Comunicare de Specialitate in Limba Engleza 1

8/10/2019 Comunicare de Specialitate in Limba Engleza 1

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'UPRINS&

'uprins 2Introducere 3Unitatea - & Why studying psychology 7

Unitatea + & Thinking like a psychologist 13Unitatea . & Human attachment 17Unitatea 0 & Feelings and the self 2Unitaea 1 & !i"e#gence of inte#ests 3$Unitatea 2 &%gg#ession 373i(liogra4ie 2

INTR$DU'ERE

-* Scopul si o(iectiele cursului&

&u#sul de lim'a engle() pent#u *n")+)m,nt la distan+) *-i p#opune s) sedimente(e

elemente de lim'a engle() do',ndite *n fo#ma#ea p#euni"e#sita#) a studentului .!/ elemente

ling"istice -i de inte#p#eta#e necesa#e unei deschide#i a studentului .! c)t#e lumea -tiin+ific)

inte#na+ional)0 ent#u o anali() g#amatical) -i inte#p#eta#ea de tete/ sunt folosite tematici cu

p#edilec+ie din psihologie inclusi" psihologie social)/ psihologia comunic)#ii etc040 !easemenea/ p#in acest cu#s se u#m)#e-te fo#ma#ea dep#inde#ilo# o#ale -i sc#ise utile *n acti"itatea

2


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socio5p#ofesional)/ *n "ede#ea c)p)t)#ii unei autonomii "alide de info#ma#e -i comunica#e *n

lim'a engle()0

$(iectie generale:

!e("olta#ea de competen+e *n utili(a#ea lim'ii engle(e pent#u comunica#e -i info#ma#e

*n gene#al / ca -i *n domeniul -tiin+elo# sociale -i *n special al psihologiei/ astfel *nc,t studen+ii s)

fie capa'ili :

6) *n+eleag) dup) au( enun+u#i *n flu "e#'al

6) *n+eleag) enun+u#i/ tete citite *n lim'a engle()

6) comunice "e#'al un mesa8/ enun+ *n lim'a engle() 6) ep#ime *n cu"inte p#op#ii *n lim'a engle()/ *n sc#is/ un mesa89enun+0

$(iectie speci4ice:

10p#onun+a#ea de di"e#se enun+u#i cu intona+ia co#ect)

20*n+elege#ea sensului glo'al al unui mesa8 ascultat30#apo#ta#ea info#ma+iei ascultate la lim'a8ul -i epe#ien+a cultu#al) p#op#ie

0adapta#ea fo#mulelo# con"e#sa+ionale la contetul dat fo#mal/ info#mal4

0sus+ine#ea de dialogu#i #efe#itoa#e la sine -i la uni"e#sul p#op#iu

;0desc#ie#ea de pe#soane/ locu#i/ acti"it)+i

70identifica#ea unit)+ilo# de con+inut ale unui tet


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.* 'on!inutul materialului de studiu* $rgani)area pe unit"!i de studiu

>ate#ialul de studiu cup#inde/ pe de o pa#te/ tete de specialitate in lim'a engle()/ menite sa

pun) 'a(ele unui "oca'ula# co#espun()to# psihologiei -i -tiin+elo# sociale -i/ pe de alt) pa#te/

no+iuni -i ee#ci+ii de g#amatic)0

Unitate de studiu -& 567 STUD7IN8 PS7'6$%$879

&a p#im) unitate de studiu/ aceasta familia#i(ea() studentul cu moti"ele -i #a+iunile pent#u ca#e

un t,n)# poate *m'#)+i-a p#ofesia de psiholog0 !e asemenea/ p#opune sp#e #ecapitula#e c*te"a

no+iuni de 'a() #efe#itoa#e la su'stanti"/ la fo#mele de #esent Tense 6imple -i 6imple ast alecelo# mai impo#tante "e#'e auilia#e din lim'a engle() -i la situa+iile de folosi#e a timpului

#esent 6imple0

Unitate de studiu +& T6IN:IN8 %I:E A PS7'6$%$8IST

%ceast) unitate de studiu se concent#ea() asup#a calit)+ilo# p#ofesionale necesa#e "iito#ului

psiholog si asup#a uno# chestiuni de "oca'ula#0

Unitate de studiu .& 6UMAN ATTA'6MENT

%ceasta este o unitate de studiu conceput) in ma#e pa#te pe p#incipiul inte#acti"it)+ii0 %ccentul

cade asup#a "oca'ula#ului asociat di"e#selo# st)#i de spi#it -i a dife#itelo# tipu#ilo# de ata-ament

uman0 !in punct de "ede#e g#amatical/ s*nt fu#ni(ate no+iuni de 'a() #efe#itoa#e la #esent

&ontinuous0

Unitate de studiu 0& FEE%IN8S AND T6E SE%F

%ceasta este o completa#e a unit)+ii de studiu p#ecedente/ at,t *n plan conceptual ata-amentul

uman4/ c,t -i *n cel gamatical/ int#oduc,nd ee#ci+ii p#i"ind #apo#tul dint#e folosi#ea lui #esent

Tense 6imple -i #esent Tense &ontinuous *n lim'a engle()0

Unitate de studiu 1& DIVER8EN'E $F INTERESTS

?n aceast) unitate de studiu este t#atat pe#icolul pe ca#e *l p#esupune/ pent#u pe#sonalitatea

indi"idului/ o p#ea ma#e di"e#sitate de inte#ese0 6*nt t#atate/ de asemenea/ no+iuni #efe#itoa#e la

fo#mele de ge#und ale "e#'elo# -i la g#adele de compa#a+ie ale ad8ecti"elo#0


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Unitate de studiu 2& A88RESSI$N

Unitatea de studiu int#oduce cite"a elemente teo#etice #efe#itoa#e la ag#esi"itate -i la cele mai

cunoscute tipu#i de ag#esi"itate cu ca#e se ope#ea() *n psihologia gene#al)0 !in punct de "ede#e

g#amatical/ s*nt a'o#date no+iunile de habitual past -ifrequentative would.

0* Recomand"ri de studiu

@ste impo#tant ca studentul s) #especte timpul alocat calenda#ului disciplinei/ modul de a'o#da#e

a testelor de evaluare si sarcinile de nvare0 !e asemenea/ #ecomand)m ca studentul sa

pa#cu#g) bibliografia -i s) consulte indica+iile #u'#icii cunotine preliminare.

