UNIVERSITATEA BABEŞ-BOLYAI CLUJ-NAPOCA

FACULTATEA DE LITERE

DEPARTAMENTUL DE LIMBI STRAINE DE SPECIALITATE

CURS PRACTIC DE LIMBA ENGLEZA

ASISTENT drd. CAMELIA-DANIELA TEGLAS

2010

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I. Informaţii generale

1.1.Date de identificare a cursului

Date de contact ale titularului de curs:

Nume: Asit. drd. Teglaş Camelia-Daniela Birou: Cab.10, Departamentul LSS, Horea nr.7 Telefon: 0264/530724 Fax: E-mail: cameliateglas@yahoo.com Consultaţii: joi, 10-12

Date de identificare curs şi contact tutori:

Numele cursului – Curs practic de limba engleza Codul cursului – Anul, Semestrul – anul 1, semestrele 1,2 Tipul cursului - obligatoriu Pagina web a cursului Tutori: Adresa e-mail tutori:

1.2.Condiţionări şi cunoştinţe prerechizite Cursul este conditionat de deţinerea de cunoştinţe de limba engleză care situeaya studentul la nivel B1, conform grilei de autoevaluare a Cadrului comun european de referinta a limbilor:

Competenţe A1 A2 B1 B2 C1 C2

Înţelegere-ascultare

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2

3

4

5

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Înţelegere-citire 1 2 3 4 5 6

Vorbire-conversaţie 1 2 3 4 5 6

Vorbire-exprimare 1 2 3 4 5 6

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 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

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Cursul este organizat în doua module, corespunzând celor doua semestre de studiu. Activităţile presupuse de acest curs vor consta în mare parte în studiu şi exerciţii individuale, la care se adaugă întîlnirile semestriale cu profesorul.

1.5.Formatul şi tipul activităţilor implicate de curs

Parcurgerea şi promovarea cursului presupune completarea şi rezolvarea exerciţiilor şi temelor precizate în pachetul de studiu. 1.6.Materiale bibliografice obligatorii 1. SIDE, RICHARD – WELLMAN, GUY: Grammar & Vocabulary For Cambridge Advanced and Proficiency,

Longman, 2001 2. Camelia Teglaş (coord.), Cristina Felea, Vlad Mezei English B2 – C1, Social Sciences and Sport, Seria

Autodidact (coord. Liana Pop), Cluj, Ed. Echinox, 2009 3. Longman Dictionary of Contemporary English, Longman, 2003Prodromou, L., Grammar and Vocabulary

for First Certificate, Longman, 2001 5. http://granturi.ubbcluj.ro/autodidact 6. http://www.psychologyabout.com

Lucrările menţionate la bibliografia obligatorie se găsesc şi pot fi împrumutate de la Biblioteca British Council si Biblioteca Departamentului de LSS, sau pot fi accesate pe internet la adresele indicate.

1.7. Materiale şi instrumente necesare pentru curs Derularea activităţilor prevăzute necesită accesul studenţilor la următoarele resurse: - calculator conectat la internet (pentru a putea accesa bazele de date si resursele electronice suplimentare dar şi pentru a putea participa la secvenţele de formare interactivă on line) - imprimantă (pentru tipărirea materialelor suport, a temelor redactate, a studiilor de caz) - acces la resursele bibliografice (ex: abonament la Biblioteca British Council) - acces la echipamente de fotocopiere 1.8. Calendarul cursului

Pe parcursul semestrelor 1 si 2, în care se studiază disciplina de faţă, sunt programate două întâlniri/ semestru faţă în faţă (consultaţii) cu toţi studenţii; ele sunt destinate soluţionării, nemediate, a oricăror nelămuriri de conţinut sau a celor privind sarcinile individuale. 1.9. Politica de evaluare şi notare

Evaluarea finală se va realiza pe baza unui examen scris desfăşurat în sesiunea de la finele semestrului 1, respectiv 2. Nota finală se compune din: a. punctajul obţinut la acest examen în proporţie de 70% (7 puncte) b. evaluarea proiectului de semestru 30% (3 puncte).

1.10. Elemente de deontologie academică În caz de fraudă sau plagiat, vezi poziţia UBB. 1.11. Studenţi cu dizabilităţi: Titularul cursului îşi exprima disponibilitatea, în limita constrângerilor tehnice si de timp, de a adapta conţinutul şi metodelor de transmitere a informaţiilor precum şi modalităţile de evaluare (examen oral, examen on line etc) în funcţie de tipul dizabilităţii cursantului. Altfel spus, avem în vedere, ca o prioritate, facilitarea accesului egal al tuturor cursanţilor la activităţile didactice si de evaluare. 1.12. Strategii de studiu recomandate:

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Date fiind caracteristicile învăţământului la distanţă, se recomandă studenţilor o planificare foarte riguroasă a secvenţelor de studiu individual, coroborată cu secvenţe de dialog, mediate de reţeaua net, cu tutorii si respectiv titularul de disciplină. Lectura fiecărui modul şi rezolvarea la timp a lucrărilor de evaluare garantează nivele înalte de înţelegere a conţinutului tematic şi totodată sporesc şansele promovării cu succes a acestei discipline. 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.

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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 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)

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Unit 1: Get a Glimpse on Psychology If the human brain were so simple that we could understand it, we would be so simple that we

couldn't. Emerson M. Pugh

Psychology is the study of the mind, along with such aspects of mind as perception, cognition, emotion, and behaviour. In some ways, it has only been around since the late 1800's, when people like Wilhelm Wundt, William James, and Sigmund Freud separated it from its various mother disciplines such as biology, philosophy, and medicine. But in other ways, it has been around as long as human beings have been discussing human beings. I suspect that cavemen and cavewomen probably sat around the fire talking about the same things we do: How come their kids are weird, why can't men and women get along better, what's with those folks from the next valley, how come old Zook hasn't been the same since that rock hit him, and what do dreams really mean. Today, psychology tries to be a science. Science is the effort to study a subject with an explicit promise to think as logically and stick to the empirical facts as tightly as is humanly possible. Other sciences -- chemistry, physics, biology, and so on -- have had great success this way. Our cave-person ancestors would be astounded at our understanding of the world around us! But the subject matter of psychology (and the other human sciences) is harder to pin down. We human beings are not as cooperative as some green goo in a test tube! It is a nearly impossible situation: To study the very thing that studies, to research the researcher, to psychoanalyse the psychoanalyst. So, as you will see, we still have a long way to go in psychology. We have a large collection of theories about this part of being human or that part; we have a lot of experiments and other studies about one particular detail of life or another; we have many therapeutic techniques that sometimes work, and sometimes don't. But there is a steady progress that is easy to see for those of us with, say, a half century of life behind us. We are a bit like medicine in that regard: Don't forget that it wasn't really that long ago when we didn't have vaccines for simple childhood diseases, or anaesthesia for operations; heart attacks and cancer were things people simply died of, as opposed to things that many people survive; and mental patients were people we just locked away or lobotomized! Some day -- sooner rather than later, I think -- we will have the same kinds of understanding of the human mind as we are quickly developing of the human body. The nice thing is you and I can participate in this process! Source: Adapted from: General Psychology by Dr. C. George Boeree Shippensburg University http://webspace.ship.edu/cgboer/genpsy.html

Specialist Vocabulary behaviour cognition discipline emotion empirical experiment lobotomize

mind perception psychology research science theory therapeutic techniques

Phrases to be astounded at to die of to lock away to pin down to stick to Unusual words Zook goo

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SECTION I: Vocabulary Activities Word charts, like the oval diagram below, help students condense and organize data about multiple traits, facts or attributes associated to a single topic.

A. These definitions, as they appear in the Longman Dictionary of Contemporary English, fit the words in the chart below. Match them with the words by writing the corresponding letter next to them, according to the model.

Model: EMOTION = J. a strong human feeling such as love, hate or anger

A. the process of knowing, understanding, and learning something B. an area of knowledge or teaching that is studied at a university C. the thing that a person or an animal does D. based on scientific testing or practical experience, not on ideas E. a scientific test done to find out how something reacts under certain conditions, or to find out if a particular idea is true; a process in which you test a new idea or method to see if it is useful or effective F. serious study of a subject, in order to discover new facts or test new ideas G. knowledge about the world, especially based on examining, testing, and proving facts H. an idea or set of ideas that is intended to explain something about life or the world, especially an idea that has not yet been proven to be true I. to remove surgically part of someone’s brain in order to treat their mental problems J. a strong human feeling such as love, hate or anger

B. Use your dictionary to translate the following phrases: to be astounded at = to die of = to lock away = to pin down = to stick to =

EXPERIMENT

LOBOTOMIZE

EMPIRICAL

DISCIPLINE

THEORY

BEHAVIOUR

SCIENCE

EMOTION=J

RESEARCH

COGNITION

PSYCHOLOGY

Ψ

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SECTION II: Language Focus Academic textual functions, such as reporting, are signalled by characteristic language uses of tense and aspect. When reporting findings or significant aspects of people’s work, we use The Present

Simple. The Past Simple is used when referring to the procedures used in individual studies.

