12. Comunicare de Specialitate in Limba Engleza

8/13/2019 12. Comunicare de Specialitate in Limba Engleza

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ITR$DUCERE

"!Coor%ona&or'l cursului este asist!univ!#aniela Niculescu$%drenghea& titular la Facultatea dePsihologie a Universit'ii Titu Maiorescu& autoare a numeroase traduceri a numeroase studii des(ecialitate!

)!T'&orii : asist!univ! Mihaela *te+nic& asist!#aniela Niculescu!

CURSUL

()In&ro%'cere

""" este un curs de un semestru i este cotat cu , credite!

*)+rescriere

-ursul const .n (re/entarea unor modalit'i de comunicare i inter(retare .n lima engle/!

,)Conin'&

0n acest curs vor +i studiate (rin intermediul unor +ie 1 numerotate de$a lungul cursului 1modalit'i de comunicare .n lima engle/& structuri gramaticale& to(ic& (rin numeroasee2em(li+icri utile studiului individual!

.)$biec&i/ele c'rs'l'i

-ursul de lima engle/ (entru .nv'm3nt la distan' .i (ro(une s sedimente/e elemente delima engle/ do3ndite .n +ormarea (reuniversitar a studentului I#& elemente lingvistice i deinter(retare necesare unei deschideri a studentului I# ctre lumea tiin'i+ic interna'ional! Pentruo anali/ gramatical i inter(retarea de te2te& sunt +olosite tematici cu (redilec'ie din (sihologie4inclusiv (sihologie social& (sihologia comunicrii etc!5! #e asemenea& (rin acest curs seurmrete +ormarea de(rinderilor orale i scrise utile .n activitatea socio$(ro+esional& .n vedereac(trii unei autonomii valide de in+ormare i comunicare .n lima engle/ !

-erin'e 6

"!demonstrarea unor ailit'i de anali/& sinte/ i inter(retare 7)!(artici(are la activit'ile anun'ate .n calendaruldisci(linei!

)


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I)$0IECTI1E ALE CURSULUI

89IE-TIVE :ENERA;E6

#e/voltarea de com(eten'e .n utili/area limii engle/e (entru comunicare i in+ormare .n general & cai .n domeniul tiin'elor sociale i .n s(ecial al (sihologiei& ast+el .nc3t studen'ii s +ie ca(aili 6 S .n'eleag du( au/ enun'uri .n +lu2 veral7 S .n'eleag enun'uri& te2te citite .n lima engle/7 S comunice veral un mesa


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-RITERII #E EVA;UARE6Pentru eseu

a! Utili/area de ad PARA#8OI-A; 9EAVI8UR

Unit ? -AREER #EVE;8PMENTUnit @ 8N 9E-8MIN: A PERS8NUnit FUTUR8;8:& TE S-IEN-E 8F T8M8RR8LUnit B P8LERUnit C EMPATUnit "D LAT S8U;# I #8 Unit "" #E-ISI8N MAIN:Unit ") :8NE LIT TE LAVE

$0SER1A3II +RI1ID STRUCTURA CURSULUI

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Activit'ile de (re/entare de noi con'inuturi 4reactuali/are5 sunt cominate cu activit'i(ractice& (artici(area activ a studen'ilor de'in3nd un rol +undamental!

Fiecare ca(itol 4unit5 este alctuit din dou cursuri!

Fiecare curs con'ine te2t4e5 din domeniul tiin'elor sociale i a(lica'ii (e te2t4e5 (e (roleme devocaular& gramatic& ortogra+ie i (ronun'ie& elemente de cultur i civili/a'ie ritanic iamerican!

UNIT " 8#9 +S9C#$L$"9-8URSE ": WHY STUDYING PSYCHOLOGY?

Te2t "6 +rom J:ENERA; PS-8;8:K& ;ittle+ield& Adams Q -o!& NeG erse& "C@,& (ages >$@8h; 8e S&'%; +s;cholog;

JInterest in the stud o+ (scholog groGs out o+ a +elt need to gain a etter understanding o+(eo(le! The (ur(ose o+ an elementar or +irst course in (scholog is to give the student ano((ortunit to ecome acuainted at +irst hand Gith the +unctional as(ects o+ (schological (rinci(les&to correct misconce(tions he ma have had concerning his oGn and other (eo(les attitudes and

ehaviour& and to come to a((reciate the various areas o+ (schological stud!6'nc&ions of ! Person Gith o


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@! Sel+ Gith sel+& e!g!& (ersonal honest Gith loalt& immediate desire Gith long range goal!Each o+ the +oregoing (rolems$arousing relationshi(s re(resents man in+luencing +actors! It isthe +unction o+ (scholog to assist the individual to analse these +actors& recognise their relativesigni+icance& and (attern his ehaviour in such Ga as to solve the (rolem satis+actoril!K

+re-rea%ing

I! #iscuss the +olloGing uestions in grou(s6 "!Lh do ou Gant to stud (schologSuggested motives6

9ecause Ge lie the domain7 9ecause Ge can get good


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d5 (riorit He5 (rocess H

+5 h(othesis Hg5 H +ocih5 H (henomena

i5 genius H& H


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The Simple Present

Use6 aitual& re(eated actions in the (resent7 Permanent situations7 :eneral truths7 Timetales= o++icial (rogrammes 4Gith +uture meaning5!

Time E2(ressions6 4e2(ressing +reuenc5 never& alGas& sometimes& o+ten& usuall& seldom 4rarel57ever da=GeeH!

+rac&ice

Arrange the e2(ressions o+ time in the right (lace on an a2is Ghich has JDYK mared at one end& andJ"DDYK at the other end& to e2(ress +reuenc!"DDY a,'a-s

HHHHHHHH!!!HH!!!HHHHHH

DY HHH

Form6 A++irmative 4no au2iliar Z56 Add J$sK or J$esK to the short in+initive o+ the ver& at the ,rd

(erson singular! Vers Ghich receive J$esK at the ,rd(erson singular& end in 6

a5$sh6 Gash1Gashes75$ss6 miss$misses7c5$ch6 search$searches7d5$26 mi2$mi2es7e5$/6 u//$u//es7+5$consonant WoX6do$does7

g5$consonant JK 4i56+l$+lies!

:ive the sim(le (resent *i() .e(s!" si"/u,a(+orm o+ the +olloGing vers6a5 Smile7

5 Fi27c5 Travel7d5 Match7e5 :o7+5 -aress7

g5 -r7h5 Pra7i5 Teach7


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N!-oe& :rammar S(ectrum ,& 82+ord Univ! Press& "CC?& (aginile @$& sau alte volume cu e2erci'ii degramatic!

"!-hoose the most a((ro(riate Gords underlined6a5 A (ersons li+e consist=consists o+ series o+ res(onses to stimuluses=stimuli!

5 Each area o+ human relationshi( reuires=reuire intensive and e2tensive stud ased on some

h(othesis=h(otheses!c5 The (schologists +unctions is=are to discover the asic (rinci(les o+ (schological(henomena=(henomenons!

d5 The research datums=data shoGs=shoG overt sm(toms o+ malad


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Some psychology educators fear that graduate programs neglect to teach the critical thinking skills

students need to succeed.

Imagine (ractitioners Gho are so sure the noG Ghat causes (atients troules& the searchautomaticall the diagnostic categories& automaticall ting an2iet to childhood trauma or de(ressionto a ad marriage!

Its a disturing (ros(ect& et an entirel (ossile one +or someone Ghose academic training

Gas strong on +acts& ut Gea on critical$thining sills needed to Kthin lie a (schologist&K sas9oston -ollege (schologist Peter :ra& Ph#!A (scholog student Gith the (ro(er training noGs to vieG the an2iet or de(ression as a

scienti+ic (rolem 1 to consider a road range o+ (ossile causes and treatments& sas :ra& Gho Griteson critical thining and hoG to teach it!

Thining lie a (schologist is thining scienti+icall& sas :eorge Stricer& Ph#& o+ Adel(hiUniversits Institute o+ Advanced Pschological Studies! Its a((roaching ever (rolem as a neGone!P(!1,em%s!,+i"/ s2i,,s (a"s3e( i"! .(a&i&e# '*i,e 3a&s a") *e!(- !3e" &*a"/e#Stricer (ointsout!

9ut not all o+ todas (scholog students are encouraged to thin scienti+icall& sa :ra&Stricer and other (scholog (ro+essors! These educators are concerned that unless more em(hasis is

(ut on thining criticall and scienti+icallthe +undamental traits o+ Ghats needed to e a good(schologistthe +ield runs the ris o+ (roducing ad$(re(ared (ro+essionals!

To ensure that there turning out critical thiners& e)u&a!(s s*!u,) 3!&us !" *e ,!/i& a")e+i)e"&e 1e*i") *e &!"&e.s *e- ea&* i"sea) !3 (eai"/ *em as .(emises 3!( mem!(isai!"# theadvise!

Most im(ortantl& e)u&a!(s s*!u,) ea&* su)e"s ! a,'a-s a..(!a&* .(!1,ems 'i* a"i"4ui(i"/ a") s2e.i&a, aiu)e#Stricer sas!

JLe need to conve a message that thining lie a (schologist means alGas asing oursel+hoG ou noG something&K he sas!