Fieca#e unitate de studiu atinge u#m)toa#ele aspecte: obiective/ cunotine preliminare/ resurse

necesare i recomandri de studiu/ durata medie de parcurgere a unitii/ cuvinte cheie. Un

test de autoevaluare se "a #eg)si la sf,#-itul acestui modul0 Fiind un cu#s p#actic de lim'aengle() si nu unul teo#etic de psihologie/ sociologie etc04 p#op#iu5(is/ nu se "o# #eg)si #e(umate

-i conclu(ii/ ca inst#umente de *n")+a#e0 6tudentului i se ce#e o a'o#da#e c#eati") a cu#sului/

capacitatea de a se lansa in situa+ii con"e#sa+ionale spontane ca#e s)5i solicite a'ilit)+ile de

comunica#e in "ia+a de (i cu (i -i nu cele de memo#a#e #igid) a uno# st#uctu#i0

Fieca#e din su'punctele mai sus men+ionate s*nt semnali(ate *n tet p#in inte#mediul uno#

pictograme.

?n continua#e/ p#e(ent)m un ta'lou cu p#incipalele pictog#ame p#e(entate *n tet:

$3IE'TIVE

'UN$ TIN E PRE%IMINARE

RESURSE 3I3%I$8RAFI'E


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DURATA MEDIE DE

PAR'UR8ERE A UNIT; II

DE STUDIU

'UVINTE '6EIE

TESTE DE AUT$EVA%UARE

R;SPUNS '$RE'T

E


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pa#te0

UNITATEA -

567 STUD7IN8 PS7'6$%$879

Aa sf,#-itul acestui cu#s/ studentul "a putea:

s) *-i moti"e(e op+iunea pent#u p#ofesia de psiholog *n lim'a engle()

s) ee#se(e utili(a#ea co#ect) a fo#melo# de p#e(ent -i t#ecut simplu a celo# mai

impo#tante "e#'e auilia#e din lim'a engle() -i s) cunoasc) situa+iile de folosi#e ale

timpului #esent Tense 6imple

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&uno-tin+e p#i"ind #egulile gene#ale de fo#ma#e a timpu#ilo# #esent Tense 6imple -i ast

Tense 6imple

Engle)a pentru admitere/ Banta-/ %nd#ei/ @d0 Teo#a/ Bucu#e-ti/ 1==/ "ol0 1

Practise 7our Tenses= %damson/ !onald/ Aongman/ 1==;

!ou) o#e

Tet 1: f#om CD@E@R%A 6&HOAODG/ Aittlefield/ %dams &o0/ EeI Je#sey/ 1=;3/ pages

5;

5h> 5e Stud> Ps>cholog>

C.nte#est in the study of psychology g#oIs out of a felt need to gain a 'ette#

unde#standing of people0 The pu#pose of an elementa#y o# fi#st cou#se in psychology is to gi"e

the student an oppo#tunity to 'ecome acKuainted at fi#st hand Iith the functional aspects of

psychological p#inciples/ to co##ect misconceptions he may ha"e had conce#ning his oIn and

othe# peopleLs attitudes and 'eha"iou#/ and to come to app#eciate the "a#ious a#eas of

psychological study0

Functions o4 ps>chological stud>

%n indi"idual of any age is faced Iith p#o'lems that ha"e psychological implications0

F#om ea#ly childhood th#ough old age/ e"e#yone epe#iences situations in"ol"ing one o# mo#e

specific fo#m of #elationship0 His a'ilities/ moti"es and mode of thinking may 'e inadeKuate fo#


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success5achie"ing 'eha"iou# unless he is helped to gain a 'ette# unde#standing of all the facto#s

inhe#ent in the situation0

The p#ima#y conce#n of psychology is human ad8ustment0 %n indi"idual is stimulated to

action 'y fo#ces Iithin o# outside himself0 He epe#iences needs/ Iants/ o# inte#ests/ and seeks

Iays of fulfilling them0 eople and o'8ects in his en"i#onment 'ecome moti"ato#s of the kind of'eha"iou# Ihich he ehi'its0 % pe#sonLs enti#e life consists of se#ies of #esponses that a#e eithe#

satisfying o# unsatisfying to himself and that ea#n eithe# app#o"al o# disapp#o"al f#om his

associates0 .n othe# Io#ds/ as a child/ an adolescent/ o# an adult/ a pe#son constantly is engaging

in the p#ocess of adapting himself o# ad8usting to inne# st#i"ings o# oute# demands0

Without some knoIledge o# unde#standing of a situation/ the indi"idual 'y chance

makes a good ad8ustment too often the ad8ustment is 'ad and may e"en 'ecome se#ious

malad8ustment0 The psychologistLs functions a#e to disco"e# the 'asic p#inciples of goodad8ustment and then to help people apply these p#inciples in e"e#y phase of human #elationships

so that they 'ecome Iell5ad8usted/ const#ucti"e mem'e#s of thei# "a#ious g#oups0 % fu#the#

#esponsi'ility of psychologists is to #ecogni(e the o"e#t symptoms of malad8ustment/ t#ace its

causes/ and utili(e such methods as may seem app#op#iate to effect an imp#o"ed ad8ustment0

AREAS $F RE%ATI$NS6IP*%n indi"idualLs p#o'lem of ad8ustment may conce#n the

#elationship of/

10 One pe#son Iith anothe#/ e0g0/ teache#5child/ hus'and5Iife/

20 One pe#son Iith a g#oup/ e0g0/ Io#ke#5felloI Io#ke#s/ child5si'lings f#a+i sau su#o#i cu un

p)#inte comun4/

30 D#oup Iith g#oup/ e0g0/ adolescent gang Iith #i"al gang/ nation Iith nation/

0 e#son Iith o'8ect/ e0g0/ d#i"e# Iith automo'ile/ scientist Iith atom/

0 O'8ect Iith o'8ect/ e0g0/ ea#th Iith moon/ fi'e# glass Iith cu#tain/

;0 6elf Iith self/ e0g0/ pe#sonal honesty Iith loyalty/ immediate desi#e Iith long #ange goal0

@ach of the fo#egoing p#o'lems5a#ousing #elationships #ep#esents many influencing facto#s0 .t

is the function of psychology to assist the indi"idual to analyse these facto#s/ #ecognise thei#

