Suport Curs ENGLEZA 2009-2010 - Sem 2 Psihologie_IDD

8/11/2019 Suport Curs ENGLEZA 2009-2010 - Sem 2 Psihologie_IDD

1/70

UNIVERSITATEA BABE-BOLYAI CLUJ-NAPOCA

FACULTATEA DE PSIHOLOGIE

NVMNT LA DISTAN

LIMBA ENGLEZ

SEMESTRUL II NIVEL INTERMEDIAR

Lect. Dr. Rodica Medan Lect. Dr. Cristina Felea

CLUJ - NAPOCA

200-20!0

1


2/70

Universitatea Babe-Bolyai, Cluj-Napoca e-mail: [email protected] de litereCatedra de limbi str!ine speciali"atestr. #orea nr. $, cab. 1%

C"#$%& D&%'$()*("+ ,+ E.,/(+,*("+ R($&/&+*%

&'is a course in $&,(+1 and '"//#+(',*(+1intended (or (irst year students in )syc'olo*y +secondsemester, intermediate level. t builds on previously acuired /no0led*e +(irst semester. pecial emp'asis 0ill be

put on '"//#+(',*(&%3(44%based on 4(%*&+(+1 %3(44%and $&,(+1 %3(44%5 2dditionally, 6$(*(+1%3(44% 0ill be

presented. 2ttention 0ill be *iven to t'e learnin* and practicin* o( elementary strate*ies necessary (or academic

readin* and 0ritin*. &'e course is intended to increase students3 (luency and to encoura*e a personali"ed approac'

o( a 0ide variety o( topics.

S*#7 $($&/&+*%

&'is course 0ill be based mostly on (+((#,4 %*#7. &'ere(ore, N 4R56R &4 #276 2 4UN5 B2 4R

68 2N5 C82 6728U2&4N students are 9N58 reuired to process t'e course units and solve *8&

/,9"$(*7 ": *8& *,%3% (+'4#&BEFORE THE IN-CLASS MEETINGS5 ;it' a vie0 to practicin* and c'ec/in*eac' student s'all brin* in t'e personal copy o( t'is boo/.


3/70

English workbook

Listening Skills - Birthdays

Accents: Taiwanese female, Japanese male, Korean femaleSpeed: slowActivity type: information gatheringTheme: Talking about birthdaysSkills: Listening for details, listening for specic informationLevel: Pre-intermediateGrammar focus: Going to for future plans, aderbs of fre!uencyVocabulary: age, birthday, "# player, celebrate, dumplings, $ightattendant, guitar, meal, moie, nice, noodles, park, picnic, present,restaurant, special, weather%Practise Listening

&% 'ou are going to hear three people talking about birthdays% Their namesare Sun-Hyi, Kenji, Martha% (hile listening, answer the following:

a% Who usually celebrates their birthday with their family?b% Who doesnt usually celebrate their birthday with their family?

c% Who doesnt usually celebrate their birthday at all?

)% Listen and write down what each person is going to do or get for theirbirthday this year% Play the recording again and check your ideas%

*% Listen carefully and match the words and phrases in the right columnwith the person who says them %

+artha Tokyo, +ay &th, weather, really

nice, park, picnic, friends% Pusan,mother, sometimes cooks, meal,$ight attendant, "hina .irlines,work, restaurant, eening,dumplings, noodles,parents, grandmother, money

Ken/i0un- 1yi

2% .sk and answer !uestions about each person and what they usually do on

their birthday, using the aboe words cards as a guide% 3or e4ample:Where is Sun-Hyi from? Hes from !usan, in KoreaWhat is Marthas job? - Shes a "ight attendant for #hina $irlinesWhere does Kenji usually go for his birthday? %o a &ar' with some friends

=


4/70

ocus on grammar&% Play the recording again and write each phrase you hear with going to inyour note books%)% #o the same for aderbs of fre!uency 5usually, sometimes, ne(er, etc6%and write what +artha usually does on her birthday as e4actly asyou can% Listen and check your work%

Post-listening tasks&% (hat do you usually do on your birthday7)% (hat they are going to do for your birthday this year, and what presentsyou hope to get7*% "heck your work against the recording script below%

!ecording script

Activity "+artha: 1ello% +y name is +artha and 89m from Taiwan% 89m a $ightattendant with "hina.irlines, so 8 sometimes work on my birthday% ut 8 usually celebrate mybirthday withmy family% (e go to a restaurant in the eening and eat dumplings andnoodles% +yparents and my grandmother always gie me money% This year 89m going tohae a party% 8hope all my friends can come%Ken/i: 1i% 89m Ken/i and 8 lie in Tokyo% +y birthday is on +ay & th% The

weather is usuallyreally nice, so 8 often go to the park and hae a picnic with my friends%0ometimes we goto a moie in the eening% 8 don9t usually celebrate my birthday with myfamily, but theybuy me presents% This year 89m going to be eighteen, and my mother andfather are goingto buy me a guitar%0un-1yi: +y name is 0un-1yi and 89m from Pusan in Korea% 8t9s my twentiethbirthday ne4t week%

Twenty is a ery special age in Korea so my friends are going to hae a partyfor me% +ybrother and sister are going to come, too% 8 don9t usually hae a party% 8nfact, 8 usuallydon9t celebrate my birthday at all% ut my mother sometimes cooks aspecial meal for myfamily% 89d like a "# player for my birthday, but 8 don9t really know what 89mgoing to get%

> ?acmillan )ublis'ers 8td


5/70

Listening Skills - amily Activity #

A''&+*%: C'inese (emaleA Britis' (emaleS)&&: lo0

A'*((*7 *7)&orderin*, completin* notesT8&/&: &al/in* about your (amilyS3(44%: 8istenin* (or speci(ic in(ormation, listenin* (or details, reco*nisin* contetL&&4: 6lementaryG$,//,$ :"'#%: )resent simple, Wh- uestionsV"',;#4,$7: (amily, sister, brot'er, (at'er, mot'er, *rand(at'er, accountant,mec'anic, pro(essor, airline, birt'day, o((ice, bi*, love, enjoy, di((icult,net to, university, p'oto.Practise Listening1. ou are *oin* to 'ear a telep'one conversation bet0een t0o 0omen. (hile listening,answer the following:What are their names?

What are they doing?

Answers:

u 8in* and 9ateu 8in* is tellin* 9ate about 'er (amily

>>>>>>>>> is an accountant. t.s a >>>>>>>>>> job but s'e really enjoysit. 'e 0or/s in a >>>>>>>>>> o((ice in #on* 9on*. #er >>>>>>>>>> is a mec'anic.#e 0or/s (or an airline. u 8in*.s >>>>>>>>>> is a pro(essor. #e 0or/s at

>>>>>>>>>>. #e loves 'is job.

Answers:


6/70

u 8in*Ds sister is an accountant. tDs a di((icult job but s'e really enjoys it. 'e 0or/s in a bi*o((ice in #on* 9on*. #er brot'er is a mec'anic. #e 0or/s (or an airline. u 8in*Ds (at'er is a

pro(essor. #e 0or/s at #on* 9on* University. #e loves 'is job.

P"%*-4(%*&+(+1 *,%3%1. Read t'e recordin* script belo0 and practice t'e conversation 0it' a partner.


7/70

=. &ry to *uess t'e ans0ers to t'ese uestions:a. ;'at.s t'e relations'ip bet0een 9evin and 2nneE

b. ;'o is 5ennisEc. ;'o are Bec/y and 9ateE

Answers: a. &'ey are (riends, per'aps brot'er and sister, b. 2nne.s 'usband, c.2nne and 5ennis. C'ildren

. ;'en listenin* once a*ain, you s'ould ma/e notes on 0'at ne0s 2nne *ives about 5ennis,Bec/y and 9ate. 2lso note 9evinDs ne0s. Be(ore doin* t'at, try to remember any in(ormationyou can.

#ere are t'eAnswers: 5ennis 'as 0on a *ol( competition, Bec/y 'as 'ad an ar*ument 0it' 'erboy(riend, 9ate 'as passed 'er drivin* test 9evin: 'as *ot +*otten en*a*ed.

G. &ry to remember when eac' o( t'ese t'in*s 'appenedE ;'ile listenin*t'e recordin* once more, put do0n anyt'in* connected to t'e time period.

Answers: 5ennis: last aturday, Bec/y: t'is mornin*, 9ate: on riday, 9evin: last0ee/$. ;ead the statements% Tick 56 your answers% Then listen and check%

&rue alse 5onDt /no0&% #ennis can9t play golf

ery well% < <


8/70

Answers: 1. ,


9/70

G$,//,$ :"'#%= Wish M simple pastV"',;#4,$7= 2nnoyed, annoyin*, ar*umentative, bossy, easy*oin*, embarrassed, even-tempered, *enerous, mad +an*ry, moody, sociable, stubborn, sympat'etic, upset, 0orriedPractise Listening

1. 8ist as many adjectives as t'ey can t'at describe personality. or eample annoying.)ut a plus si*n +M net to t'e positive adjectives and a minus si*n +- net to t'e ne*ativeadjectives.Based on t'e pair annoyed/annoyingcall out any ot'er personality adjectives you /no0 t'atcan end in bot' .ed and .ing +(or eample, bored/boring, interested/interesting, etc.. ed

personality adjectives describe 'o0 someone :&&4%, e.*. embarrassed, 0'ile .ingpersonality adjectives describe someone 0'o (%, e.*. embarrassing.