Loo>ing for con&ra%ic&ionsTeaching students to (ractice scienti+ic thining at all levels o+ (scholog enales them to

ecome more com(etent (ro+essionals& sas (schologist #iane al(erne& Ph#& o+ -ali+ornia StateUniversitSan 9ernardino! al(erne served as critical thining consultant to the National Education:oals Panel& Lhich in "CC) charged educators Gith increasing the numer o+ college graduates Githa%/ance% s>ills in cri&ical &hin>ing an% of e/i%ence)I"+esi/a!(s s*!u,) a,'a-s see2 i"3!(mai!" *a &!"(a)i&s *ei(

H-.!*esis !( *a5s easi,- !+e(,!!2e) !( !mie)& al(erne teaches!I+ a student Gere Griting a (a(er on Ghether e2ercise reduces de(ression& she Gould advise the

student to also consider Ghether e2ercise increases de(ression& and to loo +or data su((orting otharguments!

-onsistent Gith the scienti+ic method& Ghich is essentiall the a((lication o+ logic& s&ie"i3i&*i"2e(s &!"sa",- 4uesi!" *ei( !'" assum.i!"s a") ,!!2 3!( a,e("ai+e &!"&,usi!"s a"))is&!"3i(mi"/ e+i)e"&e&she sas6The method involves the basics of an; scien&ific e?


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A *e /(a)uae ,e+e,# su)e"s !3e" 3i") &(ii&a, *i"2i"/ )i33i&u, 1e&ause *e-5+e /(!'"a&&us!me) ! mem!(isi"/ 3a&s& sas Lilliam aliias& Ph#& a (scholog instructor at Antioch NeGEngland :raduateSchool! T*e- ,ea(" *e mae(ia, ! .ass *e es a") 3!(/e i 9us as 3as6

aliias elieves (scholog (ro+essors can rea students +rom narroG$minded thining and(re(are them +or (ractice teaching them to6

$rganise inferencesStudents need to loo at all (ossile reasons +or a (rolems occurrence

instead o+ eing draGn in the most emotionall com(elling one! For e2am(le& i+ a child re+uses toattend school& it could e di++icult learning to read rather than se(aration an2iet +rom the mother&that is causing the (rolem!

Dis&ing'ish &he le/el of cer&ain&;Educators must teach students hoG to se(arate noGn+acts +rom s(eculation& instead o+


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9I8S TuerculosisVIP The United Nations:M The Federal 9ureau o+ InvestigationPh# igh +idelitUR; Portale #ocument Format8;E Uni+orm Resource ;ocator 4address o+ a

document on the Ge5P#F 8


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UNIT ) DE1EL$+I" RELATI$S#I+S-8URSE " HUMAN ATTACHMENT

SingA student draGs a +amil 4as he=she imagines it5 on the lacoard! The other students are ased toGrite sentences 4in the (resent (rogressive tense6 am= is= are ver$ing5 to descrie the mimic and thegestures o+ the student at the lacoard as he=she is draGing!Lords at the students dis(osal6Smile& +roGn& GithdraG& sad& ha((& shoced& hidden& hold hands& ee( at a distance& Garm& cold&indi++erent& loo +orGard& loo at one another& loo doGnGards& have +un& together& sta isolated& in+ront o+& ehind& ne2t to& ecome tense& ecome rela2ed& +rustrated& smug4arrogant5 undecided& hurt&thought+ul& (u//led& con+ident& !I Gould +orgive this (erson +or(racticall anthing!?!I have great con+idence in this

(ersons good


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@!I Gould do almost anthing +orthis (erson!A! Sum o+ our res(onses touestions ",?[9! Sum o+ our res(onses touestions )>@[

Lhich is greater A or 9

Lhat ind o+ relationshi(s have ou een thining aout6 4tic the right ansGer5 -asual dating H E2clusive datingH Engaged cou(leH Married cou(leH

I! RU9INS -8N-;USI8NS Short te2t 4(age )@D5JThe +ound that casual daters re(orted more liing than loving! 9ut among those in morecommitted relationshi(s& liing and loving did not di++er!K#o these conclusions a((l to our situation=conte2t

"RA77AR 6$CUST*e P(ese" P(!/(essi+eUse6 The (resent (rogressive is used to e2(ress6 an action in (rogress at the moment o+ s(eaing7 a tem(orar action in the (resent 4I am attending an English course!57 +i2ed arrangements in the near +uture 4Shes +ling to Paris the da a+ter tomorroG!5 annoance or criticism 4Gith JalGasK56 es alGas taling too much!

Time Adverials6 noG7 at the=this moment!Form6

A33i(mai+e: Su


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other Gord e2ce(t ma"! Poets& novelists& (hiloso(hers& and theologiansamong othershave alltried to de+ine love and count its varieties! So have social (schologists!

The most common a((roach in social (scholog divides all love into tGo t(es6 the intenselromantic


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+rac&ice:Match the de+inition in the +irst column to the right conce(t in the second column 4conce(ts6

(assionate love& attachment stle& com(anionate love5 draGing arroGs to connect them!Defini&ion Conce

+re-rea%ingI! Fill in the lans Gith the suitale Gords +rom the o2 eloG6

Lhich & the& meta(hor& trul& em(hasis& secondar&love& other& according to& lie

For ohn ;ee 4"C5& love is \\\\\\\\1a Jman s(lendored thing&K Gith the \\\\\\\\\\\\2onma"-! ;ee uses color as a \\\\\\\\\\\\\3+or love! Three t(es o+ love $$ \\\\\\\\\\\\\\4hecalls eros& ludus& and storge 1 are \\\\\\\\5(rimar colors7 the +orm the asis +or \\\\\\\\\6cominations! ;ee also descries three \\\\\\\\\\\\\\\\7t(es 1 called mania& aga(e& and

(ragma 1 although \\\\\\8(otential numer runs much higher! \\\\\\\\\\\\\\\9;ee& JoG

man colors o+ \\\\\\\\\\10

are there As man as there are (ossile mi2tures andcominations& as in color itsel+K!4;ee& "CBB& (!>C5!

Rea%ing:II! Te2t 4(art )5

8+ the adults Gho (artici(ated in this research& ?@ (ercent indicated that these&u(e s-,eo+attachment est descried the e2(eriences and +eelings! Around )? (ercent o+ su


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(artner& desire +or reci(rocation +rom the (artner& and love at +irst sight! Thus& thean2ious=amivalent attachment stle in adults resemles (assionate love& Ghile the secure adultattachment stle is similar to com(anionate love!

LA"UA"E 6$CUSNeG Vocaular6 to avoid& avoidant& avoidance& avoidale7 at +irst sight7 lael7 ottom vs to(7 tode(end on7 to manage& to merge& to comine& to Kecome oneK7 to scare aGa7 reluctant& unGilling&

disinclined to7 to (artae7 storge7 to commit to& mae onesel+ res(onsile +or7 commitment& (ledge&4un5commited& (romise7 undertaing7 to +ocus 4ver5 1 +ocus 1 +oci=+ocuses 4noun57 according to&as O (uts it=suggests7 to consist o+ enumeration& e made u( o+6 to consist in& have as the chie+ oronl element 1 E!g!6 JThe ha((iness o+ a countr consists in the +reedom o+ its citi/ens!K7 toinvolve vs to evolve7 to de(ict& to (resent& to deal Gith7 ma& Social

Pscholog5!

"RA77AR 6$CUSrecclingg Present Sim(le vs Present Progressiveh "! Put the vers in racets into the (resent sim(le or the (resent continuous 4(rogressive56

a5 oung (eo(le 4ecome5HHHHH!!less Gilling to assume commitment through marriage!i 5 According to Phili( Shaver and his colleagues 4"CBB5 the Ga in Ghich a (erson 4interact5

HHH!!!Gith signi+icant others 4e5H!! called a&&achmen& s&;le! c5 e H alGas 4avoid5HHHH (eo(le Gho dont loo u( to him and (raise him e2cessivel!

d5 The documentar JFocus on Attachment StlesK 4egin5 HHHHtomorroG at ? (!m!! e5 err 4Gor5HHHH! at a (schological research institute in Vienna! +5 9ut this Gee he 4(artici(ate5HHHHHH to an international collouium in 9erlin! g5 Le 4go5HHHHHH! to the lirar +or the ne2t cou(le o+ das! h5 As ohn ;ee 4(ut5HHH!!it& there are three t(es o+ love!)! Match the e2(ressions eloG $$that denote the use o+ each ver tense$$ in the sentences ine2ercise ) aove to the letter o+ the sentence and s(eci+ Ghat ver tense 4(resent sim(le or (resentcontinuous=(rogressive5 is used 4as in the e2am(le56

A! tem(orar situation=action7 9! annoing re(eated situation=action7 -! changing situation7 #! commentaries& revieGs& narratives7

E! general truths& laGs o+ nature7 F! o++iciall (rogrammed actions=+uture meaning7 :! in+ormall (lanned actions=+uture meaning7 ! (ermanent situations=actions!E!g!6

Sentence4see e2ercise)5

Use Sim(lePresent

Present-ontinuous

a5 -! $$ v5c5d5

e5+5g5

"


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h5

9iliogra(h6 :! :l'eanu& E2erci'ii de gramatic engle/& (!?) sau J:rammar S(ectrum ,K&(!"D$""& or other grammar oos!

A%%i&ional Ac&i/i&ies:I! #escriing (eo(les a((earance! 4see also 9!! Thomas& Advanced Vocaular Q Idiom&;ongman "CBC& (!"$) 1 Lhat are the Gearing +or +urther (ractice5 -om(lete each (assage eloG Gith the correct Gords +rom the list aove it to mae an accuratedescri(tion o+ one o+ the (eo(le in the illustration!