#elati"e significance/ and patte#n his 'eha"iou# in such Iay as to sol"e the p#o'lem

satisfacto#ily0G

Pre/reading

.0 !iscuss the folloIing Kuestions in g#oups:

10Why do you Iant to study psychologyM

6uggested moti"es:

Because Ie like the domain

=


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Because Ie can get good 8o's

Because Ie can ea#n a good li"ing

Because .Ld like to unde#stand myself and the othe#s 'ette#0

Di"e at least fi"e moti"es/ and g#oup them unde# the #ight heading: 10 et#insic moti"es 20

int#insic moti"es0

20Has anyone a family mem'e#/ a f#iend/ N4 influenced you in making such a decision M

Reading

%AN8UA8E F$'US

EeI oca'ula#y: gain/ ea#n/ Iin pu#pose/ goal/ aim/ ta#get to 'ecome acKuainted in4

adeKuate to t#ace to achie"e/ accomplish/ to fulfil a#ea/ domain/ field fo#egoing to a#ouse

mal4ad8ustment dis4app#o"al to app#oach/ to tackle a"e#age un4skilled pee#s fu#the#

hence tho#oughly/ in detail conce#n #ega#dless4 thus to e"ol"e in te#ms of0

Practice

D#oup Wo#k: !ecide upon 357 key Io#ds in the tet you ha"e #ead0 T#y to gi"e you# pe#sonal

meaning to these Io#ds0 !iscuss the meanings you ha"e assigned to them0

STRU'TURES

The Eoun: i##egula# plu#al of nouns child P child#en/ oQoen/ manQmen/ IomanQIomen/ footQ

feet/ toothQteeth/ gooseQgeese/ louseQlice/ mouseQmice N4

spelling i##egula#ities Eouns Ihich #ecei"e C5esG at the plu#al fo#m/ end in :

a45sh: flashPflashes

'45ss: kiss5kisses

c45ch: Iatch5Iatches

d45: 'o5'oes e45(: 'u((5'u((es

f45consonant So:tomato5tomatoes

g45consonant CyG yi4:fly5flies

h45f95fe f"4: Iife5Ii"es/ leaf5

lea"es0

nouns 'o##oIed f#om Aatin and D#eek datum5data/ addendum5addenda/ thesis5theses/

synthesis5syntheses/ analysis5analyses/ 'asis5'ases/ focus5foci/ genius5genii/ stimulus5stimuli/ t#auma5t#aumata/ schema5schemata/ phenomenon5phenomena/ c#ite#ion5c#ite#ia

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mat#i!"mat#ices appendi!"appendices4 nouns that ha"e the same fo#m 'oth in the singula#

and in the plu#al: se#ies5se#ies/ species5species/ means5means0

Practice&

.nse#t the missing noun fo#ms eithe# plu#al o# singula#4 in the ta'le 'eloI:

6.EDUA%R AUR%Aa4 analysis N

'4 N addendac4 N diagnosesd4 p#io#ity Ne4 p#ocess Nf4 hypothesis Ng4 N focih4 N phenomena

i4 genius N/ N84 schema Nk4 N appendicesl4 datum Nm4 life Nn4 N teetho4 Ioman N

p4 N child#enK4 stimulus N#4 phone5'ooth Ns4 lette#5'o N

t4 N se#iesu4 millenium N

.##egula# e#'s: unde#stand/ 'e/ make/ gi"e/ think/ ha"e/ #ead0

PR$NUN'IATI$N: inhe#ent/ cohe#ent

8RAMMAR F$'US%uilia#ies B@/ !O/ H%@

.4B@

6.>A@ R@6@ET 6.>A@ %6T. am . wasou are ou wereHe96he9.t is He96he9.t wasWe are We wereou are ou were

They are They were..04!O

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6.>A@ R@6@ET

6.>A@ %6T

. do . didou do oudidHe96he9.t does He96he9.tdidWe do Wedidou do oudidThey do Theydid...04H%@

6.>A@ R@6@ET

6.>A@ %6T

. have . hadouhave ouhadHe96he9.t has He96he9.hadtWehave Wehad

ouhave ouhadTheyhave Theyhad

The Simple Present

Use:

Ha'itual/ #epeated actions in the p#esent

e#manent situations

Dene#al t#uths

Timeta'les9 official p#og#ammes Iith futu#e meaning40

Time @p#essions: ep#essing f#eKuency4 ne"e#/ alIays/ sometimes/ often/ usually/ seldom

#a#ely4 e"e#y day9IeekN0

Practice

%##ange the ep#essions of time in the #ight place on an ais Ihich has C$G ma#ked at one end/

and C1$$G at the othe# end/ to ep#ess f#eKuency0

1$$ always

NNN

NNN

NN000

NN000

NNN

NNN $ NNN

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Fo#m: %ffi#mati"e no auilia#y V4: %dd C5sG o# C5esG to the sho#t infiniti"e of the "e#'/ at the 3 #d

pe#son singula#0

e#'s Ihich #ecei"e C5esG at the 3#dpe#son singula#/ end in :

a45sh: IashPIashes'45ss: miss5misses

c45ch: sea#ch5sea#ches

d45: mi5mies

e45(: 'u((5'u((es

f45consonant So:do5

does

g45consonant CyGyi4:fly5flies0

Di"e the simple p#esent third person singularfo#m of the folloIing "e#'s:

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a4 6mile

'4 Fi

c4 T#a"el

d4 >atch

e4 Do

f4 &a#ess

g4 y

h4 #ay

i4 Teach

84 ash

k4 F#y

l4 !o

m4 6c#atch

n4 T#y

o4 %dmit

p4 !eny

K4 6ay

#4 Hiss0

Practice 'i'liog#aphy?