A. Read the following excerpts from two research reports and fill in with the appropriate form of the verb in brackets, according to the academic textual functions used in each of them. 1. Mood disorders (to affect _1) around forty four million Americans each year. The two most common mental disorders (to be _2) depression and bipolar disease. There are several factors which researchers (to believe_3) contribute to mental disorders. Some researchers (to think _4) that the most severe mood disorders (to be caused_5) by imbalances in the brain’s chemical activity. Researchers also (to assume _6) the environment can play a part in mood disorders and it may run in families. Some mood disorders (to prove _7) to be easier to diagnose due to the symptoms that the patient (to display _8), while others may be a little more difficult and (to require_9) more testing due to the mood disorder going unrecognized. The good news (to be_10) that with the proper medication and psychotherapy a person afflicted with a mood disorder can go on and live a productive life. (Source: Adapted from: http://www.freeonlineresearchpapers.com/diagnosing-mental-disorders)

2. The most famous experiment Milgram (to conduct _1) was also his most controversial. The issue (to deal _2) with the people's right to know on what he/she is being studied. On the surface, the experiment (to look _3) legit and totally scientific. Two people (to be brought _4) in at a time and each would draw from a hat. One would be the teacher, one the learner. After going over exactly how the shock treatment (to work _5), the teacher (to go _6) to his control panel and the learner (to be hooked up _7) to electrodes. The teacher would first read lists of paired words then (to ask _8) the learner to pair up the now separated words. For each wrong answer the learner (to give _9), an increasing dose of electricity (to be given _10). (Source: Adapted from: http://www.free-researchpapers.com/dbs/b11/smu317.shtml)

B. Identify the tenses of the verbs underlined in the following fragment and match them to the uses suggested in the table below: The research of consciousness, or states of awareness, has provided numerous interesting and influential studies. Sleep, dreams, and hypnosis are states of awareness that have intrigued psychologists because they relate to the quality of psychological interaction with the environment. States of awareness change constantly, which produces changes in behavior. Studies in this area have made great contributions to the understanding of psychology. Researchers pursuing answers about states of awareness discovered Rapid Eye Movement sleep and how it relates to dreaming. Rosalind Cartwright, a leading researcher in this area, takes the study of consciousness to another level by suggesting that people may be able to control what they dream about. Many psychologists have theorized about why people dream. Sigmund Freud believed that dreams were windows to your unconscious; that your greatest unfulfilled wishes and fears would be expressed symbolically in your dreams. Freud's view has been highly influential, and psychotherapists still use dream interpretation during therapy. (Source: Adapted from: http://www.free-researchpapers.com/dbs/b6/pnl224.shtml)

VERBS TENSE USE

An action that was begun in the past and continues into the present/ An action that happened in the unspecified past/ A recent action that has a present effect.

Actions that happened at a defined moment in the past.

Habitual activities - States

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SECTION III: Text Structure

Researchers communicate their results and help accumulate knowledge through conference papers, reports, on-line journals and print journals. A research paper is a true academic writing that requires inquiry into the existing literature on the topic of study and personal thoughts as compared to the established experts in the field. A research report has several sections (Title, Abstract, Introduction, Method, Results, Discussion and References) and each section provides information about the process of elaboration.

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

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. �

Attitudes toward the Use of Animals in Psychological Research and Education:

Results from a National Survey of Psychologists by S.Plous – Wesleyan University

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.

…………………………………………………………………............................................... …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… ……………………………………………………………………………………………………………

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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

SECTION I: VOCABULARY ACTIVITIES

Born in Zurich, Johann Heinrich Pestalozzi (1746 - 1827) took up Rousseau's ideas and explored how they might be developed and implemented. His early experiments in education ran into difficulties but he persisted and what became known as the 'Pestalozzi Method' came to fruition in his school at Yverdon.. Instead of dealing with words, he argued, children should learn through activity and through things. They should be free to pursue their own interests and draw their own conclusions. I wish to wrest education from the outworn order of doddering old teaching hacks as well as from the new-fangled order of cheap, artificial teaching tricks, and entrust it to the eternal powers of nature herself, to the light which God has kindled and kept alive in the hearts of fathers and mothers, to the interests of parents who desire their children grow up in favour with God and with men. (Pestalozzi quoted in Silber 1965: 134) Pestalozzi goes beyond Rousseau in that he sets out some concrete ways forward - based on research. He tried to reconcile the tension, recognized by Rousseau, between the education of the individual (for freedom) and that of the citizen (for responsibility and use). His initial influence on the development of thinking about pedagogy owes much to a book he published in 1801: How Gertrude Teaches Her Children. He wanted to establish a 'psychological method of instruction' that was in line with the 'laws of human nature. As a result he placed a special emphasis on spontaneity and self-activity. Children should not be given ready-made answers but should arrive at answers themselves. To do this their own powers of seeing, judging and reasoning should be cultivated, their self-activity encouraged (Silber 1965: 140). The aim is to educate the whole child - intellectual education is only part of a wider plan. He looked to balance, or keep in equilibrium, three elements - hands, heart and head. William H. Kilpatrick in his introduction to Heinrich Pestalozzi (1951) The Education

of Man - Aphorism has summarized six principles that run through Pestalozzi's efforts around schooling. Personality is sacred. This constitutes the inner dignity of each individual. As 'a little seed... contains the design of the tree', so in each child is the promise of his potentiality. 'The educator only takes care that no untoward influence shall disturb nature's march of developments'. Love of those we would educate is 'the sole and everlasting foundation' in which to work. 'Without love, neither the physical nor the intellectual powers will develop naturally'. So kindness ruled in Pestalozzi's schools: he abolished flogging - much to the amazement of outsiders. To get rid of the 'verbosity' of meaningless words Pestalozzi developed his doctrine of Anschauung - direct concrete observation, often inadequately called 'sense perception' or 'object lessons'. No word was to be used for any purpose until adequate Anschauung had preceded. The thing or distinction must be felt or observed in the concrete. Pestalozzi's followers developed various sayings from this: from the known to the unknown, from the simple to the complex, from the concrete to the abstract. To perfect the perception got by the Anschauung the thing that must be named, an appropriate action must follow. 'A man learns by action'. Out of this demand for action came an emphasis on repetition - not blind repetition, but repetition of action following the Anschauung. Source: Adapted from http://www.pestalozziworld.com/pestalozzi/pestalozzi2.html

New Vocabulary doddering flogging everlasting hacks to kindle outworn to pursue sole untoward verbosity to wrest Phrasal verbs to set out to run into to run through to take up Phrases to come to fruition to draw conclusions to get rid of smth. to grow up in favour with Compound words new-fangled ready-made self-activity Prefixes reconcile implement inadequately entrust outsiders Suffixes education responsibility achievement psychological spontaneity kindness meaningless

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A. Use your dictionary to look up the underlined word or phrase in each of the following sentences. Find the definition that best fits the context and write it next to each sentence.

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:

Original Word Category Suffix New Word Category develop VERB -ment development NOUN

education fruition responsibility achievement psychological spontaneity kindness meaningless intellectual activity

C. There are three forms of compound words: the closed form (headquarters), the hyphenated form (sit-in) and the open form (post office). Match the words in column A with those in column B to form a new word.

A. eye distance middle full real half life child else fore throw heart president single freeze check B. estate stopping elect minded shadow dry like in where class back learning moon sister time catching Model: eye + catching = eye-catching ………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… ……………………………………………………………………………………………………………

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SECTION II: Language Focus

Reported Speech When we report statements that were made in the past we change the tense of the original (direct) speech. When we report things that are timeless, such as scientific theories, we can keep the verb in the Present Simple. There are some verbs which introduce the Reported Speech: said, told, affirmed, admit, allege, etc. A. Reformulate these sentences. Use the reporting verbs given and make all the necessary changes. Model Pestalozzi’s early experiments ran into difficulties.

It is said that Pestalozzi’s early experiments had run into difficulties. 1. “A man learns by action”. Pestalozzi affirmed ……………………………………………………………………………………… 2. He tried to reconcile the tension between the education of the individual and that of the citizen. It is asserted ……………………………………………………………………………………………... 3. Kilpatrick has summarised six principles of Pestalozzi’s theory of education. The author stated ………………………………………………………………………………………… 4. “Without love, neither the physical nor the intellectual powers will develop naturally”. Pestalozzi alleged ………………………………………………………………………………………... 5. The educator must encourage children’s self-activities. He argued ………………………………………………………………………………………………...

When reporting, we may also use clauses: a “that” clause – reporting a statement, a “wh” clause – reporting a “wh” question or exclamation, a clause with “if” or “whether” – reporting a polar question, or an infinitive clause – reporting a directive.

B. Rearrange the jumbled words to make coherent sentences inside the first and last words given. Model constitutes infers personality that inner dignity the each of

He infers that personality constitutes the inner dignity of each individual.

1. children whether special or attention wondered be should given She …….……………………………………………………………………………………………. not. 2. what noticed change an had their in extraordinary occurred They …………………………………………………………………………………..……. behaviour. 3. Pesatlozzi’s when asked learn we about would We ……………………………………………………………………………………………. method. 4. they meaningless insisted not use should He ……………………………………………………………………………………………….. words. 5. was that of method observation admitted direct the I ………………………………………………………………………………………………….. useful.

C. Read the text below and insert the word which best fits each space. Choose from the list below:

report education assigned attend choice standards range conducted satisfaction private

Parents of children who _____(1) private schools are more satisfied with their schools than parents of children in public _____(2) settings, according to a new report from the National Center for Education Statistics, while parents whose children attend the public school of their _____(3) are more satisfied than those whose children attend an _____(4) public school. Released in August, the _____(5) is based on telephone interviews with parents _____(6) in the first half of 2007 on a wide _____(7) of topics: school satisfaction, parental involvement in schools, school-parent communication, _____(8) with teachers, discipline and homework levels. While the specific numbers varied, more _____(9) school parents than public school parents were very satisfied with teachers, academic _____(10), discipline, and school/parent interaction. (Source: Adapted from http://www.educationreport.org, Parent satisfaction higher in private schools, September 16, 2008)

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SECTION III: Text Structure Research Report – Introduction and Method Introduction – The main purpose of this section is to tell your reader why you performed the study. In other words, you have to inform the reader of the research question and indicate why it is important and how it is unique when compared to previous studies. Method – This section includes detailed descriptions of the sample, the materials, instruments, and the procedures so that the reader understands that the information provided is valid and reliable.

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 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.