Picture" Picture) Picture ,

+ic&'re (es a tallHHHHH!"man! e has gre hair and a HHHH)nose! es Gearing a lueHHHH,suit and a redHHH!!!>is trousers arent HHHH! ?An inch o+ HHH!@shoGs +rom each o+ hisHHHHHis gre shoes areHHHHH! B From the Ga hes ending& he seems to e looing+or something!

single-breas&e% croo>e% slee/esslim c'ff s

+ic&'re ,Shes oung& maeHHHH!!"She has a HHHH!!) HHHHH!,er short HHHH!>hair islight roGn! She isHHHHH!?dressed! Shes Gearing aHHHHH@elloGHHHHHandaHHHHHBdar green sirt! Shes standing in +ront o+ her usiness colleagues!


19/69

M soul can reach& Ghen +eeling out o+ sightFor the ends o+ 9eing and Ideal :race!I love thee to the level o+ ever dasMost uiet need& sun and candlelight!I love thee +reel& as men strive +or Right7I love thee (urel& as the turn +rom Praise7

I love thee Gith the (assion (ut to useIn m old grie+s& and Gith m childhoods +aith7I love thee Gith a love I semed to loseLith m lost saints& $$ I love thee Gith the reath&Smiles& tears& o+ all m li+eZ 1 and& i+ :od choose&I shall ut love thee etter a+ter death! 4Eli/aeth 9arrett 9roGning5

Re(lace the underlined Gords=(hrases Gith other Gords o+ our choice to +olloG in Eli/aeth

9roGnings +ootste(s!

"C


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UNIT , ITERESTS AD ATTITUDES-8URSE " DI=ERGENCE O> INTERESTS

Sing:-hain Stor 4sim(le (ast5 Students choose a Gord +rom the recentl learnt vocaular! Eachstudent contriutes to the telling o+ a stor started the teacher! The sentence must contain thechosen Gord!

Rea%ing:Te2t J#anger o+ Too :reat #ivergence o+ InterestsK& :eneral Pscholog& (age "@?

Although a (erson should have more than one interest Ghich has ecome haitual Gith him&there is danger in the (ossession o+ too man interests& in that none o+ them can e develo(edsuccess+ull! An illustration o+ this danger ma e seen in the stor o+ a man Gho Gas e2tremelversatile!

This man (ainted a little&7 he sang a little7 he too (art in several success+ul motion (ictures7 heGas one o+ the +irst to e2(lore artistic (hotograh7 he Gas dee(l religious& and he devoted time +reelto os organisations! e seemed intensel interested in each o+ these activities at the time o+engaging in it& ut he Gas unale to sta Gith an one o+ them long enough to develo( more thanmoderate success! This man is noG old and disillusioned& Githout an de+inite interest +or his old age!

8+ten a right student is interested in so man +ields that he +inds it di++icult to decide u(on hisvocation or his ma


21/69

LA"UA"E 6$CUSNeG Vocaular6 right& intelligent& clever7 dee( vs shalloG7 versatile& interested in and clever atman di++erent things& having various uses7 success vs +ailure7 leisure$time activities7 avocation&occu(ation that is not a (ersons ordinar usiness& im(ro(erl& vocation7 to sGitch to& to move to!

+rac&ice E2(ressing 4dis5lie!

"! Lhat are ou interested in 4use the gerund +orms6 ver$i"/5Im mostl Interested in Reading oosmainl -ollecting stam(s&H

)! Im ver +ond o+ ver$ingI lie Ver$ing

En


22/69

>!7T*a"8 +e(sus 7*e"8E!g!6 Jmore thanK& Jetter thanK 4the com(arative57 JthenK 1 to e2(ress time 4a+terGards5

?!!A)+e(1s '*i&* e") i" 7%,-8Ad


23/69

)!Match the Gords in the tGo columns eloG to mae u( the a((ro(riate set (hrases 4structure6 as a)9e&i+e as "!u"6as a%ec&i/e as a no'n

a5 Mad "5 ;ightning5 Proud )5 Toastc5 ]uic ,5 Feather

d5 ;ight >5 Icee5 eav ?5 atter +5 Larm @5 ;eadg5 Lhite 5 Peacoc h5 SGeet B5 SnoGi5 -old C5 :old


24/69

d

III! Put the ime e$.(essi!"sin italics under the right heading in the tale eloG 4to sa Ghat ver tenseeach is used Gith56

Usua,,- a 3!("i/* a/! "!' se,)!m (a(e,- i"


25/69

Chil% Ab'seLhen si2$ear$old ;isa Steinerg died in the +all o+ "CB& the Ghole countr reacted Gith

outrage! Illegall ado(ted oel Steinerg& a disarred attorne& ;isa lived Gith Steinerg and eddaNussaum& a +ormer editor o+ children oos! According to Nussaum& Steinerg terrori/ed oth herand ;isa re(eated eatings! A+ter one vicious attac& ;isa Gas le+t ling on the athroom +loor +ornearl tGelve hours! 9 the time Steinerg and Nussaum called +or medical assistance& ;isas rain

in6 Straus et al!& "CBD7 Lol+e&"CB?5!

LA"UA"E 6$CUSNeG Vocaular6 outrage7 disarred attorne7 4the5 +ormer vs 4the5 latter7 vicious 4attac57 to convict7manslaughter7 amount7 Gides(read7 surve7 gra(h7 overall& gloal7 increase vs decrease7 in+late vsde+late7 to e=ecome aGare o+!!!7 determined7 to in


26/69

I rememer our Thansgivings on the +arm! Lhen I Gas groGing u(& Ge lived on a +arm nearthe toGn! There Gere man other relatives Gho lived near us! Ever ear the Gould all come& +romother +arms and +rom the toGn to e Gith us!

Led Gor +or das to (re(are +or the holida! Mother and the girls Gould clean ever (art o+the house& and thed get all the e2tra rooms read +or the relatives! Then thed Gash all our estclothesGe call these dresses and suits our JSunda est!K The men Gould cut e2tra Good +or all the

cooing& +or Ge had an old Good$urning stove! Father Gould alGas ill the iggest ture& and thenhed clean the ird! Finall& the Ghole +amil Gould drive into toGn to u the +ood that Ge couldnt(roduce on the +arm& lie co++ee and sugar!

8n Thansgiving morning the Gomen Gould get u( earl to egin cooing! Mother Gould stu++the ture Gith read and onions& and then shed roast it! Aunt Ellen Gould mae a do/en (um(in

(ies! Aunt Ann Gould (ic autumn +loGers +rom the garden +or the center o+ the tale! Shed also ringin vegetales to eat Gith the ture and the (ies!

The older children Gould hel( set the tale Ghile the tGin aies (laed in their high chair! 9utI lied to (la Gith the cat& Gaiting +or someod to give me (ieces o+ +ood! All this time our old dogGould lie under the Garm stove& Gatching the activit!

UNIT > +ARAD$2ICAL 0E#A1I$UR-8URSE " THE UNHELP>UL CROWD

+re-rea%ing:;istening to Sounds 4see Penn Ur& o(! cit!& (age >@5 Students close their ees and listen to the soundsthe ma hear7 then the Grite and tell 4using thesim.,e .asand the.as .(!/(essi+e5!E!g!6 There Gas a car! It Gas going (ast& accelerating! Someod dro((ed something! Someodclosed a doorHH!

Rea%ing:Te2t 4(art "5 7T*e U"*e,.3u, C(!')8& +rom JSocial PschologK& (ages ,">$,"?!

itt :enovese& AndreG Mormille& and the eighteen$ear$old sGitchoard o(erator Gere at aserious disadvantage in needing s(ontaneous emergenc hel( in uran environment! 9i ;atan^ andohn #arle 4"CD5 Gere not convinced& hoGever& that the stresses and strains o+ cit li+e +ull e2(lainGh these individuals didnt get the hel( the needed! So& these researchers set out to see i+ the

(roduce unres(onsive standers in the cool& calm environment o+ a (scholog laorator! 8ne studGent this Ga!

Lhen a su


27/69

Lhat Gould ou do Lould ou interru(t the e2(eriment& dash out o+ our cuicle& and tr ti+ind the e2(erimenter

As it turns out& su


28/69

at this time last Monda7 then7 at that time7 the da e+ore esterda& +rom "D to ") a!m!!

Form6

A33i(mai+e:Su


29/69

a +eG minutes ehind schedule! 8n the Ga to the other uilding& all su? (ercent o+ those Gho elieved the Gere on schedule andonl "D (ercent o+ those Gho had een told the Gere late! In descriing the events that too (lace in

their stud& #arle and 9atson noted that Jon several occasions a seminar student going to give histal on the (arale o+ the :ood Samaritan literall ste((ed over the victim as he hurried on his GaZK

LA"UA"E 6$CUSNeG Vocaular6 to notice vs to oserve a rule7 at least7 ordinar& common& usual& customar&haitual7 to (erceive& (erce(tion7 to distract7 to divert attention7(light4o+ a victim57 to e caught u( in7an outcast7 to (oint out vs! to underline7 to em(hasi/e7 u(coming& +olloGing7 to cough7 to groan7 toslum(7 e=run right on time=ehind schedule=ahead o+ schedule!