D#amma# ee#cises f#om: D0 D)l)+eanu/ @e#ci+ii de g#amatic) engle()/ @ditu#a %l'at#os/ 1=


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UNITATEA +&

T6IN:IN8 %I:E A PS7'6$%$8IST

Aa sf,#-itul acestui cu#s/ studentul "a putea:

s) se ep#ime *n lim'a engle()4 asup#a calit)+ilo# necesa#e p#ofesiei de psiholog

s) utili(e(e co#ect fo#mele de inte#ogato" -i negati" ale #esent 6imple

&unoa-te#ea func+iilo# "e#'elo# auilia#e -i a nega+iei *n lim'a engle()

E@erci!ii de gramatic" engle)"/ D)l)+eanu/ Deo#giana/ @ditu#a %l'at#os/

cu#e-ti/1=


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Pre/reading

Wo#d5Ie': % psychologist has to deal Iith: B#ainsto#ming4

6tages of g#oIth .nte#ests and attitudes

e#ception 6&HOAOD.6T %ffecti"ity9

Feelings

NNNNNN0 e#sonality ositi"e thinking NNNNNN00

The#efo#e he needs some:

eati"ity @mpathic app#oach itical thinking

6.AA6

NNNNNN #o'lem sol"ing %'ility to in"estigate NNNNN00


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Reading

Tet: WH%T .T T%@6 TO TH.E A.@ % 6&HOAOD.6T

F#om !ecem'e# 1== %me#ican sychological %ssociation >onito#4

Some psychology educators fear that graduate programs neglect to

teach the critical thinking skills students need to succeed.

.magine p#actitione#s Iho a#e so su#e they knoI Ihat causes patientsL t#ou'les/ they sea#ch

automatically the diagnostic catego#ies/ automatically tying aniety to childhood t#auma o#

dep#ession to a 'ad ma##iage0

.tLs a distu#'ing p#ospect/ yet an enti#ely possi'le one fo# someone Ihose academict#aining Ias st#ong on facts/ 'ut Ieak on c#itical5thinking skills needed to Gthink like a

psychologist/G says Boston &ollege psychologist ete# D#ay/ h!0

% psychology student Iith the p#ope# t#aining knoIs to "ieI the aniety o# dep#ession as

a scientific p#o'lem P to conside# a '#oad #ange of possi'le causes and t#eatments/ says D#ay/

Iho I#ites on c#itical thinking and hoI to teach it0

Thinking like a psychologist is thinking scientifically/ says Deo#ge 6t#icke#/ h!/ of

%delphi Uni"e#sityLs .nstitute of %d"anced sychological 6tudies0 .tLs app#oaching e"e#yp#o'lem as a neI one0#roblem"solving s$ills transfer into practice while facts and theory often

change6t#icke# points out0

But not all of todayLs psychology students a#e encou#aged to think scientifically/ say

D#ay/ 6t#icke# and othe# psychology p#ofesso#s0 These educato#s a#e conce#ned that unless mo#e

emphasis is put on thinking c#itically and scientificallyQthe fundamental t#aits of IhatLs needed

to 'e a good psychologistQthe field #uns the #isk of p#oducing 'ad5p#epa#ed p#ofessionals0

To ensu#e that theyL#e tu#ning out c#itical thinke#s/ educators should focus on the logic

and evidence behind the concepts they teach instead of treating them as premises for

memorisationthey ad"ise0

>ost impo#tantly/ educators should teach students to always approach problems with an

inquiring and s$eptical attitude6t#icke# says0

CWe need to con"ey a message that thinking like a psychologist means alIays asking

you#self hoI you knoI something/G he says0


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%ooing 4or contradictions

Teaching students to p#actice scientific thinking at all le"els of psychology ena'les them

to 'ecome mo#e competent p#ofessionals/ says psychologist !iane Halpe#ne/ h!/ of &alifo#nia

6tate Uni"e#sityQ6an Be#na#dino0 Halpe#ne se#"ed as c#itical thinking consultant to the

Eational @ducation Doals anel/ Which in 1==2 cha#ged educato#s Iith inc#easing the num'e# of

college g#aduates Iith adanced sills in critical thining and pro(lem/soling0

Halpe#ne Iea"ed c#itical thinking into he# teaching 'y encou#aging students to look fo#

'oth eidence and lac o4 eidence*%nvestigators should always see$ information that

contradicts their &ypothesis or that's easily overloo$ed or omitted/ Halpe#ne teaches0

.f a student Ie#e I#iting a pape# on Ihethe# ee#cise #educes dep#ession/ she Iould

ad"ise the student to also conside# Ihethe# ee#cise inc#eases dep#ession/ and to look fo# data

suppo#ting 'oth a#guments0

&onsistent Iith the scientific method/ Ihich is essentially the application of logic/

scientific thin$ers constantly question their own assumptions and loo$ for alternative

conclusions and disconfirming evidence/ she says.The method in"ol"es the (asics o4 an>

scienti4ic e@periment= such as h>potheses= control aria(les= methodolog>= s>stemico(serations and statistical anal>sis*

Theor> s* 4acts

.n unde#g#aduate psychology/ educato#s can help students think like psychologists 'y

centering classes around theories and ideas = rather than 4acts and technical terms= says

D#ay0 (%t's not the accumulation of facts that ma$es people educated it's whether they can as$

the right questions and use evidence to answer them he said0 C.f they ha"enLt lea#ned that/ they

ha"enLt lea#ned anything useful0G

.n his int#oducto#y classes/ e"en the tests a#e theo#y5'ased0 He may/ fo# eample/ ask

students to c#itiKue iagetLs stages of child#enLs intellectual de"elopment f#om an e"olutiona#y

psychology pe#specti"e0

At the graduate level students often find critical thin$ingdifficult because they've grown

accustomed to memorising facts/ says William Halikias/ h!/ a psychology inst#ucto# at %ntioch

EeI @ngland D#aduate6chool0 )hey learn the material to pass the test and forget it *ust as fast.

Halikias 'elie"es psychology p#ofesso#s can '#eak students f#om na##oI5minded thinking


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and p#epa#e them fo# p#actice 'y teaching them to:

$rganise in4erencesB6tudents need to look at all possi'le #easons fo# a p#o'lemLs

occu##ence instead of 'eing d#aIn in 'y the most emotionally compelling one0 Fo# eample/ if a

child #efuses to attend school/ it could 'e difficulty lea#ning to #ead #athe# than sepa#ation anietyf#om the mothe#/ that is causing the p#o'lem0

Distinguish the leel o4 certaint>B@ducato#s must teach students hoI to sepa#ate

knoIn facts f#om speculation/ instead of 8umping to conclusions0 Fo# eample/ in a se5a'use

case/ a childLs aniety is not necessa#ily e"idence of a'use it may 'e due to the t#auma of 'eing

#emo"ed f#om the home and inte#"ieIed 'y st#ange#s0

Manage the data collection processB6tudents must lea#n to collect all #ele"ant data

a'out the client/ instead of taking sho#tcuts0 Fo# eample/ neglecting to take a complete medical

histo#y f#om a client Iith a memo#y disa'ility means neglecting the #ole of the clientLs past

alcoholism in the diso#de#0

Use noCledge o4 groups to understand (ehaiour o4 the indiidualB@ducato#s

should teach students hoI to assess clients/ Iithout gene#alising and ste#eotyping the clientLs

'eha"iou#0 Fo# eample/ the 'elief that most di"o#cing spouses a#e hostile to one anothe# is

unfounded 'ecause most di"o#cing couples a#e Iilling to negotiate out of cou#t0

()he good psychologist has two faces says &ali$ias. (+ne is pointed to the individual

and the other to the group.