>>>>>>>>>>>> and e.>>>>>>>>>>>

a.>>>>>>>>>>> Rebecca.s brot'er (.>>>>>>>>>>>>> and *.>>>>>>>>>>>>

Oudy Rebecca.s b.>>>>>>>

'.>>>>>>>>>>>>> and i.>>>>>>>>>>>>

c.>>>>>>>>>>> Rebecca.s dad j.>>>>>>>>>>>>> and /.>>>>>>>>>>>>

.A+%6&$%:a. Brad

b. momc. Bill

d. *enerous> ?acmillan )ublis'ers 8td


10/70

1. ;'o does Rebecca *o to 0'en s'e 'as a problemE >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>=. ;'y does Rebecca *et embarrassed at 'er (at'erE >>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>. ;'y is Rebecca.s (at'er sometimes annoyin*E >>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>. ;'y does Rebecca say Brad is bossyE >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>G. ;'y do Rebecca.s (riends say s'e is *enerousE >>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>$. ;'o does Rebecca 0is' s'e 0as li/eE ;'yE >>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

A+%6&$%:a. 'er mom

b. 'er dadc. because 'e al0ays tal/s to people in t'e streetd. because 'e.s very stubborn

e. because 'e al0ays tells 'er 0'at to do(. because s'e li/es to *ive presents and 'elp people*. 'er mom, because s'e never *ets mad or annoyed

. I wish I was Notice t'at wish 0it' t'e simple past is (or t'in*s t'at you 0ould li/e toc'an*e at t'e present time. 8isten a*ain to t'e recordin* and note t0o sentences Rebecca saysusin* t'is construction and 0rite eac' sentence you 'ear.

A+%6&$%:a. 0is' 0as li/e 'er

b. 0is' 'e 0as a little more easy*oin*

P"%*-4(%*&+(+1 *,%3%1. Note t'e names o( t'ree people you /no0 0ell +eit'er (amily or (riends. ?a/e a list o( t0o

personality adjectives to describe eac' person. &'in/ o( one positive adjective and one ne*ativeadjective (or eac' person. &ry to *ive a reason (or your c'oice o( adjectives. or eample,

!ames "my brother# am$sing . he %oves to te%% &okes' se%(ish. he never thinks o( anyone b$t

himse%(.

2lso say 0'at you 0ould li/e to be di((erent about eac' person. Re(er to t'e above eample asa model.)y brother*s name is !ames. +*s am$sing beca$se he %oves to te%% &okes. I think he*s

se%(ish,tho$gh, beca$se he never thinks o( anyone b$t himse%(. I wish he wasn*t so se%(ish.


11/70

=. 4n t'e modelI wish I was more... / I wish I wasn*t so...ma/e sentences about yoursel(. oreample,I wish I was more con(ident. I wish I wasn*t so ($ssy.

R&'"$(+1 S'$()*R&;&'',= ;ell, t'ere are (our people in my (amily. &'ere.s me: my name.sRebecca . and 'ave a brot'er, Brad. ?y mom.s name is Oudy andmy dad is Bill. ;e.re all very di((erent. ?y mom is al0ayssympat'etic 0'en 0e.re upset or 0orried about t'in*s: 0e al0ays tal/to 'er 0'en 0e 'ave problems. 'e.s also very even-tempered. 'enever *ets mad or annoyed. 0is' 0as li/e 'erF ?y dad, 0ell, 'e.sreally sociable. #e 'as lots o( (riends, and 'e loves to meet people. *et really embarrassed, because 'e al0ays tal/s to people in t'e streetF

But 'e.s really annoyin* sometimes, because 'e.s very stubborn.;'en 'e decides to do somet'in*, no one can stop 'imF ?y brot'erBrad . 0ell, 'e.s really bossy. #e al0ays tries to tell me 0'at to do.#e.s also very ar*umentative. ;e 'ave ar*uments every day. 0is' 'e0as a little more easy*oin*. 2s (or me, 0ell, my (riends say .m really*enerous, because li/e to *ive presents and 'elp people. But am alittle moody: sometimes *et really annoyed and upset about t'in*s.o t'atDs my (amily.

PREPARE FOR DISCUSSIONU+(* !=Language LearningU+(* 2=d$cationU+(* @= Cultural DifferencesU+(* =raditionsU+(* =Youth and Old AgeU+(* =)a%e and ema%e o%es

I+ "$&$ *" 1&* ,'*(&47 (+"4& (+ *8& '4,%% (%'#%%("+? 7"# 8,& *" :"44"6*8&%& %*&)%=

!5 VOCABULARY= S"4& *8& *,%3525 TET= R&, (*? 1&* :,/(4(,$(& 6(*8 *8& 3&7 6"$% (+ (*,4('%5@5 DIALOGUE= R&, (*? 1&* :,/(4(,$(& 6(*8 *8& %)"3&+ 4,+1#,1& %*$#'*#$&% (+

(*,4('%55 CROSS>ORD PULE = %"4& (* ,+ '"+:$"+* (* 6(*8 *8& 3&75 SPEA


12/70

UNIT !LA$G&AG' L'A!$($GGocabulary 3ind the Hodd one outH 5i%e% the word that does not match withthe rest6%%here may be more than one answer) Gi(e your reasons%

. "&% rst language second language natie tongue)% Bnglish Bsperanto "hinese*% grammar ocabulary pronunciation% look and say audio-lingual grammar I

translation2% $uency accuracy prociency=% a lesson a course a lecture>% a dictionary a le4icon a thesaurus?% motiation memory aptitude

LA$G&AG' L'A!$($G;ecent&sycholinguistic studieson how people learn languageshae beenaccompanied by emphasis among *nglish language teacherson the learneras an indiidual% !referred learning stylesare increasingly respected andlearner inde&endenceis encouraged% 3or some teachers, non-interferenceisthe key to giing a successful lesson% 3or others, this is an abdication of theteacher+s roleand shows ignorance of what can be done to make learningmore ecient% 8f there has been a re(olution in language teachingmethodology, surely there are some things teachers can do to help learners%8n the past, many of ritains top schools modelled the teaching of modern

languageson the teaching of Latin% ral "uencywas therefore underaluedand accuracyin the written languagebecame the main goal% 'our 3renchmight be e4cellent on your school report, but you could still arrie in 3ranceand fail to understand a word%. separate methodknown as audio-lingualismmade its appearance in&ri(ate language schools% This emphasied the&rimacy of the s&o'en word,yet lesson contentwas mainly structuraland contained few of the featuresof s&o'en *nglishused as a ehicle for communication% 0urely teachers canat least proide learners with good models of target beha(iour)

)ialogue

A*Which should bethe ocial world language - Bnglish or Bsperanto7

B*n my o&inion, there+s only one choice- Bnglish@

A*.ut that+s not a neutral choice% %hin' ofall the adantages Bnglish-speaking countries hae% /ot onlydo you sae money by not haing tolearn a second language, butyou can make a lot of money by teaching yournatie tongue% .esides, the choice of a Buropean language is unfair to

people from other continents%B*$ctually, Bsperanto is closer to Buropean languages than any others%

1


13/70

A*.ut at least it+sculture free% (ith Bsperanto as the world language, nocountry would be accused of e4porting both its language and its culture%

B*Well, +m not sure whetheryou can really separate language from culture%The two hae deeloped alongside one another% Ane would be eryimpoerished without the other%

A*%hat may be true, but thenyoure initing political con$ict% Who is goingto decide whetherForth .merican culture is superior to "hinese culture7

B*/obody really has to decide) $ll you really ha(e to do isto see whichlanguage is already being used for international business, trade and politicalnegotiations% That language is Bnglish%

A*t doesn+t mean that the situation will be the same in the future% "hinacould well emerge as the worlds strongest economy%

B*%hat may be so, butthe economic strength of Japan hasnt led to muchteaching of Japanese% 0ou also ha(e to considerthe ast sie of theknowledge base aailable to Bnglish speakers - academic research,scientic reports and an innite number of books and periodicals%

A*+uch of that knowledge base has already been translated%

B* doubt thatmany other languages can match the sie of the Bnglishdictionary, especially any single "hinese dialect% 1oo' howmany languageshae had to borrow from Bnglish, for e4ample, computer terms such asB0".PB and ;BTM;F%

A*ut Bnglish has borrowed from the ;omans, the Gikings, the 0a4ons andthe 3rench%

B*0es, butoer a long period of history% esides, these borrowingsillustrate the both the breadth and $e4ibility of the Bnglish language% 0oujust can+t begin to com&areBsperanto with Bnglish as a tool forcommunication%

D(%'#%%("+ #&%*("+%

1. 5escribe St'e *ood lan*ua*e learnerS accordin* to t'e (ollo0in* criteria: 0oman or man old or youn* etrovert or introvert ot'er c'aracteristics 'abits abilities + includin* study s/ills motivation and interests


14/70

G. 5o tourists o(ten try to spea/ your lan*ua*e 0'en t'ey visit your countryE$. S6very c'ild s'ould learn to spea/ a second lan*ua*e.S 5o you a*reeEH. ;'ic' s'ould be t'e o((icial 0orld lan*ua*e - 6n*lis' or 6sperantoE

>8,* (% , E#$")&,+ L,+1#,1& P"$*:"4("K

t is a document in 0'ic' t'ose 0'o are learnin* or 'ave learned a lan*ua*e - 0'et'er at sc'oolor outside sc'ool - can record and re(lect on t'eir lan*ua*e learnin* and cultural eperiences.