The Jsel+K conce(t"! :ive e2am(les o+ com(ounds Gith 7se,384e!g!6 sel+$concern7 sel+$aGareness7 sel+$hood7 sel+$

(reservation7 sel+$assertion7 sel+$esteem7 sel+$de(endence7 sel+ con+idence7 sel+ aggrandi/ing attitudes7sel+$control!)! 9rie+l discuss aout the Freudian inter(retation o+ PERS8NA;IT6 the three selves6 the id&theego& the su(erego 4the ideal sel+5!,! Match the conce(ts in column A to their a((ro(riate de+inition in column 96

-8N-EPT #EFINITI8NA! sel+$actuali/ation "! uniue identit& individualit9! sel+$assertion )! reliance on ones ca(acities-! sel+$com(osed ,! the (rocess o+ understanding onesel+ and

develo(ing ones oGn ca(acities and talents4coined Araham MasloG5

#! sel+$con+idence >! having ones emotions under controlE! sel+$esteem ?! the ailit to e2ercise the Gill so as to (revent

onesel+ +rom e2(ressing strong emotion oracting im(ulsivel

F! sel+hood @! ehaviour asserting ones claims or rights&e2(ressing con+idence in ones (ro(er merit oraggressivel asserting the su(erior ualit o+ones oGn mind and od

:! sel+$control ! onesgood o(inion o+ ones dignit or Gorth

E!g!6

A! 9! -! #! E! F! :!,!

+rac&ice"!Lord$GeTr to design a Gord$Ge +or the e conce(t PS-I- PR8-ESSES!)!uman Sounds 4see 9!!Thomas& Intermediate Vocaular& (age >D5!

"RA77AR 6$CUS"!T*e Re3,e$i+e a") *e Em.*ai& P(!"!u"

)C


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6Pas Sim.,e +s6Pas P(!/(essi+e $reccling!Formative Evaluation!

UNIT ? CAREER DE1EL$+7ET

-8URSE " OBS AND EMPLOYMENT+re-rea%ingTal aout the advantages and disadvantages o+ the


31/69

to loo u(=doGn to someod [ to res(ect& admire=to des(ise7 to loo a+ter [ to tae care& (rotectH7 to loo out [ to e care+ul!

Fill in the correct (article4s56 M sister$in$laG is looing H!!"a good a$sitter Gho Gould loo H!!)her tGo$ear$old daughter! She loos HH!,to irres(onsile (eo(le even i+ the looed H! >to her!

)! U"&!u"a1,e "!u"s6 +urniture7 neGs7 in+ormation7 advice7 luggage7read7 soa(7 +lourH

,!Pa(ii+e .*(asesused Gith uncountale nouns6 an item o+7 a (iece o+7 a ar o+7 a loa+ o+H>!T*e P(ese" Pe(3e&Use6 to e2(ress6

an action e+ore another (resent action or moment7 a com(leted action Ghose results are e++ective in the (resent7 actions Ghich ha((ened at an unstated time7 (ersonal e2(eriences or changes Ghich have ha((ened7 em(hasis on numer 7

a recentl com(leted action!Time Adverials6 ever& never&


32/69

89E-TIVE

_-lic here and t(e o Aror Shoe Southridge& S-

Nai!"a, Sa,es Ma"a/e( Increased sales +rom ?D million to "DD million!

#ouled sales (er re(resentative +rom ? million to "D million!

Suggested neG (roducts that increased earnings ),Y!

"CB?1"CCD Ferguson and 9ardell Southridge& S-

Dis(i& Sa,es Ma"a/e( Increased regional sales +rom )? million to ,?D million!

Managed )?D sales re(resentatives in "D Lestern states!

Im(lemented training course +or neG recruits s(eeding(ro+itailit!

"CBD1"CB> #u++ Vineards Southridge& S-

Se"i!( Sa,es Re.(ese"ai+e Tri(led division revenues +or each sales associate!

E2(anded sales to include mass maret accounts!

E2(anded sales team +rom ?D to "DD re(resentatives!

E#U-ATI8N

"C"1"C? Southridge State Universit Southridge& S- 9!A!& 9usiness Administration and -om(uter Science! :raduated Summa -um ;aude!

INTERESTS

Southridge 9oard o+ #irectors& running& gardening& car(entr&com(uters!

TIPS

Select te2t ou Gould lie to re(lace& and t(e our in+ormation!

F)Co/er Le&&er hin&s=!

F A O 4 " ) , 5 D C B $ @ ? > b E $ M A I ; M E M - 8 M P A N ! - 8 M

" ) , > ? M A I N S T R E E T b A N - I T & S T A T E 8 R P R 8 V I N - E " ) , > ? $ @ B C b P 8 N E 4 " ) , 5 > ? @ $ B C D

,)


33/69

-om(an Name ere17 January, 2014

[Click here and type recipients address]

Dear Sir or Mada!

T(e our letter here! For more details on modi+ing this letter tem(late& doule$clic 4!To return tothis letter& use the LindoG menu!Sincerely,

[Click here and type your nae][Click here and type "o# title]

;etter umle 4(age )"& Practise Advanced Lriting& Mar Ste(hens& ;ongman& "CC5!?!Lrite a cover letter to a human resource manager !I am ale to do things as Gellas most other (eo(le!

" )

?!I +eel I do not have much to e(roud o+!

" )

@!I tae a (ositive attitude

toGard msel+!

" )

!8n the Ghole& I am satis+iedGith msel+!

" )

[Click here and type return address]

,,


34/69

B!I Gish I could have moreres(ect +or msel+!

" )

C!I certainl +eel useless attimes!

" )

"D!At times I thin I am no goodat all!

" )

Te2t6 JoG Is our Sel+$EsteemK& Sociolog& (age ">)!

G'es&ions &o consi%er"!;ist three or +our o+ our ma


35/69

,5 Sim(l inter(reting others res(onses in Gas that su((ort a (ositive sel+$image!Lhen othersres(onses are amiguousand the usuall are& Ge


36/69

It ones usinessA guess at8nesel+ at homeSure o+JTo mae a mountain out o+ a molehill!KJTo mae oth ends meet!K

JTo mae haste sloGl!KJMae ha Ghile the sun shines!K

+rac&iceFill in the lans using either MAE or #8 at the right tense!

"! She has alreadHHHH!!dinner!)! Its hard to HHH!a decision at such short notice!,! Patience HHH!Gonders 4miracles5!>! ou shouldntHHHH!the (olite i+ ou dont +eel that Ga!?! I hateHHHHHthe Gashing u(!@! HH!as ou Gould e done!! I havent HHHHu( m mind as to Ghat I shouldHHne2t!B! SheHH!!her hair at the hairdressers last Lednesda!C! Lh havent ouHHHour homeGor!"D! HHHthe houseGor is euivalent to chores 4A!E!5 = chares 49!E!5!""! She HHalGasHHH!a mountain out o+ a molehill!")! HHHha Ghile the sun shines!",! HHHhaste sloGl!">! HHHourselves at home!"?! #ontHHsuch a +ussZ

+R$UCIATI$6 hierarch!

FolloG$u( activities6 Sociolog& (age ">)& 4]uestions to -onsider5!"! ;ist three or +our o+ our ma


37/69

The Ga im turned!HH!"the o++er& eventuall made the oss turnHHHH!)him! e didnt eitherlisten or at least turnHHH!,the volume o+ the -# (laer Ghile the oss Gas taling to him! 8nthe contrar& a+ter a +eG minutes he even turnedHHH>the volume!The oss got angr and turned the (laerHH!!?et& im immediatel did the o((osite& turneditHH!@and declined the o++er!

)!The structures JLhetherHor not=LhetherHor GhetherK4see the te2t5! 9rie+l comment on JLhat a

distressing contrast etGeen the radiant intelligence o+ the child and the +eele mentalit o+ the averageadult!K 4S! Freud5 using these structures 4JLhetherHor not=LhetherHor GhetherK5!,!;ong Ad!T*e P(ese" Pe(3e& P(!/(essi+e +s *e P(ese" Pe(3e&Use6 to e2(ress6 an action Ghich has started 1e3!(eanother (resent action=moment& and has continued u( to the

moment o+ s(eaing& and ma continue even a+terGards7

a +inished action e+ore another (resent action=moment& to em(hasise the idea o+ duration7 actions Ghich have visile results in the (resent7 irritation& anger& annoance& e2(lanation or criticism!-hoose the right item6

"! Aunt Ellie is out o+ reath ecause sheHHHHHHHHin the orchard +or a cou(le o+ hours!a! Gored7 ! has Gored7 c! has een Goring!

)! SheHHHHHH!man do/ens o+ +ruit so +ar!a! (iced7 has (iced7 has een (icing!

,! She stillHHHHHHHH!to lean the ladder against a tree& though she is tired!a! Gant7 ! Gants7 c! Ganted!

>! #ro((ing out is not her stle! So& sheHHH!stillHHHHHHher est to +inish the


38/69

UNIT @ EDUCATI$ AD T#E SEL6-8URSE " HUS0Y HAD BEEN =ERY HEALTHY

+re-rea%ingTaling aout health and diseases 4contagious& chronic& common disease5! The human od!Rea%ingTe2t6HUS0Y HAD BEEN =ERY HEALTHY#(ages"DB$"""& -hanging Times& -hanging Tenses!

us elloGhair is a little o on the Nava


39/69

and hos(itals! U( to that time& us had een ver health& so he hadnt seen man doctors! As heGas Gaiting& he greG more a+raid! The +amil had Gaited +or an hour Ghen the doctor came!

The oung doctor +ound the (rolem immediatel! The cold had gone to uss ears& andhed develo(ed an ear in+ection! Although it Gasnt a serious disease& it had caused the (ain and the+ever! Lith stronger medicine& us Gould e Gell soon!