%AN8UA8E F$'US:

EeI oca'ula#y: unde#4g#aduate to neglect to succeed "s to fail p#actice Io#d family4 '#oad

"s0 na##oI to tie/ to connect/ to link Ieak/ fee'le "s0 st#ong p#ope#/ suita'le to 8ump to

conclusions to 'e due to sho#tcut to focus e"idence cognate4 to g#oI accustomed toinKui#e dis4 o#de# to occu#5occu#ence to assessto e"aluate4 to Iea"e to o"e#look to miss the

ma#k to challenge to engage in faculty tool t#ial to put on the stand spouseIife o# hus'and4

de'iasing fo#ensic Io#k lack of to lack to #un a #isk to ena'le Io#d family40

PR$NUN'IATI$N&

%lcoholism skepticism hostile dou't0


20/48


21/48

,imple #resent

Fo#m:%nterrogative: !o9!oes 6u'8ect e#'NNM

-egative: 6u'8ect do9does not e#' sho#t fo#m: donLt9doesnLt40

Practice

W#ite96ay at least fou# things that you usually often alwaysdo/ and othe# fou# that you donLt

do9neverdo0

!ercises

10>ake up affi#mati"e/ inte##ogati"e o# negati"e sentences as suggested 'y the hints 'eloI:a4 6he9alIays9app#oach9a hypothesis9tho#oughly0

'4 N9his pa#ents9app#o"e of9 his 'eha"iou#M

c4 What kind of data N9she9o'tain9Ihene"e#9she9apply9such a testM

d4 % child9Nnot e"ol"e9no#mally in an agg#essi"e en"i#onment0

e4 He9seldom9speak9in te#ms of9his oIn life epe#ience0

f4 % #esea#che#9usually9shoI9special inte#est in the ad8ustment p#o'lems0

&ont#adictions/ theo#y "s0 facts


22/48

UNITATEA .

6UMAN ATTA'6MENT

Aa sf,#-itul cu#sului/ studentul "a fi apt s):

de('at) *n lim'a engle() asup#a dife#itelo# tipu#i de ata-ament psihologic

s) utili(e(e st#uctu#i g#amaticale con+in,nd #esent Tense &ontinuous

&uno-tin+e p#i"ind fo#ma#ea aspectului continuu al timpului p#e(ent *n lim'a engle()


!ou) o#e


23/48

Speaing

% student d#aIs a family as he9she imagines it4 on the 'lack'oa#d0 The othe# students a#e asked

to I#ite sentences in the p#esent p#og#essi"e tense: am9 is9 a#e "e#'5ing4 to desc#i'e the mimic

and the gestu#es of the student at the 'lack'oa#d as he9she is d#aIing0

Wo#ds at the studentsL disposal:

6mile/ f#oIn/ Iithd#aI/ sad/ happy/ shocked/ hidden/ hold hands/ keep at a distance/

Ia#m/ cold/ indiffe#ent/ look fo#Ia#d/ look at one anothe#/ look doInIa#ds/ ha"e fun/

togethe#/ stay isolated/ in f#ont of/ 'ehind/ net to/ 'ecome tense/ 'ecome #elaed/

f#ust#ated/ smuga##ogant4 undecided/ hu#t/ thoughtful/ pu((led/ confident/ 8oyful/

#elie"ed/ f#ightened/ guilty/ mise#a'le/ open5hea#ted/ suspicious/ indiffe#ent/ childish/

gene#ous/ egoistic/ impulsi"eN

Then the student at the 'lack'oa#d is asked to desc#i'e his9he# d#aIing using the p#esentp#og#essi"e0

6uch tests a#e applied in psychothe#apy and counselling0

Practice

.0 A..ED %E! AO.ED Test f#om 6ocial sychology page 2;$/ ta'le ;0204

%nsIe# each of the folloIing Kuestions on a scale f#om /not at all/ to 0/totally.

%nsIe# them fi#st Iith a good f#iend in mind and then thinking of a possi'le

pa#tne#0

6T%T@>@ET FR.@E! %RTE@R 10This pe#son is one of the most

lika'le people . knoI020. feel . am confident in this

pe#son a'out "i#tually


24/48

e"e#ything030This pe#son is the so#t of

pe#son . Iould like to 'e00. Iould fo#gi"e this pe#son fo#

p#actically anything00. ha"e g#eat confidence in this

pe#sonLs good 8udgment0;0. Iould do almost anything fo#

this pe#son0%0 6um of you# #esponses to

Kuestions 13XB0 6um of you# #esponses to

Kuestions 2;X

Which is g#eate#M % o# BM

What kind of #elationships ha"e you 'een thinking a'out: tick the #ight ansIe#4

&asual dating N

@clusi"e datingN

@ngaged coupleN

>a##ied coupleN

.0 RUB.EL6 &OE&AU6.OE6 6ho#t tet page 2;$4CThey found that casual date#s #epo#ted mo#e liking than lo"ing0 But among those in mo#e

committed #elationships/ liking and lo"ing did not diffe#0G

!o these conclusions apply to ou# situation9contet M

8RAMMAR F$'US

)he #resent #rogressiveUse: The p#esent p#og#essi"e is used to ep#ess:

an action in p#og#ess at the moment of speaking

a tempo#a#y action in the p#esent . am attending an @nglish cou#se04

fied a##angements in the nea# futu#e 6heLs flying to a#is the day afte# tomo##oI04

annoyance o# c#iticism Iith CalIaysG4: HeLs alIays talking too much0

Time %d"e#'ials: noI at the9this moment0

Fo#m:Affirmative1 6u'8ect am9is9a#e "e#'5ingN0


25/48

%nterrogative1 %m9is9a#e 6u'8ect "e#'5ing00M

-egative16u'8ect am9is9a#e not "e#'5ingNsho#t fo#m: isnLt9a#enLt40

Practice&

10 Talk a'out things that a#e happening noI0

20 Fill in the 'lanks Iith the co##ect fo#m of the "e#' in '#ackets:

a4 We go4NNNNN on a camp to the mountains net Ieekend0

'4 The 'i#ds sing4NNNNN0/ the sun shine4/ and . feel4NNNN0intoicated noI that .