&'e port(olio contains a lan*ua*e passport 0'ic' its o0ner re*ularly updates. 2 *rid is provided0'ere 'isT'er lan*ua*e competences can be described accordin* to common criteria acceptedt'rou*'out 6urope and 0'ic' can serve as a complement to customary certi(icates. &'edocument also contains a detailed lan*ua*e bio*rap'y describin* t'e o0ner3s eperiences ineac' lan*ua*e and 0'ic' is desi*ned to *uide t'e learner in plannin* and assessin* pro*ress.inally, t'ere is a dossier 0'ere eamples o( personal 0or/ can be /ept to illustrate one3slan*ua*e competences.

Aims and functions of a European Language Portfolio

&'e 6uropean 8an*ua*e )ort(olio project 'as t0o main aims:

a to motivate learners by ac/no0led*in* t'eir e((orts to etend and diversi(y t'eirlan*ua*e s/ills at all levelsA

b to provide a record o( t'e lin*uistic and cultural s/ills t'ey 'ave acuired +to be consulted,(or eample, 0'en t'ey are movin* to a 'i*'er learnin* level or see/in* employment at'ome or abroad.

&'e peda*o*ic (unction

Enhance the motivation of the learners

- to improve their ability to communicative in different languages- to learn additional languages- to seek new intercultural experiences

Incite and help learners to

- reflect their objectives, ways of learning and success in language learning- plan their learning

- learn autonomously

Encourage learners to enhance their plurilingual and intercultural

experience, for example through

- contacts and visits- reading- use of the media- projects

Parts of a Language Portfolio

http://culture!coe!int/portfolio/inc!asp"#$E%&$'t/()-*-(-*/main+pages/contents+portfolio!html

1


15/70

Language Passport

&'e )assport section provides an overvie0 o( t'e individual3s pro(iciency in di((erent lan*ua*esat a *iven point in timeA t'e overvie0 is de(ined in terms o( s/ills and t'e common re(erencelevels in t'e Common 6uropean rame0or/A it records (ormal uali(ications and describeslan*ua*e competencies and si*ni(icant lan*ua*e and intercultural learnin* eperiencesA it

includes in(ormation on partial and speci(ic competenceA it allo0s (or sel(-assessment, teac'erassessment and assessment by educational institutions and eaminations boardsA it reuires t'atin(ormation entered in t'e )assport states on 0'at basis, 0'en and by 0'om t'e assessment 0ascarried out. &o (acilitate pan-6uropean reco*nition and mobility a standard presentation o( a)assport ummary is promoted by t'e Council o( 6urope (or 68)s (or adults.

+'ttp:TTculture% continuous

assessmentnale4aminations

intelligencetesting

1
http://culture2.coe.int/portfolio//documents/Pass_2spr.pdfhttp://culture2.coe.int/portfolio//documents/Pass_2spr.pdf


16/70

')&+AT(,$8n ritain, school is com&ulsorybetween the ages of e and si4teen%!rimaryeducation continues until the age of eleen% Pupils wishing to enteruni(ersityusually nish their secondaryeducation when they are eighteen%Ather types of furthereducation are aailable for those who want to learn atradesuch as catering or s&eciali2eat an early stage% 8n recent years, theproportion of young people entering uniersity has risen dramatically% Theariety of degree courseson oNer has also widened% 8t is now common forstudents entering elds such as nursing to be based at uniersity%Bducational terminology can be ery confusing% 3or e4ample,&re&aratoryand&ublicschools are fee-&ayingand both belong to the inde&endentor&ri(ate sector% Middle schools, which fall between primary and secondaryeducation, are part of the state system, but do not e4ist in all parts ofritain% +ost state secondary schools are 3com&rehensi(es3and are non-selecti(e% 1oweer, in some towns, institutions known as grammar schools

operate selecti(ely% "hildren are tested at the age of eleen and the brightones are creamed o4% +any parents argue that grammar schools should beabolished to allow e5uality of o&&ortunityfor all children% Athers insist that afast trac' is needed for gifted &u&ilsand that diersity means more freedomof choice%

)ialogue

A*What 'ind ofeducation would you choose for your child7

B*6or a start, it would ha(e to bea mi4ed school and not a boarding

establishment%

A*What ha(e you got againstsingle se4 schools7

B*#learly, a coeducational enironment promotes understanding betweenboys and girls% 8ts far more natural%

A*7on+t you thin'they distract one another when they become teenagers7

B*Well, maybe they do, buttheye got to learn to lie together% 8magainst all forms of segregation%

A*How aboutboarding schools7 7on+t theyteach children how to lietogether7 +d ha(e thought they+d beery useful for children withoutbrothers and sisters%

B*.utHonly childrenH can still nd friends in their neighbourhoods or localday schools% Why ha(e we got tocreate large institutional families7 8f peopledecide to hae children, then they should alue family life%

A*Would you &referyour child to be educated priately or by the state7

B*%o be honest, that+s a (ery di8cult 5uestion, because ifthe state schools

in my town were ery bad, then 8 might be tempted to pay priate fees% 8hope that wouldnt be necessary%

1G


17/70

A*Would you considersending your child to a grammar school7

B*$gain, that de&ends on the alternati(es% 8 prefer the comprehensiesystem, but wouldn+t wantmy child to be in mi4ed ability classes for allsub/ects% %here+d ha(e to besome form ofstreaming%

A*What+s wrong with mi4ed ability teaching7

B*%he reality is thatpeople learn sub/ects such as languages andmathematics at diNerent speeds% t+s a nonsense tokeep eerybody at thesame leel regardless of their progress%

D(%'#%%("+ #&%*("+%

&% (ould you prefer to send your child to a mi4ed or single se4 school7

)% 8s day school always a better alternatie to boarding school7

*% 0hould rich people be permitted to buy educational adantages by

sending their children to priate schools or should all schools be run by the

state7

% #o you prefer a system where children are put in fast and slow streams or

is it better to create mi4ed ability classes7

2% 0hould corporal punishment be permitted in schools7

=% (hich system do you faour for measuring childrenDs progress - nal

e4aminations or continuous assessment7

>% #o the Hthree ;sH 5;eading, (riting and .rithmetic6 make up the most

important part of the school curriculum7

?% Look at the pictures below and comment , describe and compare the

types of educational approaches illustrated%

1$


18/70

UNIT @

+&LT&!AL )('!'$+'S

Gocabulary

3ind the Hodd one outH% %here may be more than one answer) Gi(e yourreasons%

. "

&% similar diNerent dissimilar

1H


19/70

)% a multi-racialsociety

a multi-lingualsociety

amonoculture

*% immigrants emigrants migrants

% the Formans the ;omans the 0a4ons

2% to intermarry to interfere to integrate

=% asylum refuge shelter

>% Pre/udice bias criticism

+&LT&!AL )('!'$+'S

+ost Buropean countries hae multi-racial societiesowing both to historicaland geographical factors% +ilitary con!uests, persecution and economichardship hae all contributed to waes of immigration%

Barly ritish history highlights the in$uence of the 9omans, the :i'ings, theSa;onsand the /ormans% +ore recently, we hae opened our doors topeople from our former coloniesseeking /obs, refugeesseeking&oliticalasylumand other members of the *uro&ean #ommunity%

9acial integrationhas been successful in many areas of ritain%ntermarriagebetween people of similar culturesis now ery common% The

popularity of "hinese and ndian foodand support for eents such as the/otting Hill #arni(alshow a further acceptance of culturaldi4erences%

1oweer, good race relations hae proed more dicult where there hasbeen large-scaleimmigrationinoling dissimilar cultures, especially inareas of social depriation - for e4ample, where there is poor housing andhigh unemployment% Fot only do immigrants become sca&egoats for theproblems of these areas, but they, themseles, may be reluctant tointegrate for reasons of religion or cultural identity%

)ialogue

A*What do you thin' is the &roblem betweenthe Bnglish and the.mericans7B*%hat+s a (ery interesting 5uestion, because both nationalities share acommon language and are usually on the same side in war-time, yet theyrarely speak well of one another on a personal leel%

A*$re we tal'ing abouta struggle for superiority7

B*0es, butwe measure our superiority in diNerent ways% Aurs is culturaland historical% (e beliee were more ciilied% (ere the country of

1Q


20/70

0hakespeare and the industrial reolution% .mericans isit Bngland insearch of culture and history%

A*So in what waysare they superior7B*Well, ob(iouslyin sie% Berythings bigger - their country, their salaries,their roads, their companies% Theirs is the land of +ac#onalds, "oca "ola,+icrosoft and 8+% They en/oy telling us that theyre the best%A*$nd are they right?B*'es, if you measure success purely in dollars, but there+re two &ointshere% 6irstly, many Bnglish people actually beliee that H0mall is eautifulH%They prefer countries where you dont get mugged in parks and subways%A*What+s the other &oint?