"& @DC! , metres

LA"UA"E 6$CUSVocaular6 sic& disease& ill4ness57 a +ever& ha +ever& +everish7 la(& la(to(7 health457 to catch 4a cold57to (ic u( an in+ection!

"RA77AR 6$CUS"!The ver &a&* (re(osition!To catch U(

Gith[ 9ecome eual to others

on [ ecome (o(ular 8n to [ understand

U( on [ ring=come u( to date)!The ver 1(i"/ (re(osition!To ring along [ to +etch Gith

on [ causeout [ (roduceu( [ educate=rear=raise children

,!The ver 2ee. (re(osition!To ee( u( [ :o +orGard

on [ continueo++ [ maintain a distance

In4Gith someod5 [ remain on good terms Githout [ avoid

+rac&iceFill in the lans Gith the suitale (re(ositions 4mind the e2(lanations in bol%in the racets56

8ne strange ha((ening caughtH!!4became


40/69

Time E2(ressions6 e+ore& +orH& sinceH& a+ter & 5 The o/one laerHHHHHH!!thinner and thinner!

a! gets7 ! is getting7 c! get!

-8URSE ) BALANCING EUITY AND ECELLENCE

+re-rea%ing::rou( Lor6 Mention at least ? shortcomings o+ the Romanian educational sstem in terms o+ euit4eual o((ortunities and access5 and e2cellence 4com(etitive (rocess and results& creativit5! 9rie+lcomment on this issue!

Rea%ing:Te2t6 Sociolog& (age,B,!

BALANCING EUITY AND ECELLENCEIn "CB,& an "B$memer National -ommission on E2cellence in Education issued a re(ort that

Gas e2tremel critical o+ U!S! education! The re(ort indicated that ", (ercent o+ all "$ear$olds and asmuch as >D (ercent o+ minorit ouths are +unctionall illiterate! In a com(arison o+ U!S! students Githstudents +rom )" other nations& Americans scored the Gorst on o+ "C achievement tests and nevercame in either +irst or second! The commission argued that the (rolem Gas caused not +actors

eond our control ut sim(l lac o+ insight and Gill! The solutions recommended included6

"5 a more demanding seuence o+ asic courses7)5 longer school das and school ears& and,5 higher standards +or school achievement!

:enerall& the call +or e2cellence in education has een Gell received! 9 "CB>& " states hadinstituted com(etenc testing +or high school graduation and more Gere in the (rocess o+im(lementing it! Increasingl& hoGever& (olic maers are +acing the dilemma (osed the (otentiallcon+licting demands o+ euit and e2cellence 4Ale2ander et al!& "CB?5!

T#E DR$+$UT +R$0LE7#es(ite the shar( e2(ansion in education in the last decades& a sustantial minorit o+ the

(o(ulation has not graduated +rom high school! In "CB>& +ull "> (ercent o+ all oung adults )?$)C hadnot graduated +rom high school7 this +igure is )" (ercent among lacs and >" (ercent among is(anic

oung adults!These dro(outs (ose a (otentiall maD


41/69

7D(!..i"/ !u !3 *i/* s&*!!, is ass!&iae) 'i* a" a((a- !3 i")i+i)ua, a") s!&ia, &!ss6 >!(*e i")i+i)ua,# 3ai,u(e ! &!m.,ee *i/* s&*!!, is ass!&iae) 'i* ,imie) !&&u.ai!"a, a") e&!"!mi&

.(!s.e&s# )ise"3(a"&*iseme" 3(!m s!&ie- a") is i"siui!"s# a") su1sa"ia, ,!ss !3 .e(s!"a,i"&!me !+e( *is !( *e( ,i3eime6 >!( s!&ie-# .(emau(e s&*!!,%,ea+i"/ is ass!&iae) 'i* i"&(ease)e$.e")iu(es 3!( /!+e("me" assisa"&e ! i")i+i)ua,s a") 3ami,ies# *i/*e( (aes !3 &(ime# a")mai"e"a"&e !3 &!s,- .(!/(ammes 3!( .u(.!ses su&* as em.,!-me" a") (ai"i"/6 JSei"1e(/ e a,6#

FK:68For all these reasons& the dro(out (rolem is a social (olic issue! It is an issue that the re(ortson e2cellence ignore altogether! An im(ortant uestion +or (olic maers is Ghether ste(s made toincrease e2cellencehigher standards& more asics& longer school ears or school dasGill increasethe dro(out (rolem! I+ im(osition o+ higher standards increases the SAT scores o+ those students Ghoremain ut doules the dro(out rate& es(eciall among minorit or disadvantaged students& Gill Gehave gained 8r& as one recent re(ort claims& Gill this e a Jlue(rint +or +ailureK 4Mc#ill et al!&"CB@6",C5!

LA"UA"E 6$CUS

To issue& an issue7 4il5literate& 4il5literac7 achieve4ment57 outh4s57 to argue& argument7 eond7 lac o+insight and Gill7 Gill& testament7 demanding7 seuence7 call +or e2cellence7 (olitics vs! (olic7 to (ose7to dro( out& a dro(out7 arra7 disen+ranchisement7 loss vs! gain7 income7 e2(enditure7 to maintain&maintenance7 costl& e2(ensive& dear7 altogether7 to im(ose& im(osition7 to tae the +loor7 com(ulsor7eel7 suirrel7 nervous readoGn7 to doule vs! to trele7 to claim7 lue(rint7 to sGee( 4over5 1sGe(t 1sGe(t7 tide7 mediocre& mediocrit7 tough7 trend& tendenc7 to attem(t7 shar( e2(ansion7 des(ite& in s(iteo+!

+'nc&'a&ion mar>s: comma & +ull sto( ! semicolon 7 colon 6 inverted commas J K h(hen $ uestion mar e2clamation mar Z dots H

"RA77AR 6$CUSI6 T*e P(ese" Pe(3e& a") *e Pas Pe(3e&4reccling5!

+rac&ice"!Identi+ the (resent (er+ect and the (ast (er+ect +orms o+ the vers in the te2t aove!)!oG much +reedom should children have 49!! Thomas& Advanced Vocaular and Idiom&;ongman& "CBC& (age @5!

II6 T*e Pas Pe(3e& P(!/(essi+eUse6 to e2(ress6

an action continuing u( to a s(eci+ic time in the (ast7 a continuous& (ast action Ghich had visile results or e++ect in the (ast!

Time E2(ressions6 e+ore& +or!!& sinceH& a+ter &


42/69

Ne/ai+e:S had not ver $ingH!4short +orm6 hadnt5!-hoose the correct item6"5 SheHHHHHin a stale +amil e+ore she got married in )DDD!a! has een rought u(7 ! Gas rought u(7 c! had een rought u(!)5 arrHHH!!an ugl accident a cou(le o+ ears e+ore the moved house!

a! had7 ! had had7 c! has had!,5 e is Gear! eHHHHHHH!at the oring (ro5 The Gere Gorried! The (oliceHHHHHH!+or their idna((ed children +or a +ortnight Githout+inding a clear lead!a! had looed7 ! has een looing7 c! had een looing!?5 eHHHHH!!all the (ossile assum(tions until esterda morning Ghen he had that illumination!a! had e2hausted7 ! had een e2hausting7 c! has e2hausted!

Lis&ening ;isten to JThe Animal SchoolK +ale and +ind the +laGs that such a school has& +rom the (oints o+

vieG o+ euit and e2cellence 4see the ta(e scri(t5! Also comment on JThe +amil that learns together& earns together!K Ta.e s&(i.

The Animal School

8nce u(on a time& an animal meeting Gas held in the +orest! The issue at stae Gas animaleducation! The animals Gere going to set u( a school! An Animal School 9oard Gas elected!

#es(ite some sti+led (rotest& the Animal School 9oard decided on a common curriculum +or allthe animals! The +our com(ulsor curriculum areas Gere6 Running& -liming& SGimming& and Fling!There Gere no o(tional su)


43/69

UNIT 6UTUR$L$"9 H T#E SCIECE $6 T$7$RR$8-8URSE " THE >UTURE O> OUR WORLD IN THE NET MILLENIUM

+re-rea%ing:"!Lord Le6 Gords related to the e Gord JFUTUREK 4E!g!6 antici(ate& +orecast& +oretell& (redict&

(rognosis&H5!)!#ialogue etGeen an o(timist and a (essimist 4(ages "),$")>& -hanging Times& -hanging Tenses5!Fill in the dialogue 4use the right re(lies5!

Rea%ing

Te2t JThe -ar o+ the FutureK& 4-hanging Times& -hanging Tenses& (ages ")D$")"5!

>,


44/69

LA"UA"E 6$CUSNeG Vocaular6 to e in troule& as&=loo +or troule& troulesome& troulemaer=shooter& to getsomeone into troule& troulous& distured& to +ish in trouled Gaters7 air conditioning7 gas 4A!E!5 vs

(etrol 49!E!57 lights& headlight& light vs darness& light=dar colour 4lue5& light 4aduu(e

Use6 to e2(ress6 an action Ge are not sure aout 4use o+ J(roalK57 ho(es& +ears& threats& on$the$s(ot decisions& o++ers& (romises& Garnings& (redictions&

comments 4Gith e$.e *!.e# 1e,ie+e# I5m a3(ai)# I5m su(e# I 2"!'# I *i"2 .(!1a1,-7 a (rediction or a +uture action or event Ghich ma or ma not ha((en!