think4NNNN00a'out the upcoming holidays0

c4 6ome neigh'ou#s NN0alIays make4NNN0 too much noise0

d4 6he Io#k4NNNN00at the neI p#o8ect this month0

Reading

Tet &+2 3+ % 4+56 )&66 7 a#t 1/ page 2;152;3/ 6ocial sychology4

Di44erent T>pes o4 %oe & 6oC Do I %oe Thee 9

Both Ru'in and &la#k see an impo#tant diffe#ence 'etIeen a #elationship that is not lo"e

liking/ echange #elationships4 and one that is lo"ing/ communal #elationships40 But lo"e

itself is not some simple/ unita#y/ psychological state0

%s @li(a'eth Ba##ett B#oIning ep#essed it he# famous poem/ Ie epe#ience many kinds

of lo"ing: S HoI do . lo"e theeM Aet me count the Iays0 %ppa#ently/ the count can 'e Kuite

high0 Deo#ge Ae"inge# 1=


26/48

in Ihich a pe#son inte#acts Iith significant othe#s/ called attachment st>le/ may 'e

#elati"ely constant ac#oss the life span0 % pe#sonLs attachment to a #omantic pa#tne# should/

the#efo#e/ #esem'le the so#t of attachment he o# she epe#ienced as a child in #elation to

pa#ents0 Basing thei# app#oach on #esea#ch eamining pa#ent5child #elationships %insIo#th

et al0/ 1=7


27/48


28/48

UNITATEA 0&

FEE%IN8S AND T6E SE%F

Aa sf,#-itul acestei unit)+i/ studentul "a fi apt s):

5 i-i etind) a#ia de discu+ie p#i"ind sentimentele umane de iu'i#e -i ata-ament

5 fac) distnc+ia *nt#e situa+iile de folosi#e ale lui #esent Tense 6imple -i cele alelui #esent

Tense &ontinuous

&uno-tin+e p#i"ind tipu#ile de "e#'e ca#e supo#t) fo#ma continu) -i cele ca#e nuo#t) fo#ma continu) *n lim'a engle()



E@erci!ii de gramatic" engle)"/ D)l)+eanu5F,#noag)/ Deo#giana/ @ditu#a %l'at#os/

Bucu#e-ti/1=


29/48

!ou)/ p,n) la t#ei o#e

Pre/reading

.0 Fill in the 'lanks Iith the suita'le Io#ds f#om the 'o 'eloI:

Which / the/ metapho#/ t#uly/ emphasis/

seconda#y/ lo"e/ othe#/ acco#ding to/

like

Fo# John Aee 1=774/ lo"e is YYYYYYYY1 a Cmany splendo#ed thing/G Iith the

YYYYYYYYYYYY2on many0 Aee uses colo# as a YYYYYYYYYYYYY3fo# lo"e0 Th#ee types of lo"e

55 YYYYYYYYYYYYYY4he calls e#os/ ludus/ and sto#ge P a#e YYYYYYYY5p#ima#y colo#s they

fo#m the 'asis fo# YYYYYYYYY6com'inations0 Aee also desc#i'es th#ee YYYYYYYYYYYYYYYY7

types P called mania/ agape/ and p#agma P although YYYYYY8potential num'e# #uns much

highe#0 YYYYYYYYYYYYYYY9 Aee/ CHoI many colo#s of YYYYYYYYYY10a#e the#e M%s many as

the#e a#e possi'le mitu#es and com'inations/ as in colo# itselfG0Aee/ 1=


30/48

an!ious=ambivalentcha#acte#isation0 This dist#i'ution is Iithin the #ange of that o'tained

fo# child#en in a num'e# of diffe#ent cultu#es "an .8(endoo#n and #oonen'e#g / 1=


31/48

8RAMMAR F$'US#ecycling

f #esent 6imple "s #esent #og#essi"e

g 10 ut the "e#'s in '#ackets into the p#esent simple o# the p#esent continuous p#og#essi"e4:

a4 oung people 'ecome4NNNNN00less Iilling to assume commitment th#ough

ma##iage0

h '4 %cco#ding to hilip 6ha"e# and his colleagues 1=


32/48


33/48

g#eyNNNN07and light 'lueNNNNN00ost Kuiet need/ 'y sun and candlelight0

. lo"e thee f#eely/ as men st#i"e fo# Right

. lo"e thee pu#ely/ as they tu#n f#om #aise

. lo"e thee Iith the passion put to use

.n my old g#iefs/ and Iith my childhoodLs faith

. lo"e thee Iith a lo"e . semed to lose

With my lost saints/ 55 . lo"e thee Iith the '#eath/

6miles/ tea#s/ of all my lifeV P and/ if Dod choose/. shall 'ut lo"e thee 'ette# afte# death0


34/48

@li(a'eth Ba##ett B#oIning4

Replace the unde#lined Io#ds9ph#ases Iith othe# Io#ds of you# choice to folloI in @li(a'eth

B#oIningLs footsteps0

%ttachment style

UNITATEA 1&

DIVER8EN'E $F INTERESTS

Aa sf,#-itul acestei unit)+i/ studentul "a putea s):

5 de('at) *n lim'a engle() asup#a pe#sonalit)+ii umane -i a pe#icolului pe ca#e *l

#ep#e(int) o p#ea "ast) a#ie de inte#ese

5 s) utili(e(e co#ect g#adele de compa#a+ie a ad8ecti"elo# *n lim'a engle() -i fo#mele

de ast Tense

&uno-tin+e p#i"ind fo#mele #egulate -i ne#egulate ale "e#'elo# *n lim'a engle()




Bucu#e-ti/1=


35/48

!ou) o#e

Speaing&

&hain 6to#y simple past4 6tudents choose a Io#d f#om the #ecently lea#nt "oca'ula#y0 @ach

student cont#i'utes to the telling of a sto#y sta#ted 'y the teache#0 The sentence must contain

the chosen Io#d0

Reading&

Tet C!ange# of Too D#eat !i"e#gence of .nte#estsG/ Dene#al sychology/ page 1;