14

Unit 3: Autism and Communication

To effectively communicate, we must realize that we are all different in the way we perceive the world

and use this understanding as a guide in our communication with others. Anthony Robbins

Autism is a complex neurobiological disorder that typically lasts throughout a person's lifetime. It is part of a group of disorders known as autism spectrum disorders (ASD). Today, 1 in 150 individuals are diagnosed with autism, making it more common than paediatric cancer, diabetes, and AIDS combined. It occurs in all racial, ethnic, and social groups and is four times more likely to strike boys than girls. Autism was first identified in 1943 by Dr. Leo Kanner of Johns Hopkins Hospital. At the same time, a German scientist, Dr. Hans Asperger, 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 developmental disorders that fall under the autism spectrum disorders. The others are Rett Syndrome, PDD-NOS, and Childhood Disintegrative Disorder. All of these disorders are associated with rigid routines and repetitive behaviours, such as obsessively arranging objects or following very specific routines, but the most important characteristic is that they impair a person's ability to communicate and relate to others. The capacity to acquire and use language is a key aspect that distinguishes humans from other organisms. Language acquisition starts in infancy and it is the process by which humans acquire the capacity to perceive, produce and use words to understand and communicate. A child's acquisition of language can be broken down into different segments: phonology, which is a person's use of speech sounds; syntax - the rules of grammar; semantics, which refers to a person's ability to understand and create the meaning of language; pragmatics - the ability to use language for the purpose of communication. Breaking down language into these different segments allows professionals to clarify to what extent and which aspects of the language and communication of a child with an autism spectrum disorder (ASD) is impaired. 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 a child does not wish to communicate intentionally, they will not explore their ability to vocalise, learn new sounds or listen to the language spoken around them. This will ultimately result in a delay in their language acquisition. Without this means of communication, a child will find it difficult to express themselves. A child with an ASD may not see any reason to communicate with other people and, consequently, without a reason there is no point in communicating or no need to communicate. Children with an ASD may also remove themselves from situations that require communication, limiting their opportunities to communicate. Without opportunities there cannot be a development in communication. Source: Adapted from http://www.autismspeaks.org/, http://www.nas.org.uk The National Autistic Society – Speech and Language Therapy

Specialist Vocabulary acquire communication impair occur phonology pragmatics repetitive behaviour relate rigid routines semantics spectrum strike syntax vocalise

Acronyms AIDS ASD DSM PDD-NOS

Antonyms pair ≠ impair integrate ≠ disintegrate order ≠ disorder

Compounds eye-contact lifetime neurobiological

Phrases to break down into to fall under Word family integrate integral integration integrative disintegrate disintegration disintegrative

15

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

ability approval associate believe compose graceful integrate junction order pleased qualify regard reputable satisfaction trust

…………………………………………………………………............................................... …………………………………………………………………………………………………………… ……………………………………………………………………………………………………………

B. Match the following words with the most suitable definition. Model: 0. explore = K

0. explore = K

1. capacity

2. vocalize 3. delay

4. strike 5. spectrum

6. occur 7. disintegrate

8. routine

9. impair

10. acquisition

A. to damage something or make it not as good as it should be B. someone’s ability to do something C. to happen or exist in a particular place or situation D. the process by which you gain knowledge or learn a skill E. when something does not happen or start when it should do F. to break up, or make something break up, into very small pieces G. to make a sound or sounds with your voice H. to damage or harm someone or something I. the usual order in which you do things, or the things you regularly do J. a complete range of opinions, people, situations, etc. going from one extreme to its opposite K. to discuss or think about something carefully

C. Follow the link http://www.all-acronyms.com/ to find what these acronyms stand for. Choose the ones that are the most suitable to the text above.

Model: ASD = autism spectrum disorders

AIDS = CDD = DSM = PDD-NOS =

16

SECTION II: Language Focus

Reported Speech Other ways of reporting include using nouns such as: argument, assertion, comment, denial, explanation, observation, remark, statement, etc.

A. The words in the following sentences have been jumbled. Rearrange them within the first and last words given, in order to make coherent sentences. All the sentences contain reporting nouns. Charles Aussilloux, Professor of Child and Adolescent Psychiatry at the University of Montpellier, and his team studied the patterns of autism in the population of Languedoc, France. Below, there are reported some of the results of his research. Model: was a to clearer of provide argument study major the picture The major argument of the study was to provide a clearer picture of autism. 1. first his of that observations the was evolutions autistic of were persons One ………………………………………………………………………………….……… different. 2. about remark the autistic possibility of to autonomously was people live His ……………………………………………………………………………………….. encouraging. 3. was great of comment the importance on the environmental influence Of ………………………………………………………………………………………………. factors. 4. autism related the was important similarities statement to Asperger’s and between Another …………………………………………………………………………………….. Syndrome. 5. of the emphasized major autistic role normal assertion the in contact development of human Aussilloux’s …………………………………………………………………….……………. children. (Source: Adapted from http://www.abc.net.au/rn/talks/8.30/helthrpt/stories/s21141.htm) B. Complete the second sentence so that it has the similar meaning to the first sentence, using the word given. You must use between two and five words. Do not change the word given.

Model “You should focus more on the topic”, the teacher told me. advised The teacher … advised me to focus … more on the topic.

1. “Reading more articles in a foreign language is good for you too”, she said. recommended She ………………………………………………………………… more articles in a foreign language. 2. “You wrote a very good research report!” the professor told her. congratulated

The professor ……………… …………………………………………...…a very good research report. 3. “Don’t leave your room after dark. This is not a safe area”, our instructor told us. warned

Our instructor ……………………………………………………………….....……our room after dark. 4. “If you copy the review, you will be accused of plagiarism”, said the lecturer. threatened

The lecturer ……………………………………………………………………… if I copied the review. 5. “Don’t forget to bring your project”, my colleague told me. reminded

My colleague…………………………………………………………………………….….. my project.

When reporting emotions or impressions we may use certain adjectives. C. Match the adjectives (A-F) with the faces (1-6) Model: 6 – F

A. concerned; worried; alarmed; afraid; uneasy

B. angry; infuriated; outraged; annoyed; irritated

C. bored; uninterested; fed up; jaded

D. content; blissful; cheerful; joyful; delighted

E. depressed; miserable; unhappy; disheartened

1 2 3

4 5 6 F. surprised; astonished; amazed; taken aback

17

SECTION III: Text Structure

Research Report – Results, Discussion and References Results– The main purpose of this section is to offer your readers a summary of what you found and to give a description of the techniques used in the research, of each analysis and the results obtained Discussion – In this section you must discuss and interpret your data for the reader, tell them about the implications of your findings and make recommendations References – This section is at the end of your paper and contains the information necessary for your reader to find any source that you cite in the report. Social Sciences use the APA formatting and style to cite sources.

A. Read the information contained in this section of a research report and fill in with the missing figures. Results Pearson product-moment correlations were computed to measure the relationship between stress levels and the other factors studied. The following table presents the findings. Table 1 n = 30 Correlations between Stress & Various Stress Factors Factors Stress Daily Hassles .47** Social support Life experiences .42* Weekly exercise Hrs of sleep Hrs of work .39* ** p <.01, * p <.05 Source: Adapted from http://www.capilanou.ca The Effects of Daily Life on Stress Levels by Chad Clippingdale & Shannon Birk

Daily hassles, life experiences, and hours of work were all significantly correlated with stress. This indicates significant positive relationships exist between these factors and stress levels. As hassles, life experiences or work hours increase, so does stress. The correlation between social support and stress was r = -.35 (p<.05), indicating a significant negative relationship between the two. (That is, lower levels of social support are associated with higher levels of stress, and vice versa). However, the correlations between exercise and stress (r= -.08) and between sleep and stress (r = -.21) were not significant.

B. You will now listen to the Discussion section of the report above. Mark the following statements true (T) or false (F). You will hear the recording twice. � 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. ___ 4. The participants did not report the amount of exercise they did. ___ 5. The results show that sleep is an essential factor to reduce stress. ___

C. The information below belongs to the last section of a research paper. The resources have been wrongly cited. Follow the link http://owl.english.purdue.edu/owl/resource/560/01/ to find the correct way and make all the necessary changes. References Brown, J. D. (1991). Journal of Psychology and Social Psychology, 60, 555-561. Staying fit and staying well: Physical fitness as a moderator of life stress [Abstract]. Davis, M. H., Morris, M. M., & Kraus, L. A. Journal of Psychology and Social Psychology, 74, 468-481Relationship-specific and global perception of social support: Associations with well-being and attachments (1998). Assessing the impact of life changes: Development of the Life Experiences Survey. Journal of Consulting and Clinical Psychology, 46, 943-946. Sarason, I. G., Johnson, J. H., Siegel, J. M. (1978). Source: Adapted from http://www.capilanou.ca The Effects of Daily Life on Stress Levels by Chad Clippingdale & Shannon Birk

18

Unit 4: Psychology of Advertising

Advertising is making whole lies out of half truths. Edgar A. Shoaff

Advertising has been a form of glorifying or gaining publicity for goods and merchandise since very early times. In fact, advertising has been around as an informal concept since the beginning of civilizations and former methods were oral advertising or claiming the benefits of products verbally when merchants sold goods to people directly on the streets. However with the advent of paper and writing, advertising took a more formal shape. Egyptians and Ancient Greeks used the papyrus for advertising and rock painting was also used. Advertising in English in magazines as we know today dates back to the end of the 17th century and newspaper advertising in America began during the first part of the 18th century with advertisements for estates. With the growth of mass media and different forms and avenues of communication like radio, TV, newspapers, magazines, and of course the internet in the 20th century, advertising started becoming an important aspect for commercialization of products. People started understanding the potential of advertisements and it became a business with the establishment of advertising agencies with the first advertising agency in US opened in 1841. With advertising becoming a business in itself, the methods of using advertisements became even more formalized, controlled and systematic and the advertisements for products started appearing as newspaper ads, on billboards, hoardings, as handbills, leaflets, on magazines, newspapers, on TV and radio as commercials and more recently on the internet. Web advertising is now a very powerful means to take the message across to the customers. However to actually appeal to customers, advertising will have to work in accordance with the principles of psychology and sociology. Thus an advertiser or an advertising professional will also have to be a sociologist and a psychologist to really have an impact on the minds of consumers. The principles of advertising are largely based on cognitive psychology and the psychological processes of attention, perception, association and memory to bring out the complete impact or uses of a product or 'brand'. Any advertisement will have to first focus on the attention that it is able to capture of the consumers. Strong messages, strong visuals and glaring colours are sometimes used on hoardings and billboards. For commercials, attention catching clothes and attractive models are sometimes used. Once the attention is drawn with the colours and the sounds or words, the focus is on retaining consumer interests by using 'association'. Themes or products which a particular segment of customers could associate with are used. Thus for baby food, mothers and babies are featured so association would have more to do with relevance or context of the advertisement. Certain colours also have associative value and certain brands and companies use a specific colour to promote their products. The company logo or symbol is also a part of developing a brand and helps in giving identity to a brand and has a strong associative value. The association should be such that it not only serves the purpose of quick understanding and perception of the consumers but is also retained in their memory for a long time. Thus memory or retention is an important aspect of the psychology of advertising as only an advertisement that consumers can easily remember for a long time for its novelty or use of words, colours and figures will be the most effective. Source: Adapted from http://ezinearticles.com/The-Psychology-of-Advertising

New Vocabulary advent appeal billboard commercial estate handbill hoarding glaring leaflet merchandise novelty

Synonyms memory = retention

Word families ad advertisement advertiser advertising Phrases to bring out to draw attention to give identity to serve a purpose to take the message across to work in accordance with

19

SECTION I: Vocabulary Activities Synonyms are different words with identical or very similar meaning. They can be any part of speech (nouns, verbs, adjectives, etc.) as long as both members of the pair are the same part of speech. E.g. car and automobile; sick and ill

A. Read the article again and match the following words with their synonyms. Model: 1. to appeal = to attract to claim; novelty; hoarding; advent; glaring; to appeal

to attract; beginning; innovation; to declare; poster; brilliant

B. Use your dictionary to translate the following phrases: to bring out; to draw attention; to give identity; to serve a purpose; to take the message across

Simple Definitions and Academic/ Extended Definitions We use definitions to describe things. In academic writing, definitions must be complex and may be extended in order to be more specific and offer more information.

