child and that child's later reading development, six in ten babies and five in ten context ≠
toddlers are not read to regularly by parents or family members. Parents are truly
isolation
their children's first and most important teachers and they should not leave to schools
Compoun
alone the important tasks of language and literacy development.
ds
Children cannot learn to read without an understanding of phonics. All children
check-ups
must know their ABCs and the sounds that letters make in order to communicate
one-on-one
verbally. The question in early childhood programs is not whether to teach "phonics"
pre-literacy
or "whole language learning," but how to teach phonics in context - rather than in
Key words
isolation - so that children make connections between letters, sounds, and meaning.
reading
Phonics should not be taught as a separate "subject" with emphasis on drills and rote
letters
memorization. The key is a balanced approach and attention to each child's individual
sounds
needs. Many children's understanding of phonics will arise from their interest,
meaning
knowledge, and ideas. Others will benefit from more formal instruction.
There are many opportunities to teach the sound a letter makes when children have memorizati
reason to know. For example, the first letter a child learns typically is the first letter on
of her name. drills
Some teachers worry that encouraging children to learn through experience and language
invent their own spellings will not provide them with adequate language skills. But linguistics
literacy is not so much a skill as a complex activity that involves reading, writing and phonics
oral language. Ideally, children should develop literacy through real life settings as verbal
they read together with parents or other caring adults. Children begin to make communica
connections between printed words and their representations in the world. tion
Adults should keep in mind that children may learn to read at different paces during connection
kindergarten and first grade. This is true for all children, including those with special s
needs and those from linguistically and culturally diverse backgrounds. individual
needs
Source: Adapted from National Association for the Education of Young Children, literacy
http://school.familyeducation.com/reading/cognitive-development/
skills
Am.
English
vs.Br.
English
35
favorite vs.
favourite
pediatricia
n vs.
paediatrici
an
program
vs.
programme
phonics
letters drills
sounds memorization
Reading
literacy linguistic
verbal language
connections
1. Many teachers suggest that ……………………………. should be taught in context, not in isolation.
2. Children develop …………………………………………………. skills before they are able to read.
3. They have to be taught the sounds the ……………………………………………………...…. make.
4. This is the first step in the development of …………………………………….…….communication.
5. Specialists consider that, when teaching phonics, we should not emphasise the ……………….…….
6. Rote ……………………………………………….…. is another aspect that must not be insisted on.
7. Children must understand the connection between letters,………….…………………. and meaning.
8. As they progress, children begin to make …..……………. between words and their representations.
9. Not all the children can develop adequate ………………………………………………….…. skills.
10. Children read at their pace, according to their ……………………...……. and cultural background.
36
C. Certain words may differ in spelling in American and British English,
as favorite vs. favourite, which appeared in the text. Fill in the chart
below with other words that correspond to each category. Use a
dictionary if necessary.
Am E vs. Br E words
-or -our favorite/ favourite; color/ colour; behavior/ behaviour;
-ze -se
-ll -l
-og -ogue
-er -re
-e -oe or -ae
-ck or – -que
k
-dg -dge
-ense -ence
other program/ programme;
SECTION II: Language Focus
Prepositions after Passives There are only a few prepositions that can follow the passive
verbs. The most common is by. Other prepositions are with, and in. We use other prepositions
when the meaning requires them. e.g. Emphasis is placed on rote memorization.
A. Choose the preposition that best completes each sentence. Tick (√)
the correct answer.
Model Five in ten toddlers are not read ………. regularly.
a for b by c to √ d with
1. The argument is centred ………. whether or not to encourage children to learn through experience.
a on b towards c of d about
2. The essay must be divided ………. three parts: introduction, body and conclusion.
a to b for c into d with
3. My attention was drawn ………. the pale little boy in the corner.
a with b to c for d on
4. The reading test was prepared ………. great patience.
a by b with c for d from
5. A storm of criticism has been levelled ………. the board of the school.
a against b towards c by d for
37
Structures with get and have – passive patterns The passive pattern means “arrange for
somebody else to do something” e.g. I’ll get the book brought to you, or “things that happen
to you” e.g. She’s 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.
1.○ a Once they're teens you cant just say because I said so – they won't listen.
○ b “Once they're teens, you can't just say 'because I said so' – they won't listen.”
○ c “Once they're teens, you can't just say because I said so – they won't listen.”
○ d Once they're teens, you can't just say because I said so they won't listen.
2. ○ a Here's how to get things moving in a positive direction set limits, stick to what you say, be reasonable.
○ b Here’s how to get things moving in a positive direction set limits stick to what you say be reasonable
○ c Here's how to get things moving in a positive direction set limits stick to what you say, be reasonable.