Time E2(ressions6 tomorroG& tonight& ne2t Gee=ear=!!& in tGo das& the da a+ter tomorroG& soon&in a Gee=+ortnight& on the "sto+ une& in )DD,& a!s!o!! Form6

A33i(mai+e: S shall=Gill ver H!4short +orm6 ll5!I"e((!/ai+e:Shall=Gill S ver H!Ne/ai+e:S shall=Gill not ver H!4short +orm6 shant=Gont5!6 T*e +e(1 7a2e8 .(e.!sii!":a+ter [ to resemledoGn [ to Grite=record+or [ to mistaenl assume that s=sth! Is s!=sth! elseFor granted [ to assume as a +act that does not need an con+irmation

In [ to receive& admit7 to reduce the si/e o+7 to include=com(riseo++ [ to remove7 to de(art 4aero(lanes5over [ to tae control=(ossesion o+Hto [ to ado(t as a hait=(ractice=ho

+rac&ice:rammar e2ercises 4:! :l'eanu& o(! cit!& Ed! Alatros& "CBD& $ v! i alte edi'ii& (ag! )"@$))B5 +romvarious grammar oos or +rom the suggested re+erences!

Sing9rie+l e2(ress 4in a((ro2imatel )DD Gords5 hoG ou imagine the +uture o+ (scholog in the ne2tmillenium! 4grou( or individual Gor& as est suitale5!Suggestions6 machiner develo(ment and human rain& co(ing Gith (hsical im(airments6 dea+ness&dumness& lindness& mental retardness& a!s!o!!

-8URSE ) WOMEN PAST AND >UTURE

>>


45/69

+re-rea%ingIn Ghich Ga do ou thin the condition o+ Gomen has changed latel 4+or etter=Gorse5 :ivearguments!

Rea%ingTe2t JPschoanalsis and LomenK

49oo RevieG on JThe Pscholog o+ Lomen6 Pschoanaltic Pers(ectives&K Arnold Richards andPhllis Tson5This oo com(ares Freuds theories Gith thencontem(orar theories aout the mind o+

Gomen! Valuale histor is contained in the (ages o+ this oo 1oth the histor o+ Freud and hisrelationshi(s Gith Gomen and the histor o+ various theoretical trends in e2amining the (scholog o+Gomen! Other topics includeo analsts contriuted to the )D cha(ters in the oo7 most o+ thecontriutors are +rom the US& ut the oo also includes ) cha(ters +rom 9ritish training analstsassociated Gith the 9ritish Pschoanaltical Societ! This volumereflectsa relativel homogeneous

(ers(ective aout certain Gomen! It descries Gomen Gho are trouled Gith con+licts aout desire&Ghere desire is misunderstood as dangerous!

Lhich Gomen are descried anice ;ieerman ansGers this uestion in her commentar onthe art chosen to illustrate in @ sections o+ the ooFreud and the Feminine& The Theor o+ thePscholog o+ Lomen& The 9od in the Pscholog o+ Lomen& Motherhood& The Pscholog o+omose2ualit& and Lomen and Training and Research! ;ieerman states& JThese art Gors +or themost (art shoG Gomen still in con+lict at +in de sifcle& not com(letel resolved as to the acce(tance o+their odies or rolesK! It is these trouled Gomen Ghom the authors descrie in their clinicaloservations!

Lhat is the (ers(ective o+ the authors Theirpredominant(schoanalticperspective(resentsGomen as having J(rimar +eminit&K that is& K+emale develo(ment (roceeds along lines that generatean2iet _called +emale genital an2iet` aout damage and loss similar to the +ear o+ castration thattroules malesK! #isa((ointing is the +act that this (ers(ective and the Jre$+ormulations and moreinnovative neG +ormulations o+ Freuds ma


46/69

I+ the daughters tenderness is +ostered& she Gill strengthen her identi+ication Gith mother andher ond o+ a++ection Gith +ather! JIn di++erentiation a+ter "B months o+ age& os retain a++ection +orthe +irst caregiver 4mother5 ut shi+t identi+ication to the +ather! :irls retain identi+ication Gith the +irstcaregiver ut shi+t a++ectional ties to the +ather! The shi+ted +unction& Ghether it is the shi+t o+identi+ication or the shi+t or a++ection& must rel on mental images! Mental images are develo(ed Githgreater aGareness o+ se(arateness etGeen the child and the (arentH The +unction 4identi+ication or

a++ection5 that is shi+ted ecomes more highl invested and more vulnerale to shame ecause it ise2(erienced as less secure than the earlier state Ghere the +unctions Gere +used and e2(eriencedGithout aGareness o+ emotional se(arateness! Although the child gives u( a degree o+ emotionalsecurit& di++erentiation and the shi+t o+ +unction increase (schological autonomH For girls& then&gender identit occurs through the integration o+ ongoing identi+ication Gith mother! For os& genderidentit is estalished as eing di++erent +rom mother!

LA"UA"E 6$CUSNeG Vocaular6 to reach out attunement7 caregiver& caretaer7 Jregardless o+K vs JregardingK7 toshi+t& a shi+t& shi+ted7 to rel on=u(on& reliale Geather=(erson7 to +use7 to give u(7 to +oster7tender4ness57 strong& strength& to strengthen7 gender7 degree vs ran or grade7 to occur& occurrence7

ongoing 4ad

"RA77AR 6$CUS"!The ver/i+e (re(ositionin [ to hand in=give smth to an authori/ed (erson=surrendero++ [ to release=(roduce 4va(our5out [ to ecome e2hausted 4su((lies&(oGer57 to announce7 to +ail=colla(seu( [ to leave=aandon=surrender7 to no longer (rotect!

)!The>uu(e P(!/(essi+e

Use6 to e2(ress6 an action in (rogress at a certain time in the +uture! Time E2(ressions6 tomorroG at ? (!m!& tonight +rom to C (!m!& a!s!o!! Form6

A33i(mai+e: S shall=Gill e ver $ingH!4short +orm6 ll5!I"e((!/ai+e:Shall=Gill S e ver $ingH!Ne/ai+e:S shall=Gill not e ver $ingH!4short +orm6 shant=Gont5!

+rac&ice"!Finish u( the +olloGing te2t 4+rom a teenagers (oint o+ vieG& using the sim(le +uture and the +uture

(rogressive5!

Lhen M aout to #ivorce Parents Lill 9e in -ourtM (arents have received a su(oena +or their +irst divorce session! So& tomorroG at "D a!m!& the Gille tring to reach a consensus& and their laGers Gill e argaining the terms o+ divorceHH)!The -areer LomanFill in the tale eloG to descrie the e2istential situation o+ career Gomen noGadas6

Issue a sa2e #raGacs Advantages9uilding a +amil li+e-hildren 1 u(ringing and educationSu((orting their husandsa!s!o!

>@


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UNIT B +$8ER-8URSE " POWER AND LEADERSHIP

+re-rea%ingLhat is a leader going to do i+ he (re+ers using6CONCEPT #EFINITI8

NFAV8URITE REP;

PoGer "! a!-oercion )! !Authorit ,! c!Traditional authorit >! d!

>


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-harismatic authorit ?! e!Rational$legal authorit @! +!In+luence ! g!Match the conce(ts to their corres(onding de+initions and to their suitale re(lies 4see the tGocolumns eloG5!

#EFINITI8NS REP;IESE2ercise o+ (oGer through +orce or threat o+ +orce! 7I 2"!' -!u5+e 1ee" '!")e(i"/ *!' -!u mi/*

se(+e me# @8Ju",i2e,-6Authorit ased on sanctit o+ time$honouredroutines!

7I )!"5 3ee, +e(- 'e,, !)a- '!u,) -!u *e,. mem!' *e ,a'"?8

Authorit ased on sumission to a set o+rationall estalished rules!

7D! i !( e,se68

Ailit to get others to act as one Gishes in s(iteo+ their resistance7 includes coercion andauthorit!

7I5m -!u( 3a*e( a") I !,) -!u ! m!' *e,a'"68

Not (oGer& ut ailit to (ersuade others to

change their decisions!

7I is -!u( u(" ! m!' *e ,a'" I )i) i ,as

'ee268Authorit ased on e2traordinar characteristicso+ leader!

7I is -!u( )u- ! m!' *e ,a'"68

PoGer su((orted norms and values! 7I 2"!' -!u )!"5 'a" ! m!' *e ,a'"# 1u -!u*a+e ! )! i a"-'a-68

Rea%ingTe2t (age ,C"& Sociolog+oli&ical Ins&i&'&ions

JPoGer ineualities are uilt into almost all social institutions! In institutions as varied as theschool and the +amil& roles associated Gith status (airs such as student=teacher and (arent=childs(eci+ uneual (oGer relationshi(s as the normal and desirale standard!

In a ver general sense&


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"RA77AR 6$CUS"!E2(ressing intention aout the +uture6 Je going toK +uture!

+rac&iceLhat are ou going to do Ghen ou graduate +rom universit 4Mention at least three things5!

)!E2(ressing actions in the immediate +uture6Ke aout toK +uture!

6olloB '< Ac&i/i&;:Pictures +rom Maga/inesLhat are the aout to does=shes aout toH!!,!E2(ressing +ormall (lanned +uture actions Gith the Sim.,e P(ese"!>! E2(ressing in+ormall (lanned +uture actions Gith theP(ese" P(!/(essi+e!

-8URSE ) AD=ERTISEMENTS

+re-rea%ing#iscuss aout the ualit and the (schological im(act o+ advertisements on ordinar (eo(le! 4ingrou(s or individuall5!