B* was coming to that% 8ts the diNerence in character% Maybe you thin'you+re the best in the world, but you dont go shouting about it from therooftops% .mericans lack our modesty and resere% %hey+re &robablywarmer and more friendly, but theyre often ery loud and e4troert to gowith it%A*So you &referthe ritish character7B*/ot entirely% We tend to berather obli!ue in our conersation% (hen.mericans speak, you can take them literally, but when Bnglish people

speakyou ha(e to read between the lines%

A*We say one thing and mean another7B**;actly)

)iscussion uestions

&% H"ultural diNerences cause problems% 8t is better for people to stay in

their own countries rather than to migrate to other ones%H #o you agree7)% (ould you prefer to lie in a monoculture or a multi-racial society7 (hy7

*% H8t is better to study ma/or international languages like Bnglish ratherthan to spend time on minority languages for the sake of regional identity%H#o you agree7

% HEoernments should gie regions in their countries more autonomy sothat they can protect and en/oy their own cultures rather than sering thecentralied policies of the capital city%H #o you agree7

2% 8s it better to marry someone of the same cultural background7

=% H;eligion as a school sub/ect should include all the ma/or world religions -not only the ma/ority religion in the country concerned%H #o you agree7


21/70

>% 1ow do you think Hritish "ultureH diNers from HF% .merican "ultureH71ow do these cultures diNer from the culture of your own country7

?% Look at the following pictures, describe and compare them% "omment onany releant aspect connected with the current topic%


22/70

&$(T ./,&T0 1 ,L) AG'Gocabulary 3ind the Hodd one outH%%here may be more than one answer) Gi(e your reasons%

. "&% e4perience innocence naiety)% an adolescent an adulterer a youth*% a couch potato a dodderer a ombie% forgetful senile irile2% an

octogenariana pensioner a senior

citien=% elderly old anti!ue>% anti!uated old-fashioned eteran

?% to respect to reere to worship

/,&T0 1 ,L) AG''outh is associated with innocence, beauty, good health,energy, idealism,curiosity,immaturity, ine;&erienceandrebellion) Ald age often impliese;&erience, wisdom, fatigue, failing healthand conser(atism% 3or somepeople it is a time of ful


23/70

A*+(e heard that argument time and time again, but nobody eer sayswhat e4perience@

B*+d+(e thought that was ob(ious% Theye lied through personal andfamily relationships% 8n many cases, theye bought and sold houses%Theye witnessed ups and downs in their careers% Theyre often e4perts onmatters of health ranging from minor ailments to ma/or operations% 0ome ofthem hae been round the world%

A*ut do these achieements really relate to the problems of young peopletoday7

B*They hae to, somewhere along the line% What +m saying is that olderpeople hae been there before% Theye had the problems and found thesolutions%

A*+m not sure that it wor's li'e that) 0ou see, todays young lie in adiNerent age% 6or a start, they dont go looking for information on thesheles of their local reference library% 8f they need any kind of adice,theyll nd it on the 8nternet% don+t su&&osetheir grandparents will knowhow to use 0earch Bngines%

B*t seems that you+re confusing!uantity of information with !uality ofinformation% Fobody knows you better than someone in your own family% 'oudont need a global instrument to sole a local problem%

A*1et+s loo' at the other side of the coin% (hat can the young teach the

elderly7B*8f the elderly are receptie, they could share some of the benets ofinformation technology% .n B-mail message or a fa4 could sae someonewith mobility problems a lot of time and eNort% Telephone banking couldspare them haing to !ueue in one of the few remaining branches of theirbank% The elderly re often confused by modern telephones and automaticswitchboards%

A* wonder whether that+s the case% sn+t it rather that theyen/oy getting

out and about instead of sitting ne4t to a telephone7 7on+t you thin' they+reright to be suspicious of technology which is turning us all into screen-gaers and ombies% The young are so hooked on these electronic toys,that they cant really see where theyre going% The elderly dont need allthis irtual reality% They are content to listen to the trees rustling in thewind, to smell the summer grass and to watch the setting sun%

)iscussion 2uestions

&% .re young people generally more selsh than their parents andgrandparents7


24/70

)% 0hould adults try to teach young people lessons, such as the dangers of

drinking too much, taking drugs or contracting the 18G irus, or should they

leae them alone to nd out about these things themseles7

*% (hat do you think is the best age to be7 B4plain your opinion%

% +ost countries gie young people rights as they reach a certain age% 3or

e4ample, ritish people can legally make loe or ght for their country at

the age of &= they can drink, ote and drie a car when they are &?% #oes

your country hae similar laws7 #o you think that any of the age limits need

changing7

2% 0hould young people hae to do some form of military or communityserice by law7

=% 0hould people of between = and =2 be obliged to retire from their /obs

in order tomake way for younger workers7

>% .re there many things that the old can teach the young or are they

hopelessly out of touch by the time they reach a certain age7

?% 8n most countries, compulsory education is targeted at 2 - &= year olds%

(ould it be better to oNer it to pensioners who want to learn rather than

young people who prefer not to be in school7

O% 8n ;ussia, "hina and many other countries, there is a tradition of

choosing leaders

who are adanced in years% #o you think that older people make better

leaders7

&% +any elderly people hae disabilities which limit their mobility% #o

buses, shops and public buildings in your country proide easy access for

the disabled or are your towns and cities designed mainly for the young and

able-bodied7

&&% 0hould the elderly be e4pected to pay for residential care out of their

own saings or should appropriate accommodation and nursing be proided

by the ta4 payer7


25/70


26/70


27/70

&$(T "3AL' 1 '3AL' !,L'S Gocabulary 3ind the Hodd one outH%%here may be more than one answer) Gi(e your reasons%

. "

&% a baby-sitter a home-maker a bread-winner)% pre/udice harassment discrimination*% racism political

correctnessse4ism

% the chair the chair-person the chairman2% a husband a wife a partner=% +s +rs +iss>% creches nurseries primary

schools?% capabilities talent !ualications

3AL' 1 '3AL' !,L'S

8n the ritish Eeneral Blection in &OO>, some of the most powerful men inthe country lost their seats to&rofessionally successful women% Anehundred and nineteen women were elected to the 1ouse of "ommons ande women secured "abinet posts% y &OO>, oer a million of ritains fourmillion small businesses were run by women% +any of these women had leftcorporate life because of their diculties in progressing in largeorganisations, especially in the world of nance, where men are generallyfaoured for the top managerial posts%

#uring the twentieth century, women in ritain hae had to cam&aignigorously for e5ual rights - the right to education, the right to (oteand theright to wor'in posts traditionally resered for men% 8t was largely throughwar-wor'that women proed their ca&abilities%

+ore recently, they hae been out&erformingmen in public e4aminations%Women+s rightscampaigns hae focused particularly on language andthought% Terms such as HchairmanH hae been changed to more neutraldescriptions such as HchairH or less ambiguous alternaties such as

H&residentH% This is part of the recent concept known as 4&oliticalcorrectness4%

0ome men are careful to aoid accusations of se;ism and se;ualharassmentwhile others hae reacted by campaigning for 4men+s rights4%

)ialogueA*What 'ind of rightsdo women and men want in your country7

B*%o begin with, most women and men want the right to work%A*7o you thin'both partners in a relationship should e4pect to work intimes of 1igh unemployment7


28/70

B*t+s often an economic necessity forboth partners to work, especially iftheyre buying a house or proiding for a family%

A*What if there isn+tenough work to go round7B*Then some people will be out of a /ob - they could be either women ormen%A*$ren+t they more oftenwomen7B*0es, but it isn+t thatwomen dont want to work% 6or a start, they suNermorediscrimination in the work-place% (hen a young woman applies for a /ob, itisntpossible to ask her whether she intends to start a family or not, but it is

possible togie the /ob to a man with fewer !ualications%A*7oes that ha&&en?B*!erha&s not as much as it used to, but if a woman leaes a /ob to startfamily,it may be ery dicult for her to return to full-time work% +any women arein part-time /obs and on ery low rates of pay% Mnderemployment of well !ualiedwomen

who are working as bar-maids or waitresses is a huge waste of talent%A*.re there many underemployed men7B*0es, certainly% There are those who do seasonal work such as deck-chairattendants or Bnglish language teachers and those who depend on theblack economy for occasional /obs - they might repair your motorbike orclean your windows@A*How aboutunemployed men7