○ d Here's how to get things moving in a positive direction: set limits, stick to what you say, be reasonable.
3.○ a What you do or don't do has a lasting impact on your child's reading skill and literacy.
○ b What you do or dont do, has a lasting impact on your childs reading skill and literacy.
○ c What you do, or don't do has a lasting impact on your childs reading skill and literacy.
○ d What you do, or don't do, has a lasting impact on your child's reading skill and literacy.
4.○ a Many childrens understanding of phonics will arise from their interest, knowledge, and ideas.
○ b Many children's understanding of phonics will arise from their interest, knowledge, and ideas.
○ c Many children's understanding of phonics will arise from their interest knowledge and ideas.
○ d Many childrens understanding of phonics will arise from their interest knowledge and ideas.
38
5.○ a Parent’s are their childrens first teacher’s.
○ b Parents are their children’s first teachers.
○ c Parents are they’re children’s first teachers.
○ d Parent’s are their children’s first teachers.
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.
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. Dont expect
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)
A. Identify in the fragment above the adjectives that are formed with
some of the suffixes with meaning and note them down, indicating the
process of formation.
Model: watertight = water + tight
…………………………………………………………………………………………………
…………………………………………………………………………………………………
B. Check the meaning of the following suffixes, then choose the suitable
one in order to form new words.
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.
40
6. We should use error - ………………………….… tests in the assessment of these children.
Model: Being on holiday, I could relax in the swimming pool all day long.
1. ……………………………………………………………………………………………..…..
2. ………..……………………………………………………………………………....…….…
3. ……………………………………………… …………………...……………………..…..….
4. …………………………..………………………………………………..…………………
5. ………………………………………………………………………………………….……
6. ……………………………………………………………………………….………….…….
7. …………………………………………………………………………………………………
8. ……………………………………………………………………………..………………….
9…………………………………………………………………………………………….…..
10. …………………………………………………………………………………………..….
43
B. Write down the words that you would use into italics.
44
SECTION I: Vocabulary Activities
If a person suffers the small genetic accident that creates Williams syndrome, New
he’ll live with not only some fairly conventional cognitive deficits, like trouble Vocabulary
with space and numbers, but also a strange set of traits that researchers call the compelling
Williams social phenotype or, less formally, the “Williams personality”: a love drive(s)
of company and conversation combined, often awkwardly, with a poor helix
understanding of social dynamics and a lack of social inhibition. insight
Williams syndrome rises from a genetic accident during meiosis, when DNA’s meiosis
double helix is divided into two separate strands, each strand then becoming the phenotype
genetic material in egg or sperm. Normally the two strands part cleanly, like a realm
zipper’s two halves. But in Williams, about 25 teeth in one of the zippers — 25 replicate
genes out of 30,000 in egg or sperm — are torn loose during this parting. When savvy
that strand joins another from the other parent to eventually form an embryo, stock phrasing
the segment of the DNA missing those 25 genes cannot do its work. strand
The resulting cognitive deficits lie mainly in the realm of abstract thought. urge
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 Prefixes
preschooler and struggle to replicate a simple T or X shape built with a half- inability
dozen building blocks. Few can balance a check book. These deficits generally preschool
erase about 35 points from whatever I.Q. the person would have inherited uneasy
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 Suffixes
assistance managing their lives. conventional
The low I.Q., however, ignores two traits that define Williams more distinctly personality
than do its deficits: an exuberant gregariousness and near-normal language assistance
skills. Williams people talk a lot, and they talk with pretty much anyone. They heighten
appear to truly lack social fear. Indeed, functional brain scans have shown that conversational
the brain’s main fear processor, the amygdala, which in most of us shows deepen
heightened activity when we see angry or worried faces, shows no reaction
when a person with Williams views such faces. It’s as if they see all faces as Nouns of
friendly. foreign origin
People with Williams tend to lack not just social fear but also social savvy. Lost amygdala
on them are many meanings, machinations, ideas and intentions that most of us meiosis
infer from facial expression, body language, context and stock phrasings. If
you’re talking with someone with Williams syndrome and look at your watch Compounds
and say: “Oh, my, look at the time! Well it’s been awfully nice talking with you half-dozen
. . . ,” your conversational partner may well smile brightly, agree that “this is (blocks)
nice” and ask if you’ve ever gone to Disney World. Because of this — and near-normal
because many of us feel uneasy with people with cognitive disorders, or for that (skills)
matter with anyone profoundly unlike us — people with Williams can have six-piece (puzzle)
trouble deepening relationships. This paradox — the urge to connect, the
inability to fully do so — sits at the centre of the Williams puzzle, whether Phrases
considered as a picture of human need or, as a growing number of researchers to be torn loose
are finding, a clue to the fundamental drives and tensions that shape social to feel uneasy
behaviour.