Rea%ingAdvertisements 4see the te2ts eloG5!

LA"UA"E 6$CUSNeG Vocaular6 tuition7 sta++7 range7 accomodation7 outstanding& remarale7 e++ective7 race 4s(eedcontest7 categories o+ (eo(le and animals Gith the same (hsical traits5!To (raisePricePri/e

To advertiseAdvertisement [ adC,i..e) '!()s

Re+rigerator 1 +ridgeAutous 1 usAdvertisement $ ad;aorator $ la+rac&ice"!Identi+ the ver +orms that e2(ress +uture time in the advertisements eloG and tal aout their use!Te?& ( RUN F8R TE M8NE Ever ear at least "DDD runners egin their marathon race around cities in the Gorld! Most o+ themusuall sta in the race to the end! The (ri/e is mone! The runners Gill +inish the race at di++erent times! Some Gill have run +or three hours7 some Gillhave run +or three and one$hal+ hours7 and some Gill have run +or much longer! Each runner Gill have used his oGn s(ecial method to ee( going! There are old athletes Gho Gillhave run ever marathon race +or thirt ears! The havent ever Gon an (ri/es +or s(eed& ut thellhave +inished more races than other (artici(ants!

>C


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)!As uestions starting Gith6Lhen GillHH!!HHHHHHHHHHHHHHHHHHHHHHHHoG longHHHHHHHHHHHHHHHHHHHHHHHHHH!!!oG o+tenHHHHHHHHHHHHHHHHHHHHHHHHHH!!!

Te?& * RIP8FF -8;;E:E -ENTRE F8RE"LIS# 8R:ANI%ES -8URSES F8R UNI8RS 4aged @$"5 AN# A#U;TS 4"B5 . ho'rs &'i&ion mornings highl uali+ied s&aff Gide range o+ teaching techniues e2cellent famil; accomo%a&ion

-ourses s&ar& on$une# the %&th.

Te?& ,) 8


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+re-rea%ingLhat do ou thin Jem(athK actuall re+ers toRea%ingTe2t #8ES A;TRUISM EOIST & Social Pscholog& (!,D) 4Part "5!

LA"UA"E 6$CUSNeG Vocaular6 Gel+are7 to con+ine& to limit7 an account7 doGntrodden& to tread7 to stress& toem(hasise7 to draG a ottomline7 nevertheless7 to em(athise7 to assist& assistance& assistant7 (light7distress7 instead o+!+rac&iceMae u( at least +ive sentences Gith Jout o+H!K! 4E!g!6 She hel(ed him out o+ (it!5

"RA77AR 6$CUS"!Ad


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-8URSE ) DOES ALTRUISM EIST ? 4Part )5!

+re-rea%ingMatch the


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-AN 8ccasional (ossiilit Scarlet +ever can e uite dangerous!-ANT It does not seem

(ossile!=I dont thin!ou have rested a lot latel! ou cant eGear!

MUST It is almost certain!=Ithin!

e loos cross! e must have (rolems athome!

+rac&ice

"!Astract (icture!Lhat Ma 9e

Might-ould-an

)!Invisile o! B! ""

!@!

C!

"D!

?,


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UNIT "D 8#AT S#$ULD I D$

-8URSE " PRO>ESSIONAL ETHICS

+re-Bri&ingMention a +eG things that ou are=are not alloGed to do Ghen ou (er+orm our (ro+ession o+

(schologist=(schothera(ist=shrin& a!s!o!! :ive +urther suggestions 4added to those in the taleeloG5!Y!u ma- )!s*!u,) )!mus )! Y!u ma- "! )!Thorough investigations7 #ivulge our (atients secrets7

:ain the (atients con+idence7 arm our (atients sel+ through our actions7Trans+er our (atients a++ection toGardsanother o


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#o our est to arouse our (atientsres(onsiilit +or his=her oGn choices7

Recommend=advise Gas o+ actions& according toour Gill& to our (atients7

9e alanced7 ;ose tem(er79e neutrall enevolent! Tal too much oursel+& instead o+ creating conditions

+or our (atient to tal aout his=her (rolems!

Rearrange the courses o+ actions listed in the tale aove 4including those ou have added5& under theright heading in the chart eloG6-8URSE 8F A-TI8NPERMITTE# #ESIRA9;E NE-ESSAR -8MPU;S8R4MAN#AT8R5 PR8I9ITE#HH H! H!! H!! H!!

"RA77AR 6$CUSE$.(essi"/ .e(missi!"Formal and in+ormal Gas o+ e2(ressing (ermission!

M8#A; VER9 USE EOAMP;ES-AN In+ormal! -an I orroG our car& #ad -8U;# More (olite -ould I oroG our car& #ad MA Formal Ma I use our (hone MI:T More +ormal Might I see our identit card&

Sir -8U;#=LAS&LEREA;;8LE# T8

Permission in the (ast 8n Geeends Ge Gere alloGed tosta u( late!

MUSTNT #ening (ermission

laG=norms=rules

ou mustnt sto( our car here Z

-ANT Re+using (ermission ou cant enter unless ou areGearing a tu2edo!

+rac&ice"!8ri&ing6 ou are in a universit cam(us! #escrie our li+e in the cam(us! Mention at least +ivethings ou ma do in the cam(us& and +ive that ou ma not=mustnt do!)!Situational #ialogue#raG an ideal=imaginar universit cam(us! Place oursel+ someGhere in the cam(us! Then& as our

(eers to give ou directions to another (lace in the cam(us! Use the (hrases in the o2 eloG!

Asing +or directions :iving directions E2cuse me& hoG can=could I get toH I cant +ind m Ga in the cam(us! -ould ou tell me

hoG to get toHH!!

ou ma go straight ahead Turn right=le+t a+ter the H Its o((osite theH Its near theH Its on the right=le+t side o+

the street! Huntil ou get toH!

??


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-8URSE ) HABIT >ORMATION+re-rea%ingMatch the de+initions in column 9 to the (hrases Gith JhaitK in column A!

No! -olumn A! -olumn 9!

"! J#ont let oursel+ get=+all into ad haitsZK A To have the hait o+H)! JIts hard to get out o+ a haitZK 9! To acuire a hait4aout onesel+5,! J#ont get our child into the hait o+ Gaiting

until someone else Gors out his (rolemsZK-! To aandon a hait

>! JLe almost alGas act +rom +orce o+ hait!K #! To mae someone acuire a hait?! Je is in the hait o+ taling too much Ghen he

isnt su((osed to!KE! To do things ecause hait has ecome

more (oGer+ul than ones Gill!

Rea%ingTe2t Jait FormationK& +rom J:eneral PschologK& ((!)D>$)D?!

#abi& 6orma&ionMan +orms o+ ehaviour have ecome so automatic through (ractice that the a((ear to enatural! ait +ormation egins earl in li+e! 9 the time an individual reaches adulthood he hasJlearnedK the hait!

The 6'nc&ioning of #abi&)Man everda haitual +orms o+ ehaviour serve an individualGell as time and energ savers! From the hour he arises until he goes to ed he (roceeds +rom oneactivit to another! In Gas acce(tale to his (articular cultural environment& he engages in certainhaitual activities& such as Galing& taling& dressing& Goring& eating& driving an automoile& readingthe neGs(a(er& listening to a radio (rogramme or Gatching television!

It is onl Ghen a neG situation arises or an emergenc occurs reuiring non$haitual ehavioura((roaches that hait +ails to +unction adeuatel! Then conscious and s(eci+ic reactions are needed!

+s;chological +rinci


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LA"UA"E 6$CUSNeG Vocaular6 hait& haitual& haitat& haitale 4+it to e lived in5& haitation 4living in5& tohaituate onesel+& to attain a hait7 to (roceed7 to arise7 (ett7 there7 to save 4"!to rescue7 )!to ee(mone7 ,!to s(end time57 to e (rone to& (roneness to7 outurst7 outrea7 root 4noun and ver57 outset4noun57 to (rom(t7 resolution& resolute!

+rac&iceAdd the suitale "e/ai+e .(e3i$es4un$& in$& il$& im$& non$& dis$5 to the +olloGing Gords6 desirale&constructive& de+inite& (ossile& legile& literate& (leasant& im(ortant& noGn& (roale& relevant&res(onsile& +ormal& (ersistent!

"RA77AR 6$CUS"!T*e +e(1 7&a((-8 .(e.!sii!"-arr H Meaning8ut Ful+il& achieve8n -ontinue& conduct& manageAGa -ause to lose sel+ control

8++ Lin& succeedThrough el( 4through di++iculties5Fill in the sentences Gith the right ver (hrases o+ the ver JcarrK!

)!E$.(essi"/ a)+i&eM8#A; VER9 USE EOAMP;ESShould=ought to=had etter Advice ou should see a dentist!Shouldnt -riticism e shouldnt sGim in the sea at such a loG

tem(erature!Should4nt5 have=ought4not5 to

have

-riticism a+ter the

event

ou shouldnt have gone to that (artZ

+rac&ice The (schologist Lilliam ames 4see last (aragra(h& (age )D> in the te2t5& named some (rinci(leso+ reaing undesirale haits! Re(hrase them using the modal ver structures6 Jshould verK orJought to verK& in order to e2(ress advice!