%lthough a pe#son should ha"e mo#e than one inte#est Ihich has 'ecome ha'itual Iith

him/ the#e is dange# in the possession of too many inte#ests/ in that none of them can 'e

de"eloped successfully0 %n illust#ation of this dange# may 'e seen in the sto#y of a man Iho Ias

et#emely "e#satile0

This man painted a little/ he sang a little he took pa#t in se"e#al successful motion

pictu#es he Ias one of the fi#st to eplo#e a#tistic photog#ahy he Ias deeply #eligious/ and he

de"oted time f#eely to 'oysL o#ganisations0 He seemed intensely inte#ested in each of these

acti"ities at the time of engaging in it/ 'ut he Ias una'le to stay Iith any one of them long

enough to de"elop mo#e than mode#ate success0 This man is noI old and disillusioned/ Iithoutany definite inte#est fo# his old age0

Often a '#ight student is inte#ested in so many fields that he finds it difficult to decide

upon his "ocation o# his ma8o# in college0 He may choose one field of inte#est and sIitch to

anothe#0 Fo# a student of this kind the ad"isa'le thing to do might 'e to choose a "ocation o#

p#ofession Ihich is in line Iith his a'ilities and inte#ests/ and Ihich also #ep#esents a definite

occupational need of his community0 He then can specialise in that field/ and di#ect some of his

othe# inte#ests into a5"ocational o# leisu#e5time acti"ities0


36/48

$ther Interest Factors

6ometimes ou# inte#ests a#e influenced 'y community/ national/ o# Io#ld conditions0 .n

Ia#time/ fo# eample/ a pe#son may de"elop an inte#est Ihich Iould 'e completely lacking

du#ing peacetime0 Recently/ many Iomen ha"e de"eloped inte#ests in an epanding list of

"ocational acti"ities0 %mong these a#e such as ai# hostessing/ #esea#ch/ and "a#ious a#med se#"ice

acti"ities0

These inte#ests #ep#esent a changed attitude of Iomen toIa#d the Io#ld of Io#k and thei#

place in it0 @a#lie#/ many of these inte#ests Ie#e held 'y a feI Iomen o# Ie#e completely

lacking0 .n like manne#/ many pe#sons Iho in the past Ie#e only mode#ately inte#ested in

political/ economic/ o# inte#national matte#s/ ha"e de"eloped/ as a #esult of #ecent Io#ld

conditions and p#o'lems/ a keen and enlightened inte#est in many of these a#eas0

%AN8UA8E F$'US

EeI oca'ula#y: '#ight/ intelligent/ cle"e# deep "s shalloI "e#satile/ inte#ested in and

cle"e# at many diffe#ent things/ ha"ing "a#ious uses success "s failu#e leisu#e5time

acti"ities a"ocation/ occupation that is not a pe#sonLs o#dina#y 'usiness/ imp#ope#ly/

"ocation to sIitch to/ to mo"e to0

Practice

@p#essing dis4like0

10 What a#e you inte#ested in M use the ge#und fo#ms: "e#'5ing4

.Lm mostly .nte#ested in Reading 'ooksmainly &ollecting stamps/N

20 .Lm "e#y fond of "e#'5ing

. like e#'5ing@n8oyAo"e!islike

hate


37/48

30 @p#ess like o# dislike #ega#ding the folloIing acti"ities:

a4 playing socce#

'4 studying psychology

c4 Iatching T

d4 playing chess

e4 collecting things

f4 ga#dening0

8RAMMAR F$'US

The %d8ecti"e

10%rregular Ad*ectives

ositi"e &ompa#ati"e 6upe#lati"egood 'ette# than4 the4 'estill9'ad Wo#se Io#stmuch >o#e mostmany >o#e mostlittle Aess leastfa# fu#the#9fa#the# fu#thest9fa#thestold Olde#9elde# oldest9eldest

nea# nea#e# nea#est9net

20,hort Ad*ectives 152 sylla'les4

ositi"e &ompa#ati"e 6upe#lati"efast Faster than4 the4 fastestnice Eicer nicesthea"y Hea"ier hea"iestthin Thinner thinnest

300Ad*ective > (enoughAong enoughBig enough6t#ong enough

0()han versus (then

@0g0: Cmo#e thanG/ C'ette# thanG the compa#ati"e4 CthenG P to ep#ess time afte#Ia#ds4

00Adverbs which end in ("ly

%d8ecti"e C5lyG: 'eautifully/ successfully f#eely deeply0


38/48

Practice

10#o"ide the #eKui#ed fo#ms as specified a'o"e the a##oI4 of the folloIing:

compa#ati"e 1

a4 old

'4 old compa#ati"e 2

supe#lati"e

c4 ill

compa#ati"e

d4 many

supe#lati"e

e4 many

compa#ati"e

f4 hot

supe#lati"e

g4 easy

supe#lati"e

h4 little

ad"e#'

i4 imp#ope# noun

84 occupy

ad"e#'

k4 good

supe#lati"e

l4 good

ad8ecti"e

m4 success


39/48

ad"e#'

n4 success

ad8ecti"e

o4 use

ad"e#'

p4 use

past second fo#m4

K4 do

past second fo#m4

#4 ha"e

past second fo#m4

s4 'e

past pa#ticiple thi#d fo#m4

t4 'e

20>atch the Io#ds in the tIo columns 'eloI to make up the app#op#iate set ph#ases st#uctu#e:

as >ad*ective > as > noun?:

as adectie as a noun

a4 >ad 14 Aightning'4 #oud 24 Toastc4 [uick 34 Feathe# d4 Aight 4 .cee4 Hea"y 4 Hatte# f4 Wa#m ;4 Aeadg4 White 74 eacock h4 6Ieet


40/48

ast actions Ihich happened one afte# the othe#0

Time @p#essions:

the day 'efo#e4 yeste#day

last 6unday9Ieek9month9July9yea#

th#ee yea#s9a fo#tnight ago

in 1=


41/48

R@6@ET &OET.EUOU6 R@6@ET 6.>A@ %6T 6.>A@

.0 %sk Kuestions and gi"e ansIe#s acco#ding to the hints 'eloI add any necessa#y Io#ds4:

14 When 9 meet 9 &a#ly M

Fo#tnight ago0

24 ou 9 ha"e a good time 9 togethe#M

es/N

34 Helen 9 8oin youM

Eo/ N9 can 9 'ecause 9 ha"e to 9 'a'y5sit 9 fo# he# nepheIs0

4 HoI long ago 9 last 9 go to a fai#M

Aong enough0 9 1== 9 Ihen 9 g#aduate f#om high school0

.nte#est facto#s


42/48

UNITATEA 2&

A88RESSI$N

Aa sf,#-itul cu#sului/ studentul "a fi apt s):

5 de('at) *n lim'a engle() asup#a dife#itelo# tipu#i de ag#esi"itate uman)

5 utili(e(e co#ect habitual past-ifrequentative would *n engle()

&uno-tin+e p#i"itoa#e la eisten+a dife#itelo# modalit)+i de ep#ima#e a t#ecutului *n

lim'a engle()




Bucu#e-ti/1=


43/48

Pre/reading

.0>atch the concept9ph#ase to its definition:

&oncept !efinitionAongitudinal #esea#ch Beha"iou# intended to in8u#e anothe# pe#son%ng#y agg#ession Beha"iou# intended to in8u#e anothe# pe#son to o'tain

something of "alue%gg#ession .mpulsi"e/ emotional 'eha"iou# intended to in8u#e anothe#

pe#son.nst#umental

agg#ession

Rega#ding someone as less than human and the#efo#e not

dese#"ing of compassionate t#eatment Bandu#a/ 1=74&ycle of family

"iolence

6tudying the same su'8ects o"e# a pe#iod of time so that

changes in 'eha"iou# can 'e o'se#"ed!ehumani(ation The t#ansmission of agg#essi"e 'eha"iou# ac#oss gene#ations

%%.5ocabulary ,teps

%##ange the folloIing nouns to shoI that they g#adually diffe# in te#ms of meaning4 on

imagina#y steps: fu#y/ ange#/ c#uelty/ #age/ g#udge/ #esentment/ out'u#st of ange#40

Reading

Tet: (Child Abuse/ f#om C6ocial sychologyG/ pages 3


44/48

medical assistance/ AisaLs '#ain in8u#ies Ie#e i##e"e#si'le0 6he died0 On Janua#y/ 3$/ 1=othe#s a#e mo#e likely than

fathe#s to physically a'use thei# child#en/ and most "ictims a#e 'oys 6t#aus et al0/ 1=


45/48

Practice&

W#ite a'out/ and then tell the othe# students at least th#ee things that you used to do in the past/

'ut no longe# do0

@0g0: CWhen . Ias a child . used to NG

..0FR@[U@ET%T.@ CWOUA!G

Use: to talk9I#ite a'out ha'itual9f#eKuent acti"ities in the past

Practice&

.0 Unde#line the f#eKuentati"e CIouldG fo#ms of the "e#'s in the tet 'eloI0

..0 W#ite a sho#t composition of $51$$ Io#ds4 a'out &h#istmas and9o# @aste#0

6ee CThanksgi"ing on the Fa#mG/ f#om at#icia Wilco ete#son/C&hanging Times/ &hanging

TensesG/ U060.nfo#mation %gency/ Washington !0&0/ 1==2/ page =$40

TH%E6D..ED OE TH@ F%R>

. #emem'e# ou# Thanksgi"ings on the fa#m0 When . Ias g#oIing up/ Ie li"ed on a fa#m

nea# the toIn0 The#e Ie#e many othe# #elati"es Iho li"ed nea# us0 @"e#y yea# they Iould all

come/ f#om othe# fa#ms and f#om the toIn to 'e Iith us0

WeLd Io#k fo# days to p#epa#e fo# the holiday0 >othe# and the gi#ls Iould clean e"e#y

pa#t of the house/ and theyLd get all the et#a #ooms #eady fo# the #elati"es0 Then theyLd Iash all

ou# 'est clothesQIe call these d#esses and suits ou# C6unday 'est0G The men Iould cut et#a

Iood fo# all the cooking/ fo# Ie had an old Iood5'u#ning sto"e0 Fathe# Iould alIays kill the'iggest tu#key/ and then heLd clean the 'i#d0 Finally/ the Ihole family Iould d#i"e into toIn to

'uy the food that Ie couldnLt p#oduce on the fa#m/ like coffee and suga#0

On Thanksgi"ing mo#ning the Iomen Iould get up ea#ly to 'egin cooking0 >othe#

Iould stuff the tu#key Iith '#ead and onions/ and then sheLd #oast it0 %unt @llen Iould make a

do(en pumpkin pies0 %unt %nn Iould pick autumn floIe#s f#om the ga#den fo# the cente# of the

ta'le0 6heLd also '#ing in "egeta'les to eat Iith the tu#key and the pies0

The olde# child#en Iould help set the ta'le Ihile the tIin 'a'ies played in thei# highchai#0 But . liked to play Iith the cat/ Iaiting fo# some'ody to gi"e me pieces of food0 %ll this


46/48

time ou# old dog Iould lie unde# the Ia#m sto"e/ Iatching the acti"ity0

&hild a'use

.0 ut the "e#'s in '#ackets into the p#esent simple o# the p#esent continuous p#og#essi"e4:

a4 oung people 'ecome4NNNNN00less Iilling to assume commitment th#ough

ma##iage0

'4 %cco#ding to hilip 6ha"e# and his colleagues 1=


47/48

.0

10 a#e 'ecoming

20 inte#act/ is

30 is alIays a"oiding #esent Tense &ontinuous of %nnoyance4

0 'egins

0 Io#ks

;0 is pa#ticipating

70 a#e going


48/48

3I3%I$8RAFIE

%damson/ !onald/#ractise Dour )enses/ Aongman/ 1==;

B)descu/ %lice/ Eramatica limbii engleze/ @ditu#a \tiin+ific) -i @nciclopedic)/ Bucu#e-ti/

1=c&a#thy/ >0/6nglish 5ocabulary in ;se &0U00/ &am'#idge/ 1==

ete#son Wilco/ at#icia/ Changing )imes Changing )enses/ U060 .nfo#mation %gency/

1==2

lant/ . 6veryday 6nglish @B e#lag/ Aeip(ig/ 1=7

Documents

Comunicare de Specialitate in Limba Engleza 1