After being ignored for almost three decades, Williams has recently become one Word families
of the most energetically researched neurodevelopmental disabilities after gene(s)
autism and it is producing more compelling insights. genetic
Source: Adapted from David Dobbs, The Gregarious Brain www.newyorktimes.com
genetics
45
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.
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 brain’s main fear ………………………………………………..…. is the amygdala. PROCESS
4. Jena’s 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 B C
biodiversity; autobiographical; bio = life feel
biologist; biography; symbiosis
admittance; emitted; omit; bear; bring; carry
permitting; remittance;
unremitting; submitted;
transmitter
dictation; indicate; dictionary; send
predictable; verdict
infer; transfer; preferable; offer; speech; word; reason; study
confer; ferry
apathy; pathetic; pathology; pain
sympathy; telepathic; empathy;
antipathy
biological; psychologist; logic; form
philology
analgesia; nostalgic; analgesic; say; speak
neuralgia; nostalgia
anthropomorphism; life√
metamorphosis; amorphous;
46
SECTION II: Language Focus
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 A. on condition that you take good care of it.
misinterpreted,
2. As long as you promise to behave yourself, B. provided that you have the suitable
programme.
3. Her latest article may be downloaded freely C. contact us immediately.
4. Supposing you met a Williams person, D. she would not have published it.
5. In the event of a gene deletion during meiosis, E. on condition that you feel comfortable with
her.
6. In case of a crisis, F. you would have understood his behaviour.
7. Humans begin to have hallucinations G. unless you apologise first.
8. She will deepen the relation H. the person will suffer from Williams syndrome
9. If you had paid more attention to John I. you can join us at the meeting
10. I m sure they will turn down your invitation J. if you keep them awake for more than 72 hours.
11. You can borrow my laptop for the project K. would you know how to talk to him?
miserable lower graph levels climbing tend slightly average progressively point start off
Source: http://news.bbc.co.uk/2/hi/programmes/happiness_formula/4787558.stm
Source: http://faculty.washington.edu/chudler/sleep.html
48
Unit 5: The Psychology of Competition
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. New
A relatively new area in psychological research is sport psychology. However, the Vocabula
principles involved are much older. Ever since the time of the ancient Greeks a ry
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 athlete
psychological health of an individual has a very significant bearing on their physical bearing
condition. Therefore, it stands to reason that for physical competitors searching for a conscience
slight edge, this connection needs to be explored and used to its fullest extent.
excel
State of mind There are numerous ways that athletes train their bodies. Weight
failure
training, push-ups and running are just a few of the physical training activities utilized
harness
by athletes regardless of the sport involved. There are also a variety of psychological
implement
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 Phrases
the mind the ability to work through the task in a step-by-step fashion. Meditation is to stand to
somewhat of a similar process. In and of itself, meditative work is a tool that athletes reason
can utilize to train their minds. In the evening, prior to going to sleep, sit or lie down to search
comfortably and allow your mind to become clear. Do not attempt to force this, as the for a slight
very thought of forcing will break the meditation process. Instead, as thoughts come to edge
you, allow them to pass again. Do not concentrate on them, but allow them to go in and to have a
out of your brain. At the beginning of this process, some individuals find it to be helpful competitiv
to concentrate on a single thought. If this technique works for you then try it, but keep e
in mind that the final goal is complete freedom of thought. As time goes on, you will edge
apply this state of meditation to competition running
Your inner voice The difference between failure and success can be a matter of simply commentar
self talk. Each of us has an inner voice that gives us a running commentary on the y
events in our daily lives. Learn to hear that inner voice. Literally speak out loud the to build
word "stop" at any time that negative self talk starts, then implement positive confidence
conscience self talk, going through in a step-by-step method. When you are not in to move on
training or competition is the best time to learn to control your inner voice. By the time the
that you go into competition itself, your interior dialogs should be totally encouraging right track
and supportive. Self talk and affirmations are related. The main difference between the
Antonyms
two is that affirmations are delivered into the conscious mind. Prior to going to bed, and
failure #
again just prior to a competition, look into a mirror and affirm five best strengths you
success
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 Suffixes
positive, primarily determined by any attitude you may have towards it. Your body does affirmation
not realize the difference between negative and positive stress, so it is your thoughts comfortabl
that must take over to establish that distinction. Instead of fear, learn to identify the y
feeling as excitement, and you will harness its power. There are numerous other confidence
psychological techniques that can be applied to competition. Nevertheless, the majority excitement
of the other techniques are based on the concepts of self talk, meditation, and stress meditation
management. If you can master these basic techniques you will begin to move forward meditative
on the right track towards having a competitive edge. profession
Source: Adapted from : Korbin Newlyn http://www.buzzle.com/articles/the-psychology-of-competition.html
al
psychologi
49
cal
regardless
supportive
Compoun
ds
self talk
step-by-
step
push-ups
50
to build confidence to gain self-assurance a căpăta/ câştiga încredere
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
B. All the concepts listed below are related to competition. Use the
words to fill in the spaces.