B*(ell, unemployment can be ery frustrating for those men who belieethatthey should be the bread-winner in a relationship% +any lie on statebenets% There is also a group of men who hae become unemployable%They hae dropped out of the system altogether% The adenturous onesbecome Few .ge Traellers, the idealistic ones become political protestersand the dishonest ones turn to crime%

A*0o, if the system doesnt gie you any rights, you li(e by your own rules@

)iscussion 2uestions


29/70

&% elinda rooks-Eordon, a uniersity psychologist, has done research

showing that men in a top international company categorise women into

e groups:

abes 5young and attractie women with little professional credibility6

+ums 5considered unattractie and ignored by male traders6

3eminists

#ragons 5women considered old or unattractie, rudely treated6

Ane-of-the-boys 5women who behae like men - only they progress6

8n your country, do women hae e!ual opportunities in the work-place e%g%

the same pay and promotion opportunities as men7 .re they categorised7

)% 8s it easy for women to continue their careers after taking time oN work

to start a family7 #o companies proide crQches or nurseries7

*% #o parents and teachers in your country encourage girls and boys to

grow up diNerently7 #o they play with the same toys7 #o they receie the

same education at school and uniersity7

% #o you think women and men should perform the same or diNerent

roles7 .re men usually the bread-winners and women usually the home-

makers in your country7

. 2re t'ere any S0omenDs or menDs ri*'tsS *roups in your countryE ou can consult t'e

(ollo0in* lin/s to (ind out more.

'ttp:TT000.trinity.eduTVm/earlT*ender.'tml 'ttp:TT000.0as'in*tonpost.comT0p-srvTnationalTlon*termT*enderT*ender1.'tm


30/70

Grammar and specialised vocabulary

! Ad"ec#ives

1.1 Order of adjectives

ome adjectives can be used be(ore a noun in 6n*lis'. n *eneral 0e put t'e precise adjective nearest t'e noun

but it is not al0ays easy to decide 0'ic' is t'e most precise: a possible order 0ould be: +1 +


31/70

1.3 Comparative and superlative of adjectives

1.3.1 Form

1a. 8ondon is ;(11&r t'an 6dinbur*'.

1b. &'is armc'air is /"$& '"/:"$*,;4& t'an t'at0ooden seat.


32/70

$! Adverbs

%! &orm

1. uic/ uic/ly slo0 slo0ly


33/70

2.3 Position of adverbs and adverb phrases in sentences

1. #e plays t'e piano 0ell. 'e sin*s beauti(ully.


34/70

3! Ar#icles

3.1 !ndefinite article "a#an$

1. ou 0ill need a pen and an eercise boo/.


35/70


36/70

4.2 Conditional 2

1a. ( 'ad a million pounds, 0ould buy a yac't. ( 'e /ne0 t'e ans0er 'e 0ouldnDt tell me. ( ?ary 0ere 'ere no0, s'e 0ould drive me'ome.

1b. ( 0ere you, 0ouldnDt marry 'im.

Use:1a. t'e unreal or improbable conditions in t'e presentor (uture

1b. (or *ivin* advice and su**estions. Notice t'e verbsa(ter i( in t'e result part o( t'e sentence are in presentconditional.

4.3 Conditional 3

1a. ;e 0ouldnDt 'ave *one abroad (or our 'olidaysi( 0e 'adnDt bou*'t a ne0 car.1b. ( 0e 'adnDt set out late, 0e 0ouldnDt 'ave

been cau*'t in t'e tra((ic jam.1c. ( you 'ad listened to your (at'er, you 0ouldnDt'ave made so many mista/es.

Use:1a. (or unreal or impossible conditions in t'e past.

1b. to imply re*ret

1c. to imply criticism. Notice t'e verbs a(ter i( are in t'epast per(ect but t'e verbs in t'e result part o( t'esentence are in t'e per(ect conditional.

(! Gerunds and in)ini#ives

+.1 ,erbs follo-ed by the (erund "or in( form$

canDt stand 0aitin* in ueues.ou considered buyin* a 'ouse in t'e coutryside,but 0e enjoy bein* in t'e to0n too muc'. miss livin* abroad.

ome verbs are (ollo0ed by t'e in* (orm. #ere aresome o( t'e most common:

2ppreciate2voidCanDt 'elpCanDt standConsider5eny5esli/e6njoyeel li/einis'Kive upima*ine

/eep +onloo/ (or0ard tomentionmindmissobject topractiseput o((ris/su**estbeT*et used tobe 0ort'

+.2 ,erbs follo-ed by the infinitive

+.2.1 ,erb / infinitive -ith to

canDt a((ord to 'ave a 'oliday t'is year.;e decided to *et married. mana*ed to (ind anot'er *lass to replace t'e one bro/e.

ome verbs are (ollo0ed by t'e in(initive 0it' to. #ereare some o( t'e most common:

2((ord (or*et2ppear 'appened2rran*e 'ope5ecide intendail learn?ana*e promise

?ean re(use4((er seem)lan t'reatenprepare

=G


37/70

+.3 ,erbs follo-ed by either the in( or the infinitive

1. #e continued 0or/in*Tto 0or/ a(ter everybodyelse 'ad le(t t'e buildin*.


38/70

*! Link words

0.1 ords epressin( result

1a. #e 0as so tired t'at 'e 0ent to bed early. #e spo/e Russian so 0ell t'at everyone t'ou*'t'e 0as Russian. 1b. t 0as suc' a di((icult eam +t'at 'e /ne0 'e0ouldnDt pass it.


39/70

0.+ ords epressin( time

1. ;'enT;'ileT2s 0as drivin* alon* t'e road, sa0 a terrible accident. #e 0ent out a(ter 'eDd (inis'ed 0or/.


40/70

+! Modals;ill, s'all, 0ould, s'ould, may, mi*'t, can, could, must, 'ave +*ot to, ou*'t to, need

.1 -ill

1. tDll be rainin* tomorro0.


41/70

.+ may and mi(ht

1. #e mayTmi*'t be t'e ne0 teac'er


42/70

.1' ou(ht to

1. really ou*'t to *o and see 'er.


43/70

.3 Points to remember

1. &'e paintin* s'ould be (inis'ed by net 0ee/.


44/70

5.4 Ordinary verbs / preposition

&'e boy ran over t'e brid*e.#e stepped over t'e puddle.#e stepped over it.

&'e object must come a(ter t'e verb M preposition, even0'en it is a noun.

0 /reposi#ions

1'.1 amon(

1. 5ivide t'ese s0eets amon* t'e c'ildren.


45/70

1'.+ by

1. &'is boo/ 0as 0ritten by C'arles 5ic/ens.


46/70

1'.5 in

1. &'eyDre in t'e /itc'en.


47/70

1'.13 on

1. &'e boo/ is on t'e table.


48/70

1'.1 until

1. Dll /eep t'e rin* until 0e meet a*ain.


49/70

11.2.2 Prepositions used -ith relativepronouns in non8definin( clauses

&'e or*ani"ation, to 0'ic' 0e o0e so muc', 'asannounced a (urt'er contribution (or our appeal.

)repositions usually come at t'e be*innin* o( t'e clauseas t'e use is rat'er (ormal.

11.3 Participle phrases

n participle p'rases t'e relative pronoun and t'e auiliary verb+s are le(t out.

1. &'e boy +0'o is sittin* in t'at corner 'as been'ere all mornin*. &'e bric/s +0'ic' 'ave been used to build t'ec'urc' 0ere specially made.


50/70

D($&'* %)&&'8&'e verbs do not normally c'an*e 0'en1. reportin* a present state o( a((airs e.*. &'ecost o( livin* 'ere is 'i*'.


51/70

12.0 Other points to notice about reportedspeech

D($&'* %)&&'81. &'e pronoun o(ten c'an*es e.*. Dve 0as'edt'e dis'es.


52/70

13.1.3 Present perfect

1. &%&&+t'at (ilm. Dve just seen 'im. 'avenDt (inis'ed yet. Dve never been t'ere.


53/70

13.2.2 6sed to and -ould

1a. #%& *"smo/e ci*ars but no0 pre(erci*arettes. #e #%& *"be very (at, but 'eDs lost a lot o(0ei*'t.

1b. didnDt #%& *"*o to t'e t'eatre but try and *oonce a mont' no0. never #%& *"li/e 'im but do no0.

1c. D"you #%& to do sports at sc'oolE D(+t you #%&to be muc' t'innerE


54/70

13.3 *al:in( about the future

I/ 1"(+1 *"0as' my 'air.I*% 1"(+1to sno0.D44 %&&you tomorro0.&erm %*,$*% on ?onday.D/ /&&*(+1 t'e boss at 1%.

&'is time tomorro0 I44 ;& %(**(+1my eam.Dl4 8,& :(+(%8& it by oDcloc/.;eDl4 8,& ;&&+ 4((+1 'ere (or ten years netsprin*.&'eyD$& ,;"#* *" announce t'e election results.#eD% "+ *8& )"(+* ": '8,+1(+1 'is job.1a. D/ 1"(+1 *" 0rite some letters1b. 8oo/ at t'ose blac/ clouds. t'in/ itD% 1"(+1 *"rain. &'e 0or/ (% +"* 1"(+1 *" ;&easy.