C. Memory and retention are synonyms, but there are also other words that have a similar meaning. If you follow the link http://thesaurus.reference.com/ and search for the word memory, you will obtain the following information: Main Entry: memory Part of Speech: noun Definition: ability to hold in the mind Synonyms: anamnesis, awareness, camera-eye, cognizance, consciousness, dead-eye, flashback, memorization, mind, mind's eye, mindfulness, recall, recapture, recognition, recollection, reflection, remembrance, reminiscence, retention, retentiveness, retrospection, subconsciousness, thought (Source: Adapted from http://thesaurus.reference.com/)

Choose ten of the synonyms and make sentences of your own.

…………………………………….. ………………………………………………… ………………………………………………… ………………………………………………… ………………………………………………… …………………………………………………. ………………………………………………… ………………………………………………… ………………………………………………… ………………………………………………… …………………………………………………

D. Study the following extended definition of and notice the words marked in the text. Next there is a list of words that collocate with memory. Form new words( some precede and others follow memory) and look them up in the Penguin Dictionary of Psychology by Arthur S. Reber Memory, the ability to retain information or to recover information about previous experiences, is a function of the brain. When we remember something, a process takes place in which our brains recover and reconstruct information about things we've done or learned. There are two types of memory: short-term memory (STM) and long-term memory (LTM). Short term is memory of recent knowledge and happenings, while long-term memory helps us recall events and knowledge from our pasts. Source Adapted from http://www.aarp.org/health/brain/works/what_is_memory.html

afterimage; associative; autobiographical; biological; colour; declarative; drum; echoic; episodic; explicit; fact; false; flashbulb; genetic; holographic; iconic; immediate; implicit; inaccessible; lexical; long-term; operating characteristics;

memory

procedural; racial; reconstructive; recovered; reproductive; semantic; source; span; trace; unconscious;

working

20

SECTION II: Language Focus We may emphasise in English in several ways, such as using passives, inversion, fronting or cleft

sentences.

A. Rephrase the following sentences, beginning with the words given. Model: I had never seen so many people queuing at the door of the supermarket. Never had I seen so many people queuing at the door of the supermarket.

1. You must never associate this colour with our product again. On no account ………………………………………………………………………………………….. 2. They did not realise much about the impact of their billboard. Little ………………………………………………………………………………………..…………… 3. You will not find a better advertising manager in the whole country. Nowhere ………………………………………………………………………………….……………... 4. She used strong visuals and messages in the advertisement. Strong ………………………………………………………………………………..………………….. 5. People started calling soon after they had posted the advertisement. Hardly ………………..……………when ……………………………………………………………... 6. I did not say you can use my name on the hoarding. At no time …………………………..…………………………...……………………………………… 7. The merchant did not say anything about the sales action. Not ………………………………………………………………………………………………………. 8. I understood the associative value of this colour only at the end of the presentation. Only then………… ……………..……………………………………………………………………… 9. Egyptians used the papyrus and rock painting for advertising. Papyrus………………………………………………………..………………………………………… 10. Advertisement for baby food feature mothers and babies. Mothers and babies …………………………………………………………………………………….

B. Rearrange the words to make coherent sentences using the words given. They are all examples of emphasis.

Model: this it does an make like ad you products the buy Rarely does an ad like this make you buy the products it presents.

1. eyes was impressive the with brought the to my babies tears commercial it So ………………………………………….. that…………………………………………………..eyes. 2. ad these quality have visuals the improved the of sent they also powerful a have Not only……………………………..………but ……………………………………………... message. 3. advertisement I most their the new was the and music liked about What …………………………………………………………………………………………..…colours. 4. who Annie leaflets came up was the with idea of brilliant the spreading at It……………………………………………………………………………………………..….entrance. 5. was the new social psychologist who wrote this powerful logo for our It ……………………………………………………………………………….…………………. brand. 6. agent the displayed his claimed had customers for goods No sooner …………………………………….than………………………………………………..more. 7. the value gave of was associative our symbol the identity to that It ………………………………………………………………………………………………..products. 8. sounds is with drawn colours, and attention Customers’……………………………………….………………………………………………..words.

21

SECTION III: Text Structure 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). 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).

22

Unit 5: Secret Lives 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 decency he had built over a lifetime. So for more than 10 years, he ruthlessly kept his two identities apart: one lived in a Westchester hamlet and worked in a New York office, and the other operated mainly in clubs, airport bars and brothels. One warmly greeted clients and waved to neighbours, sometimes only hours after the other had stumbled back from a "work" meeting with prostitutes or cocaine dealers. In the end, it was a harmless computer pop-up advertisement for security software, claiming that his online life was being "continually monitored," that sent this New York real estate developer into a panic and to a therapist. The man's double life is an extreme example of how mental anguish can cleave an identity into pieces, said his psychologist, Dr. Jay S. Kwawer, director of clinical education at the William Alanson White Institute in New York, who discussed the case at a recent conference. But psychologists say that most normal adults are well equipped to start a secret life, if not to sustain it. The ability to hold a secret is fundamental to healthy social development, they say, and the desire to sample other identities (to reinvent oneself, to pretend) can last well into adulthood. And in recent years researchers have found that some of the same psychological skills that help many people avoid mental distress can also put them at heightened risk for prolonging covert activities. "In a very deep sense, you don't have a self unless you have a secret, and we all have moments throughout our lives when we feel we're losing ourselves in our social group, or work or marriage, and it feels good to grab for a secret, or some subterfuge, to reassert our identity as somebody apart," said Dr. Daniel M. Wegner, a professor of psychology at Harvard. He added, "And we are now learning that some people are better at doing this than others." Although the best-known covert lives are the most spectacular - the architect Louis Kahn had three lives; Charles Lindbergh reportedly had two - these are exaggerated examples of a far more common and various behaviour, psychologists say. Some people gamble on the sly, or sample drugs. Others try music lessons. Still others join a religious group. And there are thousands of people - gay men and women who stay in heterosexual marriages, for example - whose shame over or denial of their elemental needs has set them up for secretive excursions into other worlds. Whether a secret life is ultimately destructive, experts find, depends both on the nature of the secret and on the psychological makeup of the individual. Psychologists have long considered the ability to keep secrets as central to healthy development. Children as young as 6 or 7 learn to stay quiet about their mother's birthday present. In adolescence and adulthood, fluency with small social lies is associated with good mental health. And researchers have confirmed that secrecy can enhance attraction, or as Oscar Wilde put it, "The commonest thing is delightful if only one hides it." The urge to act out an entirely different persona is widely shared across cultures as well, social scientists say, and may be motivated by curiosity, mischief or earnest soul-searching. Certainly, it is a familiar tug in the breast of almost anyone who has stepped out of his or her daily life for a time, whether for vacation, for business or to live in another country. Source: Adapted from The Secret Lives of Just About Everybody by Benedict Carey, http:/www.nytimes.com

New Vocabulary anguish brothel to cleave covert distress earnest to enhance to gamble hamlet mischief persona ruthlessly tug Compounds best-known big-time pop-up soul-searching

Prefixes distress heterosexual mislaid reassert

Suffixes adolescence adulthood delightful elemental reportedly reputation spectacular Word family secret secretive secrecy Phrases to act out to grab for a secret on the sly to sample drugs

23

SECTION I: Vocabulary Activities A. The following words belong to the new vocabulary. Read the text again and, aided by the context, try to understand their meaning. Match the words with the most suitable definition. Model: 0. earnest = K 0. earnest = K

1. anguish

2. to cleave

3. covert

4. distress 5. to tug

6. hamlet 7. persona

8. to gamble

9. mischief

10. to enhance

A. a feeling of extreme unhappiness B. to risk money or possessions on the result of something such as a card game or a race, when you do not know for certain what the result will be C. to divide something into two completely separate parts D. a very small village E. to improve something F. the way you behave when you are with other people or in a particular situation, which gives people a particular idea about your character G. bad behaviour, especially by children, that causes trouble or damage, but no serious harm H. to pull with one or more short, quick pulls I. mental or physical suffering caused by extreme pain or worry J. secret or hidden K. very serious and sincere

B. Listen to Pet Shop Boys’ song on http://www.last.fm/music/ and fill in the blanks with the missing information: Chorus I sometimes think that I'm too many people Too many people, too many people I sometimes think that I'm too many people Too many people, too many people at once The husband or the …………………................ The …….........………… or the communist The artist or the showbiz ............................… The lover or the .…...............................................….… geek The question of identity is one that's always ….............. me …...................…. I decide to be depends on who is with me Chorus The …..............................…………. twit putting his foot in it Or the sensitive soul who's a ………...............................…..

The urban …..............................…………… - never at home Or the country recluse - just leave me alone Extrovert or ….....................................................…………… Love is kind, and love hurts Rebellion or ……….....................................................…….. What is my identity? Chorus The intellectual and ……....................................…………… Or the naive……………….............................., so immature A ……………..................................….. son and family man Or the wicked uncle who doesn't …….............………………. How often these have tempted me The question of ……...….. depends on what I'm meant to be Chorus

C. Match the words in column A with the correct definition in column B. All the concepts below are related to identity and behaviour. A B 1. role model a. troubled, disturbed 2. jet setter b. someone who enjoys good food and wine 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

24

SECTION II: Language Focus Cohesion refers to the grammatical and lexical means by which written sentences are joined together to make texts. Grammatical cohesion in English is made through reference, ellipsis, substitution or conjunctions.

A. Study the following sentences and mention which of the procedures mentioned above was used to give cohesion to the text. The first is done for you.

Model:

1. But psychologists say that most normal adults are well equipped to start a secret life, if not to sustain it.

conjunctions

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. 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.

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SECTION III: Text Structure

A paraphrase is: your own rendition of essential information and ideas expressed by someone else, presented in a new form; one legitimate way (when accompanied by accurate documentation) to borrow from a source; a more detailed restatement than a summary, which focuses concisely on a single main idea.

A. Study the following examples and notice the changes that occurred: Original passage Paraphrase Students frequently overuse direct quotation in taking notes, and as a result they overuse quotations in the final [research] paper. Probably only about 10% of your final manuscript should appear as directly quoted matter. Therefore, you should strive to limit the amount of exact transcribing of source materials while taking notes. Lester, James D. Writing Research Papers. 2nd ed. (1976): 46-47.

In research papers students often quote excessively, failing to keep quoted material down to a desirable level. Since the problem usually originates during note taking, it is essential to minimize the material recorded verbatim (Lester 46-47). Source: http://owl.english.purdue.edu/owl/resource/619/1/

B. The following fragments belong to the text The Secret Lives of Just About Everybody. Paraphrase them in the same way as above. But psychologists say that most normal adults are well equipped to start a secret life, if not to sustain it. The ability to hold a secret is fundamental to healthy social development, they say, and the desire to sample other identities (to reinvent oneself, to pretend) can last well into adulthood. And in recent years researchers have found that some of the same psychological skills that help many people avoid mental distress can also put them at heightened risk for prolonging covert activities.

…………………………………………………………………............................................... …………………………………………………………………………………………………………… ……………………………………………………………………………………………………………

Although the best-known covert lives are the most spectacular - the architect Louis Kahn had three lives; Charles Lindbergh reportedly had two - these are exaggerated examples of a far more common and various behaviour, psychologists say. Some people gamble on the sly, or sample drugs. Others try music lessons. Still others join a religious group. And there are thousands of people - gay men and women who stay in heterosexual marriages, for example - whose shame over or denial of their elemental needs has set them up for secretive excursions into other worlds. Whether a secret life is ultimately destructive, experts find, depends both on the nature of the secret and on the psychological makeup of the individual.

…………………………………………………………………............................................... …………………………………………………………………………………………………………… ……………………………………………………………………………………………………………

26

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 California at Santa Barbara, and his colleague Diana Mackie designed three experiments to determine how anger influences thinking - whether it makes people more analytical or careful about their decisions, or whether it leads people to make faster, rasher decisions. In the first experiment, the researchers induced anger in a group of college students by either asking them to write about a past experience that had made them very angry, or by having their stated hopes and dreams harshly criticized by another participant. In a second group of students, anger was not induced. The researchers later checked to be sure that the subjects were as riled up as they were supposed to be. The two groups were then asked to read either compelling or weak arguments designed to convince them that college students have good financial habits. The strong argument cited research from numerous scientific studies, whereas the weak argument contained largely unsupported statements. The subjects were asked to logically evaluate the strength of the arguments they read and indicate how convinced they were by them. The researchers repeated the experiment with a second group of students, this time giving the subjects an additional piece of information: who had made the arguments. Some students were told that the argument was made by an organization with relevant expertise in financial matters; others were told that the argument was made by a medical organization whose expertise was irrelevant to the financial topic being considered. In both studies, the researchers found that the angry subjects were better at discriminating between strong and weak arguments and were more convinced by the stronger arguments. Those who were not made to feel angry tended to be equally convinced by both arguments, indicating that they were not as analytical in their assessments. The angry students were also better at weighing the arguments appropriately depending on which organization had made them. The researchers repeated the experiment a third time using a different argument - one that supported the implementation of a university-wide requirement for graduating seniors to take comprehensive exams. This time, they tested only those subjects who were the least analytical, or in other words, those who were the least likely to make logical decisions. This way, the researchers would be able to see whether anger also makes typically non-analytical thinkers more analytical. Once again, they found that the angry subjects were better able to discriminate between strong and weak arguments than the ones who were not angry - suggesting that anger can transform even those people who are, by disposition, not very analytical into more careful thinkers. Their findings, detailed in this month’s issue of the Personality and Social Psychology

Bulletin, suggest that anger helps people focus on the cues that matter most to making a rational decision and ignore cues that are irrelevant to the task of decision-making. This could be because anger is designed to motivate people to take action - and that it actually helps people to take the right action, the authors wrote. (Source: Adapted from http://news.yahoo.com/s/livescience)

New Vocabulary appropriately bias compelling cue discriminate expertise impetus prejudiced rash Prefixes irrelevant unsupported Suffixes behaviour distraction logically Compound words risk-takers university-wide decision-making Synonyms aid = help anger = rile Antonyms strong ≠ weak relevant ≠ irrelevant False friends distraction= interruption, disturbance distraction= amusement Phrases to be likely to be riled up

27

SECTION I: Vocabulary Activities A. Read the relevant parts of the article again and match the following words with their meaning. Model: 1. additional – j. extra 1. additional a. settled 2. appropriate b. unfair 3. to bias c. to distinguish 4. compelling d. impulsion 5. cue e. knowledge 6. to discriminate f. to unfairly influence attitudes 7. expertise g. sign 8. impetus h. convincing 9. prejudiced i. suitable 10.stated j. extra

Adverbs are generally formed by adding the suffix –ly to an adjective. B. Put the word in capitals in the correct form, adding the necessary suffix. Model: additional + -ly = additionally

1. They were not able to weigh the arguments ……………………………………... (APPROPRIATE). 2. The researchers selected ……………………………. the students in the control group (CAREFUL). 3. This statement was ……………………………………...criticised by other psychologists (HARSH). 4. ………………….. she could not …………………. evaluate the strength of his argument (UNFORTUNATE, LOGICAL). 5. Some people are very poor at ………………………………………………. thinking (RATIONAL).

A compound noun is a fixed expression made up of more than one word which functions as a noun. In academic English we often use compound nouns to express new, longer concepts. C. Complete the spaces with an appropriate noun to obtain a new word and then, using a dictionary, try to explain their meaning. reader, esteem, start, gap, human, board.

Model: key ………. keyboard = the set of keys for operating a computer or a typewriter 1. self- .............................. = …………………………………………………………………………… 2. generation …………… = ……………………..……………………………………………………… 3. mind- ……………….. = ……………………………………………………………………………… 4. ……………….. being = ……………………………………………………………………………… 5. key …………………….... = …………………..…………………………………………………………………………. 6. head ……………….. = ………………………………………………………………………………..

Prefixes like in-, im-, il-, ir-, un-, dis- are often used to give adjectives a negative or opposite meaning. In the fragment above you have the word irrelevant which was formed by using the prefix ir- in front of the word relevant. D. Use the same method of word formation to give the negative or opposite meaning of the following words: 1. appropriate …………………………………………………………………………………………... 2. reversible ……………………………………………………………………………………………. 3. mature ……………………………………………………………………………………………… 4. adequate ……………………………………………………………………………………………... 5. approving ……………………………………………………………………………………………. 6. comfortable ………………………………………………………………………………………….. 7. advantageous ………………………………………………………………………………………... 8. legal …………………………………………………………………………………………………. 9. fair ………………………………………………………………………………………………… 10. replaceable ………………………………………………………………………………………….

28

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. Model: were feel not to made

They …………………………... angry. They were not made to feel angry. 1. logically to asked evaluate subjects arguments of strength the were The ……………………………………………………………………. arguments. 2. that by told argument made an were the was Students ………………………………………………………………. organization. 3. be a irrelevant can or things called Certain ………………………………………………………………… distraction. 4. organization told the were argument that was by made medical a Others ………………………………………………………………… irrelevant. 5. that to designed is motivate to take anger people seems It ………………………………………………………………………. action.

29

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.

30

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. Play is the work of your young children. From the first lullaby to dramatization of a favorite story, music and other creative arts can stimulate language and literacy development. You can help build pre-literacy skills through dramatic play and one-on-one interaction. Many pediatricians believe that a child who has never held a book or listened to a story is not a fully healthy child. Reading aloud to young children is so critical that the American Academy of Pediatrics recommends that doctors prescribe reading activities along with other advice given to parents at regular check-ups. Despite the considerable evidence of a relationship between reading regularly to a child and that child's later reading development, six in ten babies and five in ten toddlers are not read to regularly by parents or family members. Parents are truly their children's first and most important teachers and they should not leave to schools alone the important tasks of language and literacy development. Children cannot learn to read without an understanding of phonics. All children must know their ABCs and the sounds that letters make in order to communicate verbally. The question in early childhood programs is not whether to teach "phonics" or "whole language learning," but how to teach phonics in context - rather than in isolation - so that children make connections between letters, sounds, and meaning. Phonics should not be taught as a separate "subject" with emphasis on drills and rote memorization. The key is a balanced approach and attention to each child's individual needs. Many children's understanding of phonics will arise from their interest, knowledge, and ideas. Others will benefit from more formal instruction. There are many opportunities to teach the sound a letter makes when children have reason to know. For example, the first letter a child learns typically is the first letter of her name. Some teachers worry that encouraging children to learn through experience and invent their own spellings will not provide them with adequate language skills. But literacy is not so much a skill as a complex activity that involves reading, writing and oral language. Ideally, children should develop literacy through real life settings as they read together with parents or other caring adults. Children begin to make connections between printed words and their representations in the world. Adults should keep in mind that children may learn to read at different paces during kindergarten and first grade. This is true for all children, including those with special needs and those from linguistically and culturally diverse backgrounds. Source: Adapted from National Association for the Education of Young Children, http://school.familyeducation.com/reading/cognitive-development/

New Vocabulary lullaby pace reinforced rote strengthen toddler Antonyms context ≠ isolation Compounds check-ups one-on-one pre-literacy Key words reading letters sounds meaning memorization drills language linguistics phonics verbal communication connections individual needs literacy skills Am. English vs.Br. English favorite vs. favourite pediatrician vs. paediatrician program vs. programme

31

SECTION I: Vocabulary Activities A. Read the article again and match the following words with their antonyms. Model: 1. context – f. isolation 1. context a. temporary 2. lasting b. inability 3. critical c. decrease 4. development d. misunderstand 5. comprehend e. insignificant 6. capacity f. isolation

B. All the concepts listed below are related to the process of reading. Use the words to fill in the spaces.

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.

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 –k -que -dg -dge -ense -ence other program/ programme;

letters

sounds

literacy

verbal connections

language

linguistic

memorization

drills

phonics

Reading

32

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

B. For each of the sentences below, write a new sentence as similar as possible in meaning to the original sentence, using the word given, which must not be altered in any way. Model According to the protocol, we must call the president “Mr. President”.

addressed According to the protocol, the president must be addressed as “Mr. President”. 1. They will deduct points if you do not solve all the tasks on the answer sheet. penalised 2. All of a sudden the dyslexic child became very emotional. overcome 3. The researcher was given an honorary doctorate in education by Cambridge University. conferred 4. There were hundreds of children in the school yard. packed 5. The results of her study came as a complete surprise to us. aback

Structures with get and have – passive patterns The passive pattern means “arrange for somebody else to do something” e.g. 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.

33

SECTION III: Text Structure Punctuation marks If in speaking we can pause, stop or change our tone of voice, in writing we need the following punctuation marks (as signals for the readers) to emphasize and clarify what we mean: ’ (apostrophe) : (colon) , (comma) – (dash) - (hyphen) “” (quotation marks) ; (semicolon) A. Read the following sentences and select the correctly punctuated one. Model

○ a Dr. Bernstein recommends approaching teens “at the right time” and not when they’re angry busy or tired.

○ b Dr. Bernstein recommends approaching teens at the right time and not when they're angry, busy, or tired.

● c Dr. Bernstein recommends approaching teens “at the right time,” and not when they're angry, busy, or tired.

○ d Dr. Bernstein recommends approaching teens at the right time and not when they're angry, busy, or tired.

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.

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)

34

Unit 3: Not ADHD? Think Dyslexia

Although dyslexia is a slight disorder of the brain, it is not an intellectual disability and it has been

diagnosed in people of all levels of intelligence.

Although as many as one in 10 people have dyslexia, it's one of the most commonly misdiagnosed learning issues for school-age children, according to Drs. Brock and Fernette Eide, physicians and co-authors of the book The Mislabelled Child. That's because ADHD often acts as a red herring, throwing evaluators off the scent. "If you talk to most parents or teachers, ADHD, or attention deficit hyperactivity disorder, is the first thing on people's minds when a student's falling behind in class or is struggling in school," says Dr. Brock Eide. "But what they should be doing is thinking about dyslexia. 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." Although dyslexia is one of the most common specific learning disabilities, it's not always identified in school. Many parents and professionals are more aware of attention deficit disorder checklists than ones for dyslexia. That's exactly why parents need to be on the lookout, says Dr. Fernette Eide. "Parents need to be alert to the possibility of dyslexia, because they may be the only one who recognizes their child's pattern of difficulties, so they can help get them the proper assessments, accommodations, and remediation they need." That's all well and good. But what exactly should you look for? The authors say the following traits are red flags for possible dyslexia: reading is slow and effortful (especially reading aloud); tendency to make wild guesses with new words; trouble appreciating rhymes; may skip over small words (like a, an, the) while reading; mixes up order of letters; avoids reading aloud; listening comprehension much better than reading comprehension; letter reversals, unusual spelling errors (may look like wild guesses); may avoid writing by hand; "careless" errors in math or with reading test instructions; does much better with oral testing. If your child shows these signs, the Eides urge, don't just assume they're being lazy. There may be something else at work. ADHD might be a big buzz word in the media, but dyslexia is far more common. And the earlier it's diagnosed, the sooner help can arrive. A glossary of important terms related to learning disabilities is necessary for parents to identify signs in their children. Attention Deficit Disorder (ADD) = A severe difficulty in focusing and maintaining attention. Often leads to learning and behaviour problems at home, school, and work. It is also called Attention Deficit Hyperactivity Disorder (ADHD); Developmental Aphasia = A severe language disorder that is presumed to be due to brain injury rather than because of a developmental delay in the normal acquisition of language; Dyscalculia = A severe difficulty in understanding and using symbols or functions needed for success in mathematics; Dysgraphia = A severe difficulty in producing handwriting that is legible and written at an age-appropriate speed; Dyslexia = A severe difficulty in understanding or using one or more areas of language, including listening, speaking, reading, writing, and spelling; Dysnomia = A marked difficulty in remembering names or recalling words needed for oral or written language; Dyspraxia = A severe difficulty in performing drawing, writing, buttoning, and other tasks requiring fine motor skill, or in sequencing the necessary movements. Source: Adapted from : http://www.education.com/magazine/article/ http://www.kidsource.com/kidsource/content2/l.disabilities.glossary.html

New Vocabulary assessment checklist mislabelled to overlook pattern remediation to sequence struggle trait urge

Phrases to be aware of to be due to to be on the lookout to be presumed to to fall behind to throw smb. off the scent wild guesses

False friends physician ≠ physicist

Compound words age-appropriate school-age

Prefixes dyscalculia dyslexia hyperactive inattentive misdiagnosed mislabelled overlooked unrecognized unusual

Suffixes careless developmental remediation

Word families disability disabilities disabled

35

SECTION I: Vocabulary Activities Some suffixes, particularly at the end of adjectives, have meaning: -less (without); - like; -able; - worthy; - ful; - proof; - tight.

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.

- less - like -able - worthy - ful - proof - tight

Model: I think it is going to rain, so you will probably use your new watertight jacket. 1. The physicians needed trust ………………………………………persons for their research. 2. They have to pay consider…………………..... attention to the traits displayed by children. 3. Dealing with dyslexia may sometimes be a pain …………………………….…. experience. 4. Dyslexics must not feel hope …………………………...… as long as help can be provided. 5. People suffering from ADHD may display child ……………………………….. behaviour. 6. We should use error - ………………………….… tests in the assessment of these children. WORD FAMILIES Noun – Verb - Adjective

C. Write the word forms for the following: NOUN VERB ADJECTIVE

Model: protect protection protect protective

agree assess avoid behave comprehend consider diagnose develop educate evaluate injure persuade represent relieve require reverse select signify symbolise

A prefix is placed at the beginning of a word to modify or change its meaning. D. Listen to the following fragment and note down all the words that contain prefixes. Than check their meaning in the dictionary. You will listen to the recording twice.� ………………………………………………………………………………………………..…………..

36

SECTION II: Language Focus The ten modal verbs are: can, may, must, will, should, could, might, ought to, shall, would.

A. Identify the modals in Not ADHD? Think Dyslexia. Look at the context in which each modal verb is used and assign it to one of the categories listed below listed in the table below. Model: Possibility may Meaning Modal Verb

Ability Conditional Future Obligation/ Desirability Obligation/ Necessity Prediction Probability/ Possibility Prohibition

B. Write sentences of your own using some of the modal verbs listed above and the prompts given.

Model: Being on holiday, I could relax in the swimming pool all day long.

1. ……………………………………………………………………………………………..…..

2. ………..……………………………………………………………………………....…….…

3. ……………………………………………… …………………...……………………..…..….

4. …………………………..………………………………………………..…………………

5. ………………………………………………………………………………………….……

6. ……………………………………………………………………………….………….…….

7. …………………………………………………………………………………………………

8. ……………………………………………………………………………..………………….

9…………………………………………………………………………………………….…..

10. …………………………………………………………………………………………..….

37

SECTION III: Text Structure We use italics (characters set in type that slants to the right) and underlining to distinguish certain words from others within the text. These typographical devices mean the same thing; therefore, it would be unusual to use both within the same text and it would certainly be unwise to italicize an underlined word. Usage of italics or underlining ●To indicate titles of complete or major works such as magazines, books, newspapers, academic journals, films, television programs, long poems, plays of three or more acts ●Foreign words that are not commonly used in English ●Words used as words ●Words or phrases that you wish to emphasize A. Look at the following examples and match each sentence to one of the usages above. Write the correct answer next to each sentence. Have you seen Minghella’s The English Patient? You must remove the word nuance from this sentence.

I simply do not care what you say! The article was published in the Journal of Social

Work Education.

They all wished him bon voyage and left. B. Write down the words that you would use into italics. Model: My favourite book is Isabel Allende’s Portrait in Sepia. Portrait in Sepia

1. Jane loves to watch ER and Grey’s Anatomy because their plots are very interesting. ………………………………………………............................................................................................ 2. The New York Times is where I read Benedict Carey’s An Active Purposeful Machine That Comes Out at Night to Play. ……………………………………………………………………………………………………….…... 3. Neil Genzlinger wrote the review of Lloyd Suh’s drama The Children of Vonderly. ……………………………………………………………………………………………………….…... 4. According to Oxford Advanced Learner’s Dictionary, the word dyslexia means: “a slight disorder of the brain that causes difficulty in reading and speaking, but does not affect intelligence”. ………………………………………………………………………………………………….………... 5. I am not interested in your opinion! …………………………………………………………………………………………………….……... 6. An au pair should be treated as a family member, not as a servant. …………………………………………………………………………………………………….……... 7. She said au revoir and disappeared in the night. ………………………………………………………………………………………………………….... 8. The biggest tabloid in Europe, by circulation, is Germany’s Bild-Zeitung. ……………………………………………………………………………………………………….…... 9. She is a mislabelled child, this is the problem! …………………………………………………………………………………………………................ 10. The word disorder appears too often in this short paragraph. ……………………………………………………………………………………………………………

38

Unit 4: Williams Syndrome

If a person suffers the small genetic accident that creates Williams syndrome, he’ll live with not only some fairly conventional cognitive deficits, like trouble with space and numbers, but also a strange set of traits that researchers call the Williams social phenotype or, less formally, the “Williams personality”: a love of company and conversation combined, often awkwardly, with a poor understanding of social dynamics and a lack of social inhibition. Williams syndrome rises from a genetic accident during meiosis, when DNA’s double helix is divided into two separate strands, each strand then becoming the genetic material in egg or sperm. Normally the two strands part cleanly, like a zipper’s two halves. But in Williams, about 25 teeth in one of the zippers — 25 genes out of 30,000 in egg or sperm — are torn loose during this parting. When that strand joins another from the other parent to eventually form an embryo, the segment of the DNA missing those 25 genes cannot do its work. The resulting cognitive deficits lie mainly in the realm of abstract thought. Many with Williams have so vague a concept of space, for instance, that even as adults they will fail at six-piece jigsaw puzzles, easily get lost, draw like a preschooler and struggle to replicate a simple T or X shape built with a half-dozen building blocks. Few can balance a check book. These deficits generally erase about 35 points from whatever I.Q. the person would have inherited without the deletion. Since the average I.Q. is 100, this leaves most people with Williams with I.Q. in the 60s. Though some can hold simple jobs, they require assistance managing their lives. The low I.Q., however, ignores two traits that define Williams more distinctly than do its deficits: an exuberant gregariousness and near-normal language skills. Williams people talk a lot, and they talk with pretty much anyone. They appear to truly lack social fear. Indeed, functional brain scans have shown that the brain’s main fear processor, the amygdala, which in most of us shows heightened activity when we see angry or worried faces, shows no reaction when a person with Williams views such faces. It’s as if they see all faces as friendly. People with Williams tend to lack not just social fear but also social savvy. Lost on them are many meanings, machinations, ideas and intentions that most of us infer from facial expression, body language, context and stock phrasings. If you’re talking with someone with Williams syndrome and look at your watch and say: “Oh, my, look at the time! Well it’s been awfully nice talking with you . . . ,” your conversational partner may well smile brightly, agree that “this is nice” and ask if you’ve ever gone to Disney World. Because of this — and because many of us feel uneasy with people with cognitive disorders, or for that matter with anyone profoundly unlike us — people with Williams can have trouble deepening relationships. This paradox — the urge to connect, the inability to fully do so — sits at the centre of the Williams puzzle, whether considered as a picture of human need or, as a growing number of researchers are finding, a clue to the fundamental drives and tensions that shape social behaviour. After being ignored for almost three decades, Williams has recently become one of the most energetically researched neurodevelopmental disabilities after autism and it is producing more compelling insights. Source: Adapted from David Dobbs, The Gregarious Brain www.newyorktimes.com

New Vocabulary compelling drive(s) helix insight meiosis phenotype realm replicate savvy stock phrasing strand urge

Prefixes inability preschool uneasy

Suffixes conventional personality assistance heighten conversational deepen

Nouns of foreign origin amygdala meiosis

Compounds half-dozen (blocks) near-normal (skills) six-piece (puzzle) Phrases to be torn loose to feel uneasy Word families gene(s) genetic genetics

gregarious gregariousness

39

SECTION I: Vocabulary Activities 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. A. Fill in the correct plural form of the words in brackets. 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; biologist; biography; symbiosis

bio = life feel

admittance; emitted; omit; permitting; remittance; unremitting; submitted;

transmitter

bear; bring; carry

dictation; indicate; dictionary; predictable; verdict

send

infer; transfer; preferable; offer; confer; ferry

speech; word; reason; study

apathy; pathetic; pathology; sympathy; telepathic; empathy;

antipathy

pain

biological; psychologist; logic; philology

form

analgesia; nostalgic; analgesic; neuralgia; nostalgia

say; speak

anthropomorphism; metamorphosis; amorphous;

life√

40

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 misinterpreted,

A. on condition that you take good care of it.

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?

B. Listen to Coldplay’s song on http://www.last.fm/music/ and fill in the blanks with the missing information: What If? What if there _____ (1) no lie Nothing wrong, nothing right What if there _____ (2) And no reason, or rhyme What if you _____ (3) That you don't want me there by your side That you don't want me there in your life What if I _____ (4) it wrong And no poem or song Could _____ (5) what I got wrong Or _____ (6) you feel I belong

What if _____ (6) That you don't want me there by your side That you don't want me there in your life Ooh ooh-ooh, that's right Let's take a breath, _____ (7) over the side Ooh ooh-ooh, that's right How can you know it, if you _____ (8) Ooh ooh-ooh, that's right Every step that you take _____ (9) your biggest mistake It could bend or it _____(10) That's the risk that you take

41

SECTION III: Text Structure

Data refers to information which can be a measure or some observations of things. Articles, research papers, reports, etc. use tables, charts or graphs to provide information. Some useful vocabulary in talking about data includes: verbs: increase, decrease, decline, climb, fluctuate, tend; adjectives: high, low, dramatic, gradual, slight, steep; nouns: fall, point, trend, average, level.

A. Read the fragment below and fill in with the most suitable word from the box. One is done for you.

miserable lower graph levels climbing tend slightly average progressively point start off

Happiness is smile shaped

Research into happiness suggests that our levels of happiness

change throughout our lives.

People were asked how satisfied they are with their lives. Most people start off (0) happy and become __________ (1) less happy as they grow older. For many people, the most __________ (2) period in their life is their 40s. After that most people's __________ (3) of happiness climb. This __________ (4) shows average life satisfaction based on extensive research from the British Household Panel Survey between 1991 and 2003. It seems men are __________ (5) happier on average than women in their teens, but women bounce back and overtake men later in life. Women start with __________ (6) levels of average life satisfaction than men. The low __________ (7) seems to last for longer for women - throughout their 30s and 40s, only __________ (8) once women reach 50. Then women __________ (9) to overtake men. Men start slightly higher than women on __________ (10), and their lowest point is their 40s, climbing again once they reach 50. Graph source: British Household Panel Survey 1991-2003

Andrew Oswald, Department of Economics, University of Warwick and Nattavudh Powdthavee, Institute of Education, University of London. Source: http://news.bbc.co.uk/2/hi/programmes/happiness_formula/4787558.stm

B. Obtain information from the following charts and write a data commentary in a similar style as above.

Age-related changes in total amount of sleep and REM sleep

Source: http://faculty.washington.edu/chudler/sleep.html

42

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. A relatively new area in psychological research is sport psychology. However, the principles involved are much older. Ever since the time of the ancient Greeks a connection between the body and the mind has been recognized. For any professionals in the field of psychology it is considered scientific fact that the emotions and psychological health of an individual has a very significant bearing on their physical condition. Therefore, it stands to reason that for physical competitors searching for a slight edge, this connection needs to be explored and used to its fullest extent. State of mind There are numerous ways that athletes train their bodies. Weight training, push-ups and running are just a few of the physical training activities utilized by athletes regardless of the sport involved. There are also a variety of psychological training exercises that can be used by athletes. At the time of competitions, numerous elite competitors talk of being "in the zone". What this is referring to is the process of focusing totally on the task at hand, blocking out any distracting thoughts and giving the mind the ability to work through the task in a step-by-step fashion. Meditation is somewhat of a similar process. In and of itself, meditative work is a tool that athletes can utilize to train their minds. In the evening, prior to going to sleep, sit or lie down comfortably and allow your mind to become clear. Do not attempt to force this, as the very thought of forcing will break the meditation process. Instead, as thoughts come to you, allow them to pass again. Do not concentrate on them, but allow them to go in and out of your brain. At the beginning of this process, some individuals find it to be helpful to concentrate on a single thought. If this technique works for you then try it, but keep in mind that the final goal is complete freedom of thought. As time goes on, you will apply this state of meditation to competition Your inner voice The difference between failure and success can be a matter of simply self talk. Each of us has an inner voice that gives us a running commentary on the events in our daily lives. Learn to hear that inner voice. Literally speak out loud the word "stop" at any time that negative self talk starts, then implement positive conscience self talk, going through in a step-by-step method. When you are not in training or competition is the best time to learn to control your inner voice. By the time that you go into competition itself, your interior dialogs should be totally encouraging and supportive. Self talk and affirmations are related. The main difference between the two is that affirmations are delivered into the conscious mind. Prior to going to bed, and again just prior to a competition, look into a mirror and affirm five best strengths you have for the sport you are in. This will have the effect of building confidence in your own abilities. Learn to control any stress you may have. Stress can be either negative or positive, primarily determined by any attitude you may have towards it. Your body does not realize the difference between negative and positive stress, so it is your thoughts that must take over to establish that distinction. Instead of fear, learn to identify the feeling as excitement, and you will harness its power. There are numerous other psychological techniques that can be applied to competition. Nevertheless, the majority of the other techniques are based on the concepts of self talk, meditation, and stress management. If you can master these basic techniques you will begin to move forward on the right track towards having a competitive edge. Source: Adapted from : Korbin Newlyn http://www.buzzle.com/articles/the-psychology-of-competition.html

New Vocabulary

athlete bearing conscience excel failure harness implement

Phrases to stand to reason to search for a slight edge to have a competitive edge running commentary to build confidence to move on the right track

Antonyms failure # success

Suffixes affirmation comfortably confidence excitement meditation meditative professional psychological regardless supportive Compounds self talk step-by-step push-ups

43

SECTION I: Vocabulary Activities

A. Look up the meaning of the following phrases and give their Romanian equivalents if possible.

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.

1. They should always listen to their ………..............…………….. when they do not know what to do. 2. Recent research shows that …………….…………….. helps athletes to recover faster from injuries. 3. The pressure of the competition requires a lot of ……………..…………...……….. to be successful. 4. …………………………………………….…... is a technique which can be used to reduce anxiety. 5. Researchers believe that self-confidence can be built with ………………...… and positive thinking. 6. Athletes need many hours of ……………………………………..……..…….. to stay in good shape. 7. One important step towards success is to build ………………..………...……. in your own abilities. 8. Freedom of thought is a stage of …………………..……………. that can be applied to competition. 9. Some psychological techniques are based on the concept of ……………...…….….………………. . 10. ……………………….…………….. makes sometimes the difference between failure and success.

C. Read the article again and match the following words with their antonyms. Model: 1. success – g. failure

1. success 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

H. affirmations

G. emotional

control

E.. psychological

training

G. stress

management F. meditation

E. physical

training

D. confidence

C. self talk

B. relaxation

A. inner voice

Competition

44

SECTION II: Language Focus

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:

God forbid far be it from me come what may be that as it may suffice it to say so be it

Model: “Those stones burn my back!” Be that as it may, they will reduce the tension in your muscles!

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. Model: better were wish you I wish you were better trained.

1. they essential control mental their emotional is that It …………………………………………………………………………………………...…….. states. 2. receive athlete insisted the new of should pair coach a The ……………………………………………………………………………..……………... trainers. 3. to conscience implement self talk is very decision positive Their …………………………………………………………………………………………...…. good. 4. stress learn to were manage the I would if I …………………………………………………………………………………………………….. you. 5. learn desirable you to inner hear that is It ………………………………………………………………………………………………….. voice.

C. Choose one suitable word from the box below to fill in the gaps. Some words may be used more than once.

were is found agree hadn’t understand wouldn’t be didn’t weren’t

Model: I would not argue with the coach if I _____ you. I would not argue with the coach if I were you.

1. Whatever his physical training activities _________, they are insufficient to make him win a medal. 2. I’d rather you _______________________________ feel fear but excitement about the competition. 3. It’s time you ____________________________ the difference between positive and negative stress. 4. We recommend that the athletes ________________________ less anxious before the competition. 5. Imagine you _______________________ alone in this race. How would it affect your performance? 6. I wish they ____________________ so aggressive! It’s a competition and they need to be fair play! 7. If he ___________________________________ doped, he will be excluded from all competitions. 8. Whether they ______________________________ or not, our team is going to continue the match. 9. We know our coach is right, but we wish she __________________________ yell at us all the time. 10. If only I ____________________________ concentrated on my negative thoughts before the final!

45

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

A. Study the layout of the magazine articles printed above and rearrange the following jumbled text in order to obtain a coherent article. Use the two or three column format.

Steven Pinker: How Our Minds Evolved By Robert Wright, author of Nonzero: The Logic of Human Destiny Monday, Apr.26, 2004

Decades of social-science dogma depicted the human mind as having few built-in features--kind of like a computer with no programs, a blank slate. Pinker, along with others in the young field of evolutionary psychology, disagrees. For starters, he argued in The Language Instinct, we have a genetically based word processor, engineered by natural selection. Among the other legacies of natural selection, say the new Darwinians, are such impulses as jealousy and vengefulness. So Pinker draws fire from those who ascribe all ills to the corruption of pristine souls. But evolutionary psychology has a brighter side: love and compassion are also in our genes. Besides, Pinker notes, biology isn't destiny. "Nature," he quotes Katharine Hepburn's character in The African Queen as saying, "is what we were put in this world to rise above." Every half-century, it seems, an eminent Harvard psychologist crystallizes an intellectual era. Near the end of the 19th century, William James, writing in Darwin's wake, stressed how naturally functional the mind is. In the mid--20th century, after a pendulum swing, B.F. Skinner depicted the mind as a blank slate. Now the pendulum is swinging again. Harvard, which lured Pinker from the Massachusetts Institute of Technology last year, seems poised to keep its tradition alive. Britain's Financial Times once described Steven Pinker as "a handsome man" with a hairstyle that "works equally well for Led Zeppelin front man Robert Plant." But even if the Harvard psychologist didn't look like a rock star, he would still play to packed houses on the lecture circuit. He has something rare among top-tier scholars, an ability to convey complex ideas with clarity, flair and wit. That's one reason his books--most recently, The Blank Slate--make best-seller lists even as they make waves in academia. The other reason is those waves in academia. Pinker is on the forefront of an intellectual sea change. Source: http://www.time.com/time/magazine/article/

46

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".

- To indicate errors in the original source, use sic, italicized and bracketed: “. . . biolgical [sic]”

- To indicate changes in the original source:

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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.

MODULE 2, UNIT 1, SECTION III, EXERCISE A

You are going to listen to a set of instructions for writing a good summary and then fill in the

blanks with the missing information. You will listen to the recording twice. Writing an effective summary requires that you:

Read with the Writer's Purpose in Mind Read the article carefully, making no notes or marks and looking only for what the writer is saying.

After you've finished reading, write down in one sentence the point that is made about the subject.

Then look for the writer's thesis and underline it.

Underline with Summarizing in Mind Once you clearly understand the writer's major point (or purpose) for writing, read the article again.

Underline the major points supporting the thesis; these should be words or phrases here and there

rather than complete sentences.

In addition, underline key transitional elements which show how parts are connected. Omit specific

details, examples, description, and unnecessary explanations.

Write, Revise, and Edit to Ensure the Accuracy and Correctness of Your Summary

Writing Your Summary Now begin writing your summary. Start with a sentence naming the writer and article title and stating

the essay's main idea. Then write your summary, omitting nothing important and striving for overall

coherence through appropriate transitions.

Be concise, using coordination and subordination to compress ideas.

Conclude with a final statement reflecting the significance of the article -- not from your own point of

view but from the writer's.

Throughout the summary, do not insert your own opinions or thoughts; instead summarize what the

writer has to say about the subject.

Revising Your Summary After you've completed a draft, read your summary and check for accuracy.

Keep in mind that a summary should generally be no more than one-fourth the length of the original.

If your summary is too long, cut out words rather than ideas. Then look for non-essential information

and delete it.

Write another draft -- still a draft for revision -- and ask someone to read it critically.

Editing Your Summary Correct grammar, spelling, and punctuation errors, looking particularly for those common in your

writing.

Write a clean draft and proofread for copying errors.

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UNIT 2, SECTION III, EXERCISE B

You are going to listen twice to a short audio file. Pay attention to the intonation, pause or stop,

so that you can fill in with the appropriate missing punctuation marks in the fragment below.

Use a coloured pen. Keeping Your Teen Out of Trouble by Rose Garrett Teens and trouble: think they go together like bread and butter? Well, you may be wrong. While teenagers do tend towards “risk-seeking” behaviour, and seem to enjoy pushing boundaries – and parents' buttons – troublesome behaviour can be anything but typical. According to Neil Bernstein, a clinical psychologist and author of How to Keep Your Teen out of

Trouble and What to Do If You Can't, moodiness, self-absorption, and obsession with peer approval are all run of the teenage mill. However, if you notice your teenager getting out of control, experimenting with drugs, or abusing alcohol, it may be time for a wake-up call – for both of you. Don't expect lightening to strike some sense into your teen. Although parents may feel that they are being pushed away during the teen years, it's your responsibility to firmly push back. UNIT 3, SECTION I, EXERCISE D

Listen to the following fragment and note down all the words that contain prefixes. Than check

their meaning in the dictionary. You will listen to the recording twice. The dyslexic child is often a 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."

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Annex 2: Europass Curriculum Vitae

Insert photograph.

Personal information

Surname(s) / First name(s) Surname(s) First name(s)

Address(es) House number, street name, postcode, city, country

Telephone(s) Mobile:

Fax(es)

E-mail

Nationality

Date of birth

Gender

Desired employment / Occupational field

Work experience

Dates Add separate entries for each relevant post occupied, starting from the most recent.

Occupation or position held

Main activities and responsibilities

Name and address of employer

Type of business or sector

Education and training

Dates Add separate entries for each relevant course you have completed, starting from the most recent.

Title of qualification awarded

Principal subjects/occupational skills covered

Name and type of organisation providing education and training

Level in national or international classification

Personal skills and competences

Mother tongue(s) Specify mother tongue (if relevant add other mother tongue(s))

Other language(s)

Self-assessment Understanding Speaking Writing

European level * (*Common European Framework of Reference for Languages)

Listening Reading Spoken interaction

Spoken production

Language

Language

Social skills and competences Describe these competences and indicate where they were acquired.

Organisational skills and competences Describe these competences and indicate where they were acquired.

Technical skills and competences Describe these competences and indicate where they were acquired.

Computer skills and competences Describe these competences and indicate where they were acquired.

Artistic skills and competences Describe these competences and indicate where they were acquired.

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.

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Annex 3:

1. http://esl.about.com/c/ec/1.htm (curs gratuit prin corespondenţă pentru nivel intermediar, cu lista subiectelor de parcurs).

2. http://esl.about.com/c/ec/2.htm (curs gratuit prin corespondenţă pentru nivel începător) 3. http://esl.about.com/od/grammarforbeginners/ (pentru aducere la nivel si consolidare 4. http://esl.about.com/od/grammarintermediate/ (pentru consolidare) 5. http://esl.about.com/library/writing/blwrite_usedictionary.htm (repere practice pentru

utilizarea dictionarelor, alte link/uri) 6. http://esl.about.com/library/beginner/blabsolute_intro.htm (20 de pasi pentru dezvoltarea

abilitatilor minime de comunicare) 7. http://esl.about.com/od/beginnerreadingskills/ (deprinderi de citire) 8. http://esl.about.com/od/readingintermediate/ (deprinderi de citire) 9. http://esl.about.com/od/listeningbeginners/ (exercitii de ascultare urmărind înţelegerea

vorbitorilor nativi- modele utile pt. propria exprimare) 10. http://esl.about.com/od/intermediatelistenin1/ (exercitii de ascultare urmărind înţelegerea

vorbitorilor nativi- modele utile pt. propria exprimare, dezvoltarea abilităţilor de ascultare în situaţii mai complexe).

11. http://esl.about.com/od/listeningquizzes/ (listă cuprinzătoare cu actvităţi de ascultare). 12. http://esl.about.com/cs/vocabulary/ (modalităţi de organizare a vocabularului) 13. http://leo.stcloudstate.edu/aca (scriere academica)