UNIT "" DECISI$ 7AI"-8URSE " INTERESTS AND DECISION MA0ING

+re-rea%ing Lhen ou mae decisions are ou mainl interested in their e++ects6 in the short run in the long run

Rea%ingTe2t #ecision Maing and #uration o+ Interest& +rom :eneral Pscholog& ((!"@,$"@>! 4Part "5!LA"UA"E 6$CUS

NeG Vocaular6 to dela& to cancel& to (ost(one& to (ut o++ 4JNever (ut o++ till tomorroG& Ghat oucan do toda!K57 to reveal& to unravel& revelation7 (art$time& +ull$time activit7 to den& denial7 remote&+ar o++=aGa7 to var Gith!+rac&iceFill in the suitale ver +orms=tenses o+ JmaeK and JdoK! 4reccling5!

?


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B! teach me not to have the +eeling that Im good +or nothing7C! e given to ado(tion unless in his=her oGn interest7"D! over(rotect me +rom the conseuences o+ m deeds7""! avoid (atroni/ing me7")! e (unished +or anthing& unless (roved guilt7",! ansGer to m sill uestions7

">! e (hsicall aused7"?! e (ushed to doing drugs7"@! learn +rom m oGn e2(erience7"! use veral +orce to convince me7"B! mae (romises and then +orget to ee( them7"C! mae me +eel that m mistaes are JsinsK7)D! mae me do things msel+& in order to ecome a res(onsile (erson!Tic and cross in the grid ne2t to the numer o+ the (hrase 4the numers +rom "! to )D! Ghich ouma notice in +ront o+ each o+ the (hrases aove56

No! Must Should Mustnt Shouldnt"! 2 2 v 2

)!,!>!?!@!!B!C!"D!""!

")!",!">!"?!"@!"!"B!"C!)D!

UNIT ") "$E 8IT# T#E 8A1E-8URSE " GROUP THIN0

+re-rea%ing:ive as man Gords as ou can Ghich are +ormed Gith the (re+i2 JoverK!E!g!6 overrule& overestimate& overdo& overcome& overreact& overdraG& over+loG& overloo& overload&over(a& overtae& overGhelm& overGor& a!s!o!!

Rea%ingTe2t6 :rou( Thin& +rom Social Pscholog& (!?D@& 4+rom Janis diagnosesHK to JHcut out o+the loo(K5!

Hanis diagnoses the causes o+ grou(thin in terms o+ three ma


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im(ortant! :rou(s that are com(osed o+ (eo(le +rom similar acgrounds& isolated +rom other&directed a strong leader& and lacing in sstematic (rocedures +or maing and revieGingdecisions are (articularl liel to +all (re to grou($thin! Finall& stress+ul situations can (rovoegrou(thin! Under stress& urgenc overrules accurac& and the reassuring su((ort o+ other grou(memers ecomes es(eciall desirale! Individuals di++er in hoG susce(tile the are to grou(thinin the +ace o+ stress& Gith some eing more resistant than others 4-allaGa et al!& "CB?5!

8nce grou(thin egins to dominate the decision$maing (rocess& a rash o+ ehaviouralsm(toms reas out! These sm(toms can e classi+ied into three ma


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)!T*e +e(1 71(ea28 .(e.!sii!"9REA

Meaning

AGa+rom

Esca(e& run aGa +rom7 give u( ideas& +amil tradition!

#oGn noc or smash to the ground7 su++er a (hsical or mental Geaening7 cease to+unction 4through some mechanical or electrical +ailure5!

In Interru(t=


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S;m


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doGn Re+use to acce(t& re


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u( AGaen& rise +rom ed7 stand u(7 carr u(& clim!

+rac&iceUse the +olloGing vers to Grite an essa ased on a real or an imaginar situation=event=ha((ening6JTo ama/e& to astonish& to astound& to +laergast& to sur(rise&K and some o+ the ver (hrases aove!

I1) "RILA DE E1ALUARETes&


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+or&ofoli'lcon'in3nd a(lica'ii (e teme de gramatic i vocaular i scurte eseuri& va re(re/enta deasemenea a(ro2imativ ,DY din nota +inal!

1)0I0LI$"RA6IE $0LI"AT$RIE:

Adamson& #onald&P(a&ise Y!u( Te"ses& ;ongman& "CC@7 9descu& Alice& G(amai&a ,im1ii e"/,ee& Editura *tiin'i+ic i Enciclo(edic& 9ucureti&

"CB> 4sau alte lucrri de gramatic a limii engle/e57 :l'eanu& :eorgiana&E$e(&iQii )e /(amai& e"/,e& Editura Alatros& "CC7 :l'eanu& :eorgiana&E$e(&iQii )e /(amai& e"/,e& Editura Alatros& "CB7 Latins& Mie&P(a&ise Y!u( M!)a, =e(1s& ;ongman& "CC@!

@?


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1I)0I0LI$"RA6IE 6ACULTATI15: -onan #ole& Arthur& T*e S.e&2,e) Ba") a") O*e( S!(ies& einemann& "CCC7 #e #evitiis& :!&E"/,is* G(amma( 3!( C!mmu"i&ai!"# ;ongman& "CC"7 Evans& Virginia&R!u") u.& ;ongman& "CC@7 :alea& Ileana& -riveanu& I!& Iva& A!& Voia& M!&Di&Qi!"a( e"/,e (!m" )e e$.(esii +e(1a,e&

Ed! Echino2& -lu7 Peterson Lilco2& Patricia& C*a"/i"/ Times# C*a"/i"/ Te"ses& U!S! In+ormation Agenc&

"CC)7 Plant& P6# E+e(-)a- E"/,is*# VE9 Verlag& ;ei(/ig& "CB7 Stancu& Victori'a&E"/,ea i"e"si+& Ed! Niculescu& "CC7 Thomas& 9!!&I"e(me)iae =!&a1u,a(-#;ongman& "CC?7 Thomas& 9!!&A)+a"&e) =!&a1u,a(- a") I)i!m#;ongman& "CC?!

+REDICTI1E TEST DIA"$STIC TEST=

"!C(!ssthe odd$(ronunciation Gord 4its (ronunciation is di++erent +rom that o+ the other threeGords5 !u6a!tear7 !care7 c!eer7 d!ear!)! -ross the odd$(ronunciation Gord out6a!cal+7 !hal+7 c!scar+7 d!cart!

-hoose the right ansGer 4onl one ansGer is the right one56

,!Please& go and u tGoHHH!a!reads& !loa+s o+& c!loaves o+& d!ilos o+!>!Id lie a HHHHHH!a!soa(& !tin o+ soa(& c!soa(s& d!ar o+!

@@


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?!Pollution has determined strangeHHHH!!all over the (lanet!a!(henomena& !(henomenons& c!(henomeni& d!(henomenas!@!Throughout the e2(eriment& some guinea (igs are e2(osed to various t(es o+HHHHHHH!a!stimulus& !stimuluses& c!stimuli& d!stimula!!The scientists noticed a HHH!!o+ side e++ects that +olloGed the treatment!a!serie& !series& c!seria& d!serieses!

B!She is +eelingHHHH!than esterda!a!good& !ad& c!ill& d!Gorse!C!ou should eHHHH!!Ghile crossing the road!a!most care+ul& !more care+ul& c!care+ull& d!more care+ull!

"D!The scientistHHHH!the solution to the (rolem!a!noG& !noGing& c!is noG& d!noGs!""!SusanHHHH!!to the disco tonight!a!go& !is going& c!has gone& d!Gent!")!It HHHa lot last night!

a!rain& !Gill rain& c!has rained& d!rained!",!Lhen he came in& IHHHHon the (hone!a!Gas taling& !Gere taling& c!taled& d!am taling!">!eres m essa! I HHH!it at last!a!has +inished& !have +inished& c!had +inished& d!+inished!"?!Le havent seen this movie HHHHHa!


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a!(oGer& !strength& c!strong& d!+orce!)B! -ross the Gord Ghich has an odd meaning out6a!(reeminence& !(rereuisite& c!(remise& d!assum(tion!)C! -ross the Gord Ghich has an odd meaning out6a!stage& !(eriod& c!(hase& d!+rameGor!,D! -ross the Gord Ghich has an odd meaning out6

a!concord& !(ur(ose& c!aim& d!goal!

Note6 the test Gill e scored Gith ,D (oints 4" (oint +or each correct ansGer5! The total score isdivided to , to get the +inal grade!

LIST5 CU TITLURILE LUCR5RIL$R 4TII3I6ICE +U0LICATE

"!R&i .(i"(e a(ii,e &u((i&u,a(e# &!"si,ie(ea ) 1aie )e &a. .(!3es!(i,!( " &!,i& articol(ulicat .n s(tm3nalul T(i1u"a "+Qm"u,ui & din > octomrie "CCC7

)!T*e Eu(!.ea" Dime"si!" i" *e E)u&ai!"a, S-sem i" M- C!u"(-# R!ma"ia& articol a(rut .nvolumul III dinP(ima(- G!es Eu(!.e& volum (ulicat .n urma -olocviului Interna'ional Primar:oes Euro(e& Viena& Austria& "CCC7

@B


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,!Da"u1e# *e Eu(!.ea" Ri+e(& articol a(rut .n volumul III dinP(ima(- G!es Eu(!.e& volum(ulicat .n urma -olocviului Interna'ional Primar :oes Euro(e& Viena& Austria& "CCC7

>6E"/,ea .e"(u Su)e"Qii ,a ii"Qe S!&ia,e# &u(s .e"(u su)e"Qii a"u,ui I& coautor6 #oina #anielaNiculescu %drenghea& volum (ulicat de Editura Universit'ii Tiu Mai!(es&u# 9ucureti& )DDD!

Documents

12. Comunicare de Specialitate in Limba Engleza