55/70

14.2 Preferences

1a. li/e t'e summer better t'an t'e 0inter1b. pre(er so(t drin/s to alco'ol.


56/70

1+.2 do and ma:e

1+.2.1 )eanin( of do and ma:e

1. ;'at are you doin*E Dm doin* a pu""le.


57/70

Responsibility. Blamin* ot'ers, claimin* victim'ood, or passin* t'e buc/ may solve s'ort-term crises,but +$&:#%&XXXXXXX to ta/e responsibility erodes respect and co'esion in an or*ani"ation.+E*8('%XXXXXXX. people ta/e +$&%)"+XXXXXXXX (or t'eir actions. 8i/e0ise, actionss'o0 t'e ability to be responsible bot' in t'e little and bi* t'in*s.

Puality. Puality s'ould be more t'an +/,3&XXXXX. t'e best product, but s'ould etend to everyaspect o( your 0or/. 2 person 0'o reco*ni"es uality and strives (or it +,7XXXX 'as a pro(oundsense o( sel(-respect, pride in accomplis'ment, and +,**&+*(&XXXXXX.. t'at a((ects everyt'in*.rom your memos to your +)$&%&+*XXXXXXXX, everyt'in* you touc' s'ould communicate+)$":&%%("+,4XXXXXX..X. and uality.

&rust. &'ere3s no (ree ride. &rust is 'ard to earn and even +8,$XXXXX.. to *et bac/ a(ter you3velost it. 6veryone 0'o +'"/&XXXXX. in contact 0it' you or your company must 'ave trust andcon(idence in 'o0 you do business.

Respect. Respect is more t'an a (eelin*, but a +&/"+%*$,*&XXXXXXXX. o( 'onor, value, andreverence (or somet'in* or someone. ;e respect t'e la0s, t'e people 0e 0or/ 0it', t'e company and

+(*XX.. assets, and +6&XXXXXX..

&eam0or/. &0o or more employees to*et'er ma/e a team. t is a business ++&'&%%(*,*&XXXXXXX to 0or/ openly and +%#))"$*(&XXXXXXX.. in teams 0'et'er (ormal orin(ormal.

8eaders'ip. #o0 many +8,$6"$3&XXXXXXXX., 'onest employees 'ave been tainted and ledastray by corporate +4&,&$XXXXX..X.. (ailin*sE ?ana*ers and eecutives s'ould up'old t'eet'ical standards (or t'e entire +"$1,+(&XXXXXXX.. 2 +4&,XXXXX is out (ront providin*an eample t'at ot'ers 0ill (ollo0.

Corporate Citi"ens'ip. 2 +:"#+,*("+XXXXXXX. principle (or every company s'ould be toprovide a sa(e 0or/place, to protect t'e environment, and to become *ood citi"ens in t'e community.

F(44 (+ *8& ;4,+3% 6(*8 ,))$")$(,*& &$; :"$/% *&+%&% ,'*(& "$ ),%%(&=

&'e real test o( t'ese values +'"/&XXXX. (rom t'e resultin* action. t +*,3&XXXX a concerted,company-0ide e((ort, beyond insertin* t'ese 0ords in an employee manual, to ma/e it 'appen.

F($%*, mana*ement must lead by eample. Kood et'ics s'ould be most noticeable at t'e top. 6veryemployee must be accountable to t'e same rules.

S&'"+, a corporate values or et'ics initiative must be SsoldS and +S/,$3&*SXXXXXX.

a**ressively t'rou*'out a company. 6very (orum and medium s'ould be +#%&XXX.. to spread t'e*ood messa*e. 4( course, it 0ill only be credible i( t'e company is practicin* 0'at it +)$&,'8X..XXX.

T8($, trainin* must be provided to *et everyone on t'e same pa*e. t3s easy to i*nore a motivationalspeec' or pass by a poster, but spendin* time learnin* about t'e issues +8,&XXXXXX a lastin*impact.

F"#$*8, bot' you and t'e company must be in it (or t'e lon* 'aul. &'e et'ics (ervor s'ould etend to t'enet *eneration o( employees. &'e lon*er it lasts, t'e more in*rained t'e principles +;&'"/&XXXXXX..

5espite (ailin*s o( some, +;&XXXXX.. plenty o( room at t'e table (or *ood et'ics and pro(itablebusiness to reside. &o*et'er t'ey can lay t'e cornerstone (or a secure and prosperous society. &'ese tenvalues you can put in t'e employee manual and mean it.

$


58/70

+ 6t'ical 7alues (or Business uccess, By ?ar/ . )utnam

n our modern ea*erness to be tolerant, Cleeve stated, 0e +'"/&XXXXX to tolerate t'in*s 0'ic'no society can tolerate and remain 'ealt'y. n our understandable aniety not to set ourselves up asjud*es, 0e 'ave come to believe t'at all jud*ements are 0ron*. n our revoltion a*ainst 'ypocrisy and(alse morality 0e 'ave +,;,+"+XXXXXX morality itsel(. 2nd 0it' modest 'esitations but (irm

convictions submit t'at t'is 'as ++"* /,3&XXXXXX. us 'appier, but muc' un'appier. ;e areli/e men at sea 0it'out a compass.

&'ere 0as a time in t'e ;estern 0orld 0'en 0e +',+XXX.X. recite t'e &en Commandments. &'ey0ere +*&,'8XXXXXXX in sc'ool. &'ere 0as a time 0'en our parents led t'e 0ay in disciplinin*us (or bad be'avior.

?uc' o( our morality +;,%&XXXXX. on t'e Boo/ o( boo/s, t'e Bible. adly, today it +*8(+3X..XX.. by many to be no more t'an a piece o( *reat literature.

+ 2 ;orld 7anis'in*, By Brian Cleeve

F(44 (+ *8& ;4,+3% 6(*8 ,))$")$(,*& )$"+"#+% ,9&'*(&%=

;'en you and anot'er person (ace XXXXXX. and (orm a rectan*le li/e t'e illustration above, yousend t'e messa*e t'at you 'ave closed o(( your space and do not 0is' to be interrupted.UsuallyXXXX.do not consciously set out to do t'is, rat'er your bodies close up t'e space as youbecome more and more involved in your conversation.;'en you are t'e person tryin* to join t0o people 0'o 'ave assumed t'at stance, you setXXXXXX..up (or rejection i( t'ey are not yet ready to brea/ t'e bo and let you in.Dve tested t'e principle and once stood net to t0o people (or (ive minutes be(ore XXXX. invited mein. )robably didnDt 'elp t'at t'ey 0ere vice presidents at 2&]& X and 0as only a mana*er.X.. also can be di((icult (or you to brea/ out o( t'e rectan*le i( you are ready to move on andXXXXX. person 'as not yet (inis'ed monopoli"in* your time. stopped by a (uneral 'ome to pay my re*ards to a (riend 0'en 'er (at'er died. XX 'ad le(t to run an

errand so met and spo/e 0it' 'er sister. ;e moved into a rectan*ular position, and tried to brea/ itbecause needed to leave (or an appointment.'e /ept rotatin* 0it' X.. to /eep t'e bo intact. t 0as apparent s'e 0as not yet ready to brea/ o(( t'econversation. inally, a priest approac'ed X.. and as s'e sa0 XX out o( 'er perip'eral vision, s'eopened our bo. ecused XXXX.. s'ortly a(ter 0as introduced to t'e priest.4n t'e ot'er 'and, 0'en you and XXXXX.. person 'ave your (eet pointed out0ard as i( you couldcomplete a trian*le,

H


59/70

you are invitin* XXXXX into t'e conversation. t is easy (or XXXXX. 0al/in* past or standin*nearby to ma/e eye contact. &'at person 0ill (eel 0elcome to join you, particularly i( one o( you etendsan invitation t'rou*' a smile, nod or a pause in your conversation.9no0in* t'ese t0o simple stance (acts can save you (rom (eelin* rejected or i*nored or ma/in* ot'ers(eel t'at 0ay vs. 0elcomed and com(ortable. Oust as you 'ave developed your brand so do or*ani"ationsand companies. tand up (or youT XX.... in a (riendly, 0elcomin* manner.