A. inner voice
H.
B. relaxation
affirmations
G. emotional
control
C. self talk
Competi
tion
E.. psychological D.
training confidence
G. stress E. physical
management training
F.
meditation
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.
1. success a. weakness
2. prior b. similarity
3. excitement c. disconnect
4. distinction d. subsequent
5. strength e. unhelpful
6. supportive f. boredom
7. harness g. failure
51
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 weren’t so shy.
A. Fill in the blanks with one of these common phrases:
1. I don’t want to explain. _______________________, Susan will resume the psychological training.
2. If, _____________________________, you were to fall ill, who would take your place in the team?
3. If you really want to abandon the competition, then ______________________________________.
4. _________________________, I am determined to learn these new meditation techniques.
5. _________________ to tell you what to do, but you would be mad to compete against him.
B. The words in the following sentences have been jumbled. Rearrange
them within the first and last words given, in order to make coherent
sentences.
52
SECTION III: Text Structure
An article is a piece of writing which offers information in magazines, newspapers, academic
journals, the internet or other type of publication. In general, articles have five sections: headline,
introduction, main body, conclusion and bibliography.
http://www.donolsen.com
http://www.authentichappiness.sas.upenn.edu/TimeMagazine http://www.biggerfasterstronger.com
53
Source: http://www.time.com/time/magazine/article/
Annex 1: Audio scripts
MODULE 1, UNIT 1, SECTION III, EXERCISE B
The information in the following paragraph has been jumbled. Listen to the recording,
rearrange it, and rewrite it in order to provide a coherent abstract. You will hear the recording
twice.
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. In general, the attitudes of psychology majors
closely resembled the attitudes of practicing psychologists. 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. 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.
UNIT 3, SECTION III, EXERCISE B
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.
Discussion
The finding of a significant positive correlation (r = +.47, p < .01) between daily hassles and
stress levels supports Kohn et al.'s research on the stress effects of daily hassles (as cited in Weiten,
2001). One hassle by itself may be small and insignificant, but when hassles start to build up they may
cause a great deal of stress. The finding of a negative correlation (r = -.35, p < .05) between social
support and stress also supports past research (Davis, Morris & Kraus, 1998; House, Landis &
Umberson, 1988). Social support can be very important in reducing stress because it allows people to
talk about, and have others listen to their problems.
The significant positive correlation (r = +.42, p < .05) between life experience and stress also
supports Holmes & Rahe's research (as cited in Weiten, 2001) that the more changes in life one has,
the more susceptible to stress one becomes.
The significant positive correlation (r = +.39, p < .05) between work hours and stress supports
Weiten's (2001) research on the subject. The work environment can be a very stressful place and the
more time one spends there, the higher their stress levels may become.
However, the absence of the expected inverse correlation between exercise (Brown, 1991) and
stress was unexpected. Brown has shown that exercise can be beneficial to reducing stress levels.
Perhaps more participants were needed in order to show an accurate correlation. Social desirability
bias (Weiten, 2001) may also have been a factor. The participants may have reported the amount of
exercise that they believed to be socially acceptable instead of the amount of exercise they actually
did.
The negative correlation between sleep and stress was not significant (r = -.21). A stronger, more
significant correlation was expected. A good night's sleep is essential to resisting stress. One reason
for these results might be that hours of sleep in this survey were all around eight hours, while stress
levels were scattered over a much larger range. Again, the small sample size might be a factor; more
participants might increase the accuracy of the results.
UNIT 4, SECTION III, EXERCISE A
You are going to listen to an APA style set of rules used for quoting. Fill in the blanks with the
missing information. You will listen to the recording twice.
Quotations
- Fewer than 40 words: Include in the text, surrounded by double quotation marks
- 40 words or more: Set off from the text in indented block form without quotation marks. If the
quotation contains multiple paragraphs, indent the start of each one 0.5".
54
- To indicate errors in the original source, use sic, italicized and bracketed: “. . . biolgical [sic]”
- To indicate changes in the original source:
a. Use an ellipsis to indicate omission. Add a period if the omission comes between sentences.
b. Use brackets to insert material.
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.
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.
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.
The dyslexic child is often a mislabelled 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."
56
Annex 2:
57
Other skills and competences Describe these competences and indicate where they were acquired.
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 List any items attached.
Annex 3:
58