+ 5oes our tance 6clude or nclude 4t'ersE, by 8illian 5. Bjorset'

V"',;#4,$7

&ranslate t'e (ollo0in* into Romanian. Use t'e space belo0 eac' uotation:

Memorable 5uo#a#ions

&'e true per(ection o( man lies not in 0'at man 'as, but in 0'at man is. +4scar ;ilde XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX

Coura*e is 0'at it ta/es to stand up and spea/A coura*e is also 0'at it ta/es to sit do0n and listen.+;inston C'urc'ill XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX

;e are masters o( t'e unsaid 0ords, but slaves o( t'ose 0e let slip out. +;inston C'urc'ill XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX

2ttitude is a little t'in* t'at ma/es a bi* di((erence. +;inston C'urc'ill XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX

o lon* as t'e la0 considers all t'ese 'uman bein*s, 0it' beatin* 'earts and livin* a((ections, only asso many t'in*s belon*in* to t'e master -- so lon* as t'e (ailure, or mis(ortune, or imprudence, or deat'o( t'e /indest o0ner, may cause t'em any day to ec'an*e a li(e o( /ind protection and indul*ence (orone o( 'opeless misery and toil -- so lon* it is impossible to ma/e anyt'in* beauti(ul or desirable in t'ebest-re*ulated administration o( slavery. +#arriet Beec'er to0eXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX

XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXS&'e best 0ay to destroy an enemy is to ma/e 'im a (riend.S +2bra'am 8incolnXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX

Q
http://thinkexist.com/quotes/harriet_beecher_stowe/http://www.lovequotescollection.com/quotes/abraham_lincoln.htmlhttp://thinkexist.com/quotes/harriet_beecher_stowe/http://www.lovequotescollection.com/quotes/abraham_lincoln.html


60/70

XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX

2ll love t'at 'as not (riends'ip (or its base,is li/e a mansion built upon t'e sand. +6lla ;'eeler ;ilcoXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX

St3s (ait' in somet'in* and ent'usiasm (or somet'in* t'at ma/es li(e 0ort' livin*.S +4liver ;endell#olmes OrXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX

&'ere is more 'un*er (or love and appreciation in t'is 0orld t'an (or bread. +?ot'er &eresaXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX

S( 0ere dyin*, my last 0ords 0ould be, #ave (ait' and pursue t'e un/no0n end.S +4liver ;endell#olmes OrXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX

XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX

S&ime is t'e coin o( your li(e. t is t'e only coin you 'ave, and only you can determine 'o0 it 0ill bespent. Be care(ul lest you let ot'er people spend it (or you.S +Carl andbur*XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX

;'at most people need to learn in li(e is 'o0 to love people and use t'in*s instead o( usin* people andlovin* t'in*s. +Un/no0nXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX

6veryt'in* t'at irritates us about ot'ers can lead us to an understandin* o( ourselves. +Carl KustavOun*XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX

ome people are a(raid o( 0'at t'ey mi*'t (ind i( t'ey try to analy"e t'emselves too muc', but you'ave to cra0l into your 0ounds to discover 0'ere your (ears are. 4nce t'e bleedin* starts, t'e cleansin*can be*in. +&ori 2mosXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX

&'e purpose o( psyc'olo*y is to *ive us a completely di((erent idea o( t'e t'in*s 0e /no0 best +)aul7aleryXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX

'ave come to t'in/ o( t'is 'umanist trend in psyc'olo*y as a revolution in t'e truest, oldest sense o(t'e 0ordA t'e sense in 0'ic' Kalileo, 5ar0in, 6instein, reud and ?ar made revolutions, i.e. ne0 0ayso( perceivin* and t'in/in*, ne0 ima*es o( +2bra'am ?aslo0XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX

XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX

G%
http://www.lovequotescollection.com/quotes/ella_wheeler_wilcox.htmlhttp://www.lovequotescollection.com/quotes/oliver_wendell_holmes_jr.htmlhttp://www.lovequotescollection.com/quotes/oliver_wendell_holmes_jr.htmlhttp://www.lovequotescollection.com/quotes/mother_teresa.htmlhttp://www.lovequotescollection.com/quotes/oliver_wendell_holmes_jr.htmlhttp://www.lovequotescollection.com/quotes/oliver_wendell_holmes_jr.htmlhttp://www.lovequotescollection.com/quotes/carl_sandburg.htmlhttp://www.lovequotescollection.com/quotes/unknown.htmlhttp://thinkexist.com/quotation/everything_that_irritates_us_about_others_can/8704.htmlhttp://thinkexist.com/quotes/carl_gustav_jung/http://thinkexist.com/quotes/carl_gustav_jung/http://thinkexist.com/quotation/some_people_are_afraid_of_what_they_might_find_if/9487.htmlhttp://thinkexist.com/quotation/some_people_are_afraid_of_what_they_might_find_if/9487.htmlhttp://thinkexist.com/quotation/some_people_are_afraid_of_what_they_might_find_if/9487.htmlhttp://thinkexist.com/quotes/tori_amos/http://thinkexist.com/quotation/the_purpose_of_psychology_is_to_give_us_a/182879.htmlhttp://thinkexist.com/quotes/paul_valery/http://thinkexist.com/quotes/paul_valery/http://thinkexist.com/quotation/i_have_come_to_think_of_this_humanist_trend_in/154454.htmlhttp://thinkexist.com/quotation/i_have_come_to_think_of_this_humanist_trend_in/154454.htmlhttp://thinkexist.com/quotation/i_have_come_to_think_of_this_humanist_trend_in/154454.htmlhttp://thinkexist.com/quotes/abraham_maslow/http://www.lovequotescollection.com/quotes/ella_wheeler_wilcox.htmlhttp://www.lovequotescollection.com/quotes/oliver_wendell_holmes_jr.htmlhttp://www.lovequotescollection.com/quotes/oliver_wendell_holmes_jr.htmlhttp://www.lovequotescollection.com/quotes/mother_teresa.htmlhttp://www.lovequotescollection.com/quotes/oliver_wendell_holmes_jr.htmlhttp://www.lovequotescollection.com/quotes/oliver_wendell_holmes_jr.htmlhttp://www.lovequotescollection.com/quotes/carl_sandburg.htmlhttp://www.lovequotescollection.com/quotes/unknown.htmlhttp://thinkexist.com/quotation/everything_that_irritates_us_about_others_can/8704.htmlhttp://thinkexist.com/quotes/carl_gustav_jung/http://thinkexist.com/quotes/carl_gustav_jung/http://thinkexist.com/quotation/some_people_are_afraid_of_what_they_might_find_if/9487.htmlhttp://thinkexist.com/quotation/some_people_are_afraid_of_what_they_might_find_if/9487.htmlhttp://thinkexist.com/quotation/some_people_are_afraid_of_what_they_might_find_if/9487.htmlhttp://thinkexist.com/quotes/tori_amos/http://thinkexist.com/quotation/the_purpose_of_psychology_is_to_give_us_a/182879.htmlhttp://thinkexist.com/quotes/paul_valery/http://thinkexist.com/quotes/paul_valery/http://thinkexist.com/quotation/i_have_come_to_think_of_this_humanist_trend_in/154454.htmlhttp://thinkexist.com/quotation/i_have_come_to_think_of_this_humanist_trend_in/154454.htmlhttp://thinkexist.com/quotation/i_have_come_to_think_of_this_humanist_trend_in/154454.htmlhttp://thinkexist.com/quotes/abraham_maslow/


61/70

)eace is not t'e absence o( 0arA it is a virtueA a state o( mindA a disposition (or benevolenceA con(idenceAand justice. +Baruc' pino"aXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX

mall opportunities are o(ten t'e be*innin* o( *reat enterprises. +5emost'enes


or everyt'in* t'ere is a season, XXXXXXXXXXXXXX...2nd a time (or every matter under 'eaven: XXXXXXXXXXXXXX...2 time to be born, and a time to dieA XXXXXXXXXXXXXX...2 time to plant, and a time to pluc/ up 0'at is plantedA XXXXXXXXXXXXXX....2 time to /ill, and a time to 'ealA XXXXXXXXXXXXXX...2 time to brea/ do0n, and a time to build upA XXXXXXXXXXXXXX...2 time to 0eep, and a time to lau*'A XXXXXXXXXXXXXX...2 time to mourn, and a time to danceA XXXXXXXXXXXXXX...2 time to t'ro0 a0ay stones, and a time to *at'er stones to*et'erA XXXXXXXXXXXXXX...

2 time to embrace, and a time to re(rain (rom embracin*A XXXXXXXXXXXXXX...2 time to see/, and a time to loseA XXXXXXXXXXXXXX...2 time to /eep, and a time to t'ro0 a0ayA XXXXXXXXXXXXXX...2 time to tear, and a time to se0A XXXXXXXXXXXXXX...2 time to /eep silence, and a time to spea/A XXXXXXXXXXXXXX...2 time to love, and a time to 'ate, XXXXXXXXXXXXXX...2 time (or 0ar, and a time (or peace. XXXXXXXXXXXXXX...

+6cclesiastes =:1-H

F(44 (+ *8& :"44"6(+1 *,;4& 6(*8 ,% /,+7 &$(& 6"$% ,% )"%%(;4& 4""3 *8&+ #) (+ *8& ('*("+,$7*8&+ #%& *8&/ (+ "$(1(+,4 %&+*&+'&% $&:&$$(+1 *" 7"#$%&4:? 7"#$ 4(:& &.)&$(&+'& ,+ 7"#$ )&$%)&'*(&"+ *")('% ": )&$%"+,4 (+*&$&%*5 A+ &.,/)4& (% "+& :"$ 7"#5

N"#+ V&$; A9&'*(& A&$;9no0led*e

9no0led*e is po0er.*" 3+"6

'ave /no0n ?ary (orten years.

9no0led*eable?y brot'er is very

/no0led*eable in C25.

9no0in*ly 0ould never

/no0in*ly upset people.)syc'olo*y

to researc'

ubconscious

)ersonally

to be'ave

6volution

6nvoronmental

G1


62/70

5evelopment

)ractically

to solve

&'eoretical

ncreasin*ly

R&,(+1 C"/)$&8&+%("+R&, *8& :"44"6(+1 ),%%,1&? *8&+ &.)$&%% 7"#$ ")(+("+ "+ *8& $&4&,+'& ": (*% /&%%,1& :"$ 7"#$:(&4 ": %*#75 U%& *8& &.)$&%%("+% ;&44"6 *" 9#%*(:7 7"#$ ")(+("+%=

T" /7 /(+? %(+'& ;&',#%&I+ /7 ")(+("+55#& *" *8& :,'* *8,*I :&&4 *8(+3 *8,*:"$ *8& %(/)4& $&,%"+ *8,*

;istenin(< A ;earnable =:ill

As many mediators, including myself, have come to understand, listening is a learnable skill. Unfortunately, it is nottypically taught along with other communication skills at home or in school. I spend more time listening than usingany other form of communication, yet as a youngster I was never taught the skill. I spent long hours learning to readand write and even had classroom training in public speaking, but I never had a lesson in listening or thought oflistening as a learnable skill until I entered the world of mediation as an adult. While some may have had betterexperiences during their formative years, for many listening is often treated the same as "hearing." We do notordinarily receive instruction in using our other senses smell, sight, touch and taste so why give lessons inhearing !sound# A message that listening was an important skill to learn would have fallen on deaf ears when I wasa child. $erhaps now that peer mediation is being taught in many classrooms across the nation, when children aretaught to "%isten to your elders," they also will be taught by elders who model good listening skills.

>uidelines for ?mpathic ;istenin(

&adelyn 'urleyAllen offers these guidelines for empathic listening(

). 'e attentive. 'e interested. 'e alert and not distracted. *reate a positive atmosphere through nonverbalbehavior.

+. 'e a sounding board allow the speaker to bounce ideas and feelings off you while assuming anonudgmental, noncritical manner.

-. on/t ask a lot of 0uestions. 1hey can give the impression you are "grilling" the speaker.

2. Act like a mirror reflect back what you think the speaker is saying and feeling.

3. on/t discount the speaker/s feelings by using stock phrases like "It/s not that bad," or "4ou/ll feel bettertomorrow."

5. on/t let the speaker "hook" you. 1his can happen if you get angry or upset, allow yourself to get involvedin an argument, or pass udgment on the other person.

6. Indicate you are listening by

G


63/70


64/70

P,$,1$,)8 T6" H(184(18* ": #,4(:(',*("+%#o0 'as your education, previous employment, or ot'er eperiences prepared you (or t'is

positionE

n t'is para*rap', you distill your r\sum\ into t'ree or (our main elements and t'en matc' t'emto t'e reuirements listed (or t'is position. 5oes it reuire a colle*e de*reeE s it all related to

your majorE 5id you ta/e a particular class t'at is related to t'e jobE 5id you participate in aninterns'ip, part-time job or campus activity t'at allo0ed you to per(orm similar duties andresponsibilitiesE ?a/e t'e connection bet0een your past and t'is job. 5onDt repeat your r\sum\,

but rat'er ma/e re(erence to items on it t'at you especially 0ant t'e recruiter to be a0are o(.

As yo$ wi%% see on my rCs$mC, I have 1artia%%y (inanced my ed$cation by working retai%s sa%es

&obs in the s$mmer. I have worked both at 5ears, the %arge chain store where we a%% have

sho11ed, and at Bo$ti$e


65/70

*! 0esearch the 1rospective Employer/2ompany

! #ist your accomplishments, skills and experience!

3! .etermine if you are a match for the position! .o your skills and experience matchthe re4uirements" .oes the company and position fit your re4uirements, your goal!

5! #ist three reasons why you want work for this employer!

6! 1repare some smart 4uestions to ask the recruiter/interviewer! If youve done yourresearch, this will be easy!

7! 1repare your answers in anticipation of the most 2ommon Interview 8uestions!

Common Interview uestions

y amara .owling

ell me about yourself!

9f which personal accomplishments are you most proud"

hat are your strengths"

Sample Answers

When I'm working on a project, I don't want just to meet deadlines. Rather, I prefer to

complete the project well ahead of schedule.

I have exceeded my sales goals every quarter and I've earned a onus each year since I

started with my current employer.

!y time management skills are excellent and I'm organi"ed, efficient, and take pride in

excelling at my work.

I pride myself on my customer service skills and my aility to resolve what could e difficult

situations.

hat are your weaknesses"


ell me about your best ;upervisor, and why you regard them that way!


ell me about your worst ;upervisor, and why you regard them this way"


66/70


ell me about a disagreement with your current or previous ;upervisor! >ow did you handle

it"


>ow do you react to negativity or gossip from co-workers"


If you found out a co-worker was/is dishonest, what would you do"


If you were unable to meet a commitment or deadline, what would you do"


If a customer is disrespectful to you, what do you do"


If you were unable to resolve a customer issue by the date promised because anotherdepartment did not do its job, what would you do, and what would you say to thecustomer"

XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX

hat makes you the best candidate"


.o you prefer to work alone or in a group"


ell me about your organi?ation/time management style!


.escribe a project that you managed! as the project completed on time and on/under

budget" hy/hy not" hat would you have done differently"XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX

.escribe how you motivate your staff or fellow team members!


>ow would your staff or team members describe you"


>ow would your current ;upervisor describe you"


here do you want to be in five years"

GG


67/70


68/70

CONTENT

1. =ocus on your benefit to the prospective employer!


69/70

allthe time.

An emp#y purse )righ#ens away )riends! When one's financial situation deteriorates, friends tend to disappear.

An idle brain is #he devil6s workshop! When you wor you avoid temptation.

An ounce o) preven#ion is wor#h a pound o)

cure!

It is easier to prevent something from happening than to repair the

damage orcure the disease later.

Anger is #he one #hing made be##er by delay!

Any #ime means no #ime!

April showers bring May )lowers!

A bad workman blames his #ools!

A burden o) one6s own choice is no# )el#!

A burn# child dreads #he )ire! A bad experience will mae people stay away from certain things.

A chain is no s#ronger #han i#s weakes# link! The strength of a group depends on each individual member.

A )aul# con)essed is hal) redressed! "onfession is the beginning of forgiveness.

A )lower blooms more #han once! If you miss an occasion, you can avail of it at another time.A )ool a# )or#y is a )ool )orever! If a person hasn't matured by the age of #$, they never will.

A )riend in need is a )riend indeed! %omeone who helps you when you are in trouble is a real friend.

A )riend6s eye is a good mirror! A real friend will tell you the truth.

A good e8ample is #he bes# sermon! &iving an example is better than giving advice.

A good beginning makes a good end! If a tas is carefully planned, there's a better chance that it will bedone well.

A good conscience is a so)# pillow! ou sleep well when you have nothing to feel guilty about.

A man is known by #he company he keeps! A person's character is (udged by the type of people with whom theyspend

their time.

A s#i#ch in #ime saves nine! It's better to deal with a problem at an early stage, to prevent it fromgetting worse.

A #ree is known by i#s )rui#! A man is (udged by his actions.

A young idler4 an old beggar! If you don't wor, you won't have any money when you're old.

As you sow4 so shall you reap ou have to accept the conse)uences of your actions.

Beau#y is in #he eye o) #he beholder! *ifferent people have different tastes.

Be swi)# #o hear4 slow #o speak! +isten carefully before speaing.

Be##er be #he head o) a dog #hen #he #ail o) alion!

It's better to be the leader of a small group than a subordinate in abigger one.

Be##er )la##er a )ool #han )igh# him! It's better to avoid disputes with stupid people.

Be##er la#e #han never! It's better to do something, even if it's late, than not do it at all.

Be##er sa)e #han sorry It's better to be too careful than to be careless and regret it later.

Be##er un#augh# #han ill9#augh# It's better not to be taught at all than to be taught badly.

Emp#y vessels make #he mos# noise! The least intelligent people are often the most talative or noisy.

Every man is #he archi#ec# o) his own )or#une! +ife is what you mae it.

E8perience is #he )a#her o) wisdom!

&ac#s speak louder #han words!

GQ


70/70

Good and :uickly seldom mee#!

Grea# oaks grow )rom li##le acorns!

;oney ca#ches more )lies #han vinegar!

I) you are pa#ien# in one momen# o) anger4you will avoid 00 days o) sorrow!

I) you chase #wo rabbi#s4 you will no# ca#chei#her one!

I) #wo ride a horse4 one mus# ride behind!

I) you wan# a )riend4 be a )riend!

Suport Curs ENGLEZA 2009-2010 - Sem 2 Psihologie_IDD

Documents

Transcript of Suport Curs ENGLEZA 2009-2010 - Sem 2 Psihologie